Computer Technology K - 12 Lesson Plans - PowerPoint

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					Unit/Lesson Planning

           SPED 5175
  Instructional Planning in Special
             Education
            Contents
A. Unit Approach
B. Lesson Planning
     Learning Objectives
 To explain the meaning of a unit
 To identify components of an
  acceptable lesson plan
 To develop a lesson plan with all
  necessary components when given a
  case
            Unit Approach

1. Definition
   A. Unit approach refers to the integration of
      subject matter to a topic, theme, or interest
      area
   B. Typically is developed across all content
      areas of school curriculum (language arts,
      math, science, social studies, technology,
      art, music, drama, health, and physical
      education)
   C. Is a means to integrate curricula more
      comprehensively and to promote
      generalization of learning
            Unit Approach

2. UNC Charlotte College of Education’s
   Definition of Unit Plan
   A. A sequence of at least five lessons on a
      topic, theme, interest area, or skill.
   B. It should be correlated to:
       • Student’s IEP
       • North Carolina Standard Course of Study
         (NCSCOS)
         http://www.ncpublicschools.org/curriculum/
         ncscos
            Unit Approach

3. Unit Planning
   A. Select the unit skill, topic or theme
   B. Identify objectives
   C. Define evaluation method for monitoring
      progress toward the objective
   D. Develop lesson plans based on well
      sequenced task or concept analysis
   E. Develop activities and learning experiences for
      the lesson plans if not using a research based
      curriculum
   F. Compile a list of resources needed
   G. Incorporate technology when appropriate
            Unit Approach

4. Unit Components
  A.   Introduction and overview
  B.   Rationale
  C.   Broad goals
  D.   Specific student outcomes
  E.   Content analysis
  F.   Instructional strategies and activities
  G.   Assessment methods and evaluation
  H.   Daily lesson plans
  I.   Resources, materials, and bibliography
Lesson Planning Considerations

A. Standards
   • North Carolina Standard Course of Study
     (NCSCOS)
     • K-12 across 12 curriculum areas (arts
       education, computer/technology skills, English
       language arts, English language development,
       guidance, healthful living, information skills,
       mathematics, second languages, science,
       social studies, workforce development)
   • College of Education Internship and
     Student Teaching Handbook at UNC
     Charlotte
   Planning Considerations
B. Task analysis
   • Involves breaking a complex skill or
     series of behaviors into small, teachable
     units
   • Must be individualized depending on
     student’s skill.
   • Is critical in order to develop clear and
     detailed lesson plan; and more
     importantly to allow better teaching
   Planning Considerations
B. Task analysis
   •   Academic example
   •   Add/subtract fractions (Howell & Nolet,
       2000, p. 45) e.g., 2/7 + 3/4 = 1 1/28
       1) decide if denominators are the same
       2) find the least common denominator
       3) produce equivalent fractions
       4) decide what operation (add or subtract) is
          called for
       5) carry out the operation
       6) decide if the answers is in simplest form
       7) if it isn’t in the simplest form, convert it
    Planning Considerations
B. Task analysis
   •   Non-academic example
   •   Shoe tying (Cooper, Heron, & Heward, 1987,
       p. 354 )
       1) cross over laces on the show
       2) tie a knot
       3) make a loop with the lace on the right side of
          the shoe, and hold it in the right hand
       4) with the left hand wrap the other lace around
          the loop
       5) use index or middle finger of the left hand to
          push the left lace through the opening
          between the laces
       6) grasp both loops, on in each hand
       7) draw the loops snug
    Planning Considerations
C. Types and complexity of subject matter
   •   Different subject matters may lend
       themselves to require different types of
       learning
       1) Direct teaching: requires modeling, guided
          practice, and independent practice
          (application)
       2) Discovery learning: engagement (pose a well-
          chosen problem), exploration, discussion, and
          expansion (typically in science)
   •   The level of difficulty and complexity in
       content also impacts lesson planning
    Initial Planning and Lesson
             Development
A. Learning contexts including students
   and instructional resources
   • Students: grade level, performance
     level, students with IEP and
     accommodations
   • Classroom (environmental) contexts
     including teacher, assistant, physical
     make-up, and other instructional
     resources available for instruction
    Initial Planning and Lesson
             Development
B. Learning objectives/outcomes
   (alignment to NCSCOS)
   • Objectives are developed based on
     assessment data (e.g., PLOPs)
   • Rationales for the content/skills are clear
   • Outcomes are clear, concise, and
     measurable with an appropriate mastery
     level
   • Objectives are aligned with the IEP AGs
     and STOs.
    Initial Planning and Lesson
             Development
C. Prerequisites
   • What skills do students need to know
     prior to this lesson?
   • Prerequisites should be assessed or
     evaluated previously
D. Instructional resources
   • Materials/technology needed to deliver
     this lesson and to promote students’
     learning
   • Should be well structured so that they
     are easily accessible during instruction
    Initial Planning and Lesson
             Development
E. Content development:
  • Content and skills are based on
    assessment data
  • Content and skills are well-structured
    and developed in a sequential manner
  • A wide range of examples and
    nonexamples are included
  • Addresses the needs of diverse students
    Initial Planning and Lesson
             Development
F. Instructional methods, strategies, and
   resources
   • Appropriate for the instructional
     objectives and students’ skills
   • Are research-based (effective and
     validated)
   • Address the needs of diverse learners
     (including varying levels of instructional
     intensity, scaffolding, peer support,
     grouping patterns, time allocation, skill
     levels, rate of completion, etc.)
Lesson Implementation, Evaluation,
         and Reflection
A. Opening
  • Gain attention
  • Present a short review
  • Present an overview
  • Share expectations
  • Share rationale and objectives (in
    student terms)
  • Activate background knowledge
 Lesson Implementation, Evaluation,
          and Reflection
B. Body
   • Modeling through skill steps (demonstration, I
     do)
   • Teacher-student dialoguing
   • Scaffolding (i.e., gradual removal of
     prompts/support)
   • Questioning
Key considerations of lesson implementation:
   •   Involving students
   •   Fostering cognitive learning
   •   Reinforcing and repeating information
   •   Check for understanding, monitoring and
       adjusting instruction (making instructional
       decisions)
Lesson Implementation, Evaluation,
         and Reflection
C. Guided practice
  • Lead by teacher with
    examples/nonexamples
  • Active student participation
  • Align with objective of lesson and
    independent practice
  • Monitored feedback
Lesson Implementation, Evaluation,
         and Reflection
D. Feedback
  • Cycle: Teacher asks question or elicits
    response → students respond →
    teacher evaluates response → teacher
    gives feedback
  • Types: acknowledging, amplification and
    rephrasing, correcting
  • Power of teacher praise
Lesson Implementation, Evaluation,
         and Reflection
E. Closing
  •   Summary and review
  •   Preview
  •   Share how students met expectations
  •   Cue students to self-evaluate
  •   Introduce independent work (make sure
      the directions are clear)
Lesson Implementation, Evaluation,
         and Reflection
F. Independent Practice
  • Characteristics
     a) Requires minimal teacher assistance
     b) Gives students practice with previously
        taught information
     c) Students have the skills
     d) Aligned with objective, guided practice, and
        evaluation
  • Teaching Behaviors
     a) Complete first problem with students
     b) Circulate and give individual feedback
Lesson Implementation, Evaluation,
         and Reflection
G.Evaluation
  •   Specify the criteria
  •   Vary ways to evaluate
  •   Teach students to self-evaluate
  •   Reflect on instructional practices
      Learning Checklists
 What is a unit?
 What components should be included
  in a lesson plan?
 Can you develop a lesson plan with all
  necessary components when given a
  case?
         UNC Charlotte College of Education
                  LESSON PLAN


A.   Rationale
B.   Focus/Review
C.   Statement of Objective(s)
D.   Teacher Input
E.   Guided Practice
F.   Independent Practice
G.   Closure
H.   Assessment/Evaluation
I.   Areas of Individual Differences

				
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