Parts of a Lesson Plan explained. Included are links to go to additional sites for further explanations for content matters.

1. Critical
Assignment 1
Part 2 Explained

2. Instructional Analysis -
Prior Knowledge
• Readers activate what they currently understand or
misunderstand about the topic and use this
knowledge before, during, and after the activity to
clarify misconceptions and understand the text.
• KWHL Chart – Used by teachers / students to assess
what information needs to be covered and how.
KNOW WHAT HOW LEARN

3. Activate / Assessing
Prior Knowledge
• At the early stages of teaching students the
strategy of making connections to their prior
knowledge, the teacher models "thinking aloud.“
• Making the Connections
• Assessment
Graphic Organizers – Concept Maps
• Student Response Journals / Online Discussions

4. Declarative Knowledge
• Declarative knowledge is knowing "that" (e.g., that
Washington D.C. is the capital of America),
• Procedural knowledge is knowing "how" (e.g., how to
drive a car).
http://emccabene.tripod.com/strategy/declarative.htm

5. Declarative knowledge is
further divided into:
• Episodic knowledge: memory for "episodes" (i.e., the
context of where, when, who with etc); usually
measured by accuracy measures, has
autobiographical reference.
• Semantic knowledge: Memory for knowledge of the
world, facts, meaning of words, etc. (e.g., knowing
that the first month of the year is April
(alphabetically) but January (chronologically).

6. Declarative Knowledge
• . There is a fundamental difference between declarative
and procedural knowledge. Declarative knowledge
refers to factual knowledge and information that a
person knows. Procedural knowledge, on the other
hand, is knowing how to perform certain activities
(Bruning, 46). According to John Anderson of Carnegie-
Mellon University, all knowledge starts out as declarative
information and procedural knowledge is acquired
through inferences from already existing knowledge.
(Payson) This is not to say that all procedural knowledge
is "higher-order" knowledge. It is often done without any
attention to what we are doing or why we are doing it,
or automatized. (Bruning, 47) An example would be
driving a car.
• http://lrs.ed.uiuc.edu/students/sbarnett/edpsy399/decla
rative.html

7. Procedural knowledge
• Putting those facts into practice helped me gain
the skills to transform a series of declarative
knowledge into procedural knowledge. The skills I
acquired couldn't be learned simply by being told. I
gained the skills only after actively putting them into
practice and being monitored by a coach who
was constantly providing feedback.
• http://lrs.ed.uiuc.edu/students/sbarnett/edpsy399/d
eclarative.html

8. Interdisciplinary
Connections
• Interdisciplinary learning is one of many ways to learn over the
course of a curriculum. When educators consider their curricular
objectives and students' needs, they may choose interdisciplinary
learning to deliver part or all of the content they will present. This
method can help bring students to a new awareness of the
meaningful connections that exist among the disciplines.
For example, a teacher might choose to design an
interdisciplinary unit entitled "Reality and Illusion" and use the
phrase "seeing is believing" as an organizing center1. Students
would then spend the next several weeks exploring topics
covering a range of disciplines, such as optical
illusions, patterns, probability, and folklore and other literature. The
following essay question could be given as a culminating
assessment of their learning:
• http://www.thirteen.org/edonline/concept2class/interdisciplinary
/index.html

9. Interdisciplinary Learning
• Interdisciplinary learning is an educational process in which two or more
subject areas are integrated with the goal of fostering enhanced learning in
each subject area. Implementing an interdisciplinary learning program brings
teachers together to create exciting learning experiences for students as well
as discovering new ways of delivering the curriculum. The concept of
interdisciplinary learning acknowledges the integrity and uniqueness of each
subject area, yet recognizes the interrelationships of one subject to another.
http://users.rowan.edu/~cone/interdisciplinarymodels.html
• A curriculum that is interdisciplinary presents content, skills and thinking
processes, and assessments through exploring connections among the
disciplines.
• Interdisciplinary connections between Evolution, Music, Language, And
Reading
The Science of Why Using Music to Teach Children Works.
‘Connections Between Speech and Song’

10. Common
Misunderstandings or
Misconceptions:
• What is it about the subject area that is most commonly
mistaken in thought or action?
• If the teacher is aware of such issues, they can be
managed in a non-threatening manner before they
become a problem

11. Purposes of Objectives
• By knowing where you intend to go, you increase
the chances of you and the learner ending up there
• Guides the teacher relative to the planning of
instruction, delivery of instruction and evaluation of
student achievement.
• Guides the learner; helps him/her focus and set
priorities
• Allows for analysis in terms of the levels of teaching
and learning
http://www.oucom.ohiou.edu/FD/writingobjectives.
pdf

12. Learning Objectives:
• A statement in specific and measurable
terms that describes what the learner will
know or be able to do as a result of engaging
in a learning activity.
• Example:
– Students will list three characteristics that
make the family medicine physician
distinctive from other specialists in the
health care system.
http://www.oucom.ohiou.edu/FD/writingobjectives.
pdf

13. A learning objective or
behavioral objective:
Much more specific than a goal. According to Mager,
the ideal learning objective has 3 parts:
• 1. A ‘measurable’ verb
• 2. The important condition (if any) under which the
performance is to occur and
• 3. The criterion of acceptable performance.
• Frequently you will not see the criterion or the
condition specified if they are obvious. However,
sometimes the adding the condition(s) and/or the
criterion add much clarity to a learning objective
http://www.oucom.ohiou.edu/FD/writingobjectives.p
df

14. Guide for Writing
Learning Objecives
• Select a verb for performing the task. Determine if
the verb you have chosen best describes the type
of behavior that the learners need to display after
training (see Bloom's Taxonomy or the
People, Data, and Things Checklist)
• Under what conditions must the task be performed?
• Determine to what standards the task must be
performed.
• http://www.nwlink.com/~donclark/hrd/templates/o
bjectivetool.html

15. Bloom’s Taxonomy - Steps
• Knowledge -
• Comprehension -
• Application -
• Analysis -
• Synthesis -
• Evaluation -

16. Learner Analysis
• When designing instructional opportunities, the designer
often assumes that everyone learns the way he or she
does. Unfortunately that could never be farther from the
truth.
• For the program to be effective, it must be stimulating to
the targeted audience. How can that be
accomplished? The construction of an audience profile
with the use of questionnaires can be a valuable start.
• The key to instructional design is to work around the
participants rather than the content. It is very important
to not develop a program based on the characteristics
you hope your audience will have.
• You must be realistic, the audience may come to you
with a wider variety of interests and knowledge. This may
seem overwhelming and confusing for a program
designer, but with careful preparation and open
mindedness, a successful project can result.

17. Assessments: Formative
• Formative Assessments: PRACTICE:
Formative Assessment is part of the instructional
process. When incorporated into classroom
practice, it provides the information needed to
adjust teaching and learning while they are
happening. In this sense, formative assessment
informs both teachers and students about student
understanding at a point when timely adjustments
can be made.

18. Assessments: Summative
The key is to think of summative assessment as a means to
gauge, at a particular point in time, student learning relative to
content standards.
Although the information that is gleaned from this type of
assessment is important, it can only help in evaluating certain
aspects of the learning process. Because they are spread out
and occur after instruction every few weeks, months, or once a
year, summative assessments are tools to help evaluate the
effectiveness of programs, school improvement goals, alignment
of curriculum, or student placement in specific programs.
Types of Summative Assessments
• State assessments
• District benchmark or interim assessments
• End-of-unit or chapter tests
• End-of-term or semester exams
• Scores that are used for accountability for schools (AYP) and
students (report card grades).

19. Instructional Strategies:
Glossary of Instructional Strategies
• http://www.beesburg.com/edtools/glossary.html
• Current number of strategies and methods Listed:
1271
How will you introduce the lesson?
How will you teach concepts during the lesson?
How will you conclude the lesson?

20. Learning Activities: (Describe with details what students will be doing
throughout the lesson. Remember the PPt., and WebQuest
• During the introduction of the lesson, students will:
1.
2.
3.
• During the lesson, students will (Mention WebQuest)
1.
2.
3.
• At the conclusion of the lesson, students will:
1.
2.
3.