Planning and Teaching Model

• getting students ready for learning
• actively involves students  (Capture students attending behavior, by incuding practice of skill or knowledge, posing a problems, or raising awareness)  (Have you ever . . . . . . . .. . ?)
• stating the learning objectives
• stating the benefits of the objectives

Input:  Mode of Instruction

• Presentation
• short lecture
• reading
• video
• Skill Development
• maps
• globes
• graphs
• tables
• timelines
• charts
• graphic organizers
• outlining
• writing
• reading
• speaking
• listening
• Inquiry - problem solving
• statement of the problem or hypothesis
• gathering data
• interpreting data
• drawing conclusions
• making recommendations
• Cooperative learning (descriptions of strategies) and list of several strategies
• Multiple Intelligences
• What are the Multiple Intelligences?
• Example of Multiple Intelligences Lesson Plans
• Lesson Plan Guide
• Discussion
• substantive conversation
• 1. Participate in sustained teacher-student or sustained student-student interaction about a topic.
• 2. Share ideas.
• 3. Build ideas to promote improvement.
• small group
• large group
• cooperative learning
• Simulation and role play
• Concept attainment
• List examples and non examples.
• Define concepts through examples.
• Through substantive discussion, list, group and label.
• Engage in a series of activities over several lessons, from concrete to pictoral, to symbolic.
• Draw a concept map.
• Use a decision-making activity, role play, or simulation.
• Model expected behaviors for any of the instructional activities presented.

• Ask several higher level questions. Refrain from closed questions and those that are very broad, without a focus.
• Allow opportunities for students to demonstrate.
• Pose key questions. Use two to three probing questions from Taba's questioning strategies.
• opening, grouping, and labeling
• refocusing, clarifying, and summarizing
• opening, interpretive, and capstone
• Ask students to explain a concept, definition, attributes in their own words, how they arrived at conclusions
• Use active participation.

Hands-on activity

• Initiate a practice activity where student or teacher demonstrates expected behavior.
• Model expected outcome(s).
• Elicit overt responses from learners.
• Provide opportunities for students to become engaged in practice or activity.
• Facilitate students' involvement. Determine who has grasped the ideas and who needs additional explanations.

Closure and Reflection

• Involve students in drawing closure to the lesson.
• Relate objective(s) to summary of lesson.
• Ask questions to encourage students to make generalizing conclusions.
• Use higher level thinking questions to include students' responses in the summary.
• Use at two sequenced questions.
• Allow students to engage in most of the discussion.
• Assess if the objectives of the lesson were met.
• Make connections to the world beyond the classroom.

Extension or independent activity

• This is an opportunity for students to practice on their own.
• Provide an assignment related to the lesson which requires learners to apply the knowledge and skills gleaned from the lesson in a slightly different situation.
• Complete at least one or two items or a segment of the assignment in class.
• Show a model of a finished product.

References