EDUC 4464

1
EDUC 4464 MethodsClass Three
September 17, 2007.
Drama Activities These are activities designed
to get the students active in the classroom,
while double-dipping into the drama component.
They always have an element of Acting.

• Copy the basic premise into your Teaching Ideas
  file (under Rapport)
• Cut and paste from presentation, lesson plan, or
  type it out - it is your choice

Dr. J. Barnett
2
How You Teach.

• General Mode of Instruction (GMI)

1. What shall we teach? 2. How can we
assess it? 3. How shall we teach?
4. How can we organize it?
Dr. J. Barnett
3
Planning

• Long Range Plans
• Outlines the year gives you and anyone else an
  overview
• When are you going to teach what unit / overall
  concept
• Helps with integration / double dipping
• Usually requested by principal by the end of
  September
• Lesson Plans
• What you are going to teach for a specific
  subject in a specific time period
• Goes into a Daybook
• Short Term Plans
• A unit a group of lesson plans all focused on a
  particular subject area or concept i.e., grade
  4 Social Studies Medieval Times grade eight
  Language a novel study on The Gifted / Big
  Ideas or concepts such as Freedom,
  Diversity.
• Day at a Glance
• When you plan to teach each subject in one day
• Usually put on board and can be seen in a Daybook

Dr. J. Barnett
4
Relationship between Plans
What will happen during the Period Day Week S
tudy of a Topic/Concept Year
Lesson plans are put in Unit Plans
The Long Range Plan lists the main topic of each
Short Term Plan (Unit).
Dr. J. Barnett
5
Essential or Enduring Understandings
An essential or enduring understanding is what I
want the student to remember when they forget
everything else.
The First step in Lesson Planning or Unit Planning
Dr. J. Barnett
6
Essential or Enduring Understandings
An essential or enduring understanding is what I
want the student to remember when they forget
everything else.
Dr. J. Barnett
7
Essential or Enduring Understandings
Grade 7 Language Expectation identify and name
major parts of the sentence (e.g., subject,
object, predicate)

IDENTIFY AND NAME THE
SUBJECT IN A SENTENCE expectation for my
lesson.
An essential or enduring understanding is what I
want the student to remember when they forget
everything else.
Dr. J. Barnett
8
Essential or Enduring Understandings
Grade 7 Language Expectation IDENTIFY AND NAME
THE SUBJECT IN A SENTENCE expectation for my
lesson.
An essential or enduring understanding is what I
want the student to remember when they forget
everything else.
Dr. J. Barnett
9
Essential or Enduring Understandings
Grade 7 Language ExpectationIDENTIFY AND NAME
THE SUBJECT IN A SENTENCE expectation for my
lesson.
An essential or enduring understanding is what I
want the student to remember when they forget
everything else.
Dr. J. Barnett
10
Essential or Enduring Understandings
Grade 7 Language ExpectationIDENTIFY AND NAME
THE SUBJECT IN A SENTENCE expectation for my
lesson.
An essential or enduring understanding is what I
want the student to remember when they forget
everything else.
Dr. J. Barnett
11
Parts of a Lesson

• Expectations
• The enduring understanding
• For a lesson Take the curriculum expectation and
  make it realistic for the lesson you plan
• For a unit a curriculum topic, part of a
  curriculum topic, a concept
• Assessment (and Application / Routine)
• How will you know that they have the enduring
  understanding?
• Content / Strategies
• The body of the lesson
• Content is the what and Strategies are the How
• Preassessment
• What students need to know before you can teach
  the lesson
• What the room should look like, etc
• Resources you need to gather
• Reflection
• After the lesson, think about how it went and
  make notes for next time

Dr. J. Barnett
12
Consolidation

• What are essential understandings?
• My Lettuce Story
• Steps in Making a Cheese Whiz Sandwich

Dr. J. Barnett
13
Application

• Get into small groups of three or four
• One person come up and see me
• You have been assigned a task you need to teach a
  group of students. You dont have to make a
  lesson plan. For now record the answers to the
  following and complete the task at the end
• What is the essential understanding?
• How will you know that the student knows how to
  do the task / has the essential understanding?
• What does the student have to already know before
  the lesson begins?
• Write out the lesson steps (the strategy section
  of the lesson plan) for the task.

Dr. J. Barnett