Instructional Module/Training Plan Template AET/520 Version 3

University of Phoenix Material

Karen Powell Strategic Lesson Planning Thinking Through a Lesson Plan

Instructional Topic

Instructional Module/Training Plan Title Learning Setting

Audience

Delivery Modality (online, hybrid, face-to-face, and so forth)

Total Time Allotment

Instructional Module/Training Plan Goal

Two Performance-Based Objectives

This training session will be conducted in large auditorium room that seats about 150 people. It is equipped with smart boards and projectors. This session will use PowerPoint for the presentation. This particular training area is located at the main office of the states largest school district. It has 56 schools, 2,500 teachers and 36,000 students. The training audience will consist of male and female 6th Grade Language Arts and Reading teachers. Ages of the participants range from age 24 to age 48. Years of experience among the teachers are from six months to 22 years. Teachers will attend from the entire county with most taking private transportation. The type of delivery used will be face-to-face and a PowerPoint presentation. This approach is being used because of the large number of participants. It also helps with constant interaction between presenters and the learners which calls for district feedback. The total time for this course will be for four hours a day for two days. The days and time will be Monday and Tuesday from 8 a.m. to 12 noon. To establish a collaborative community of Language Arts/Reading teachers. To equipt teachers with the tools to think through a lesson plan and implement it. To increase rigor and literacy understanding created by other groups. To understand the purpose and need for strategic lesson planning. To demonstrate the role of planning in everyday life. To understand the reasons for teacher collaboration. Learners will be able to understand and learn why teachers collaboration is so important for the learners.
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By the end of this course, teachers will be able to think through, design, and implement strategic lesson plans for all learners.
Summative Assessment Description Part II: Development Attention Getter

Detailed Input of Content

Teachers will be required to put together, in order, jigsaw parts of a lesson plan template. They will also complete the Exit Slip on what was learned during the session and Each participant is given a 3x5 color index card. To complete a standards based lesson plan template. encourage engagement and collaboration, each teacher is asked to write three statements about themselves to no one in the audience they already knows. Two of the statements are to be true and the other false. Each participant will go to another participant and give them the card. After reading the card (all three questions), see if they are able to determine which statement is not true. PowerPoint, hand-outs and other visual aids are passed out for each learner. Various web-sites on Teacher Collaboration and Strategic Lesson Planning for Language Arts and Reading were given. Allow participants to work in small using the same activity index cards to come up with a lesson using the information they already have. Learners may also question others in the group and seek assistance on how to design, develop, and implement the best lesson for learners. During the lecture process, learners will be given hand-outs and visual aids to enhance the learning process. An on-the-fly assessment will be done every 10 to 12 to check for student understanding. Each 10 to 12 minute sessions will be proceed by a lecture by the instructor. Examples and visual aids will be given for visual learners. A 5 minute question and answer discussion will be done at the end of each lecture. It is vital to check for learners understanding in order to know learning is taking place. Learners must display a level of comfort in comprehension for the learners to benefit from the information provided. Information on the success of collaboration among peers. Also, information on how to think through and implement a strategic lesson plan. Each participant will join with two other participants to draw up a lesson plan. Once completed, the plan will be critic by three other participants to make necessary corrections. Through brainstorming and necessary corrections, the final product will demonstrate why collaborative planning is so important. Final understanding will be displayed through role playing Page 2 of 5 with the implementation of the completed lesson plan. As a final assessment, learners may complete a K-W-L chart on Strategic Plans.

Part III: Implementation Instructional Strategies

Instructional Module/Training Plan Template AET/520 Version 3 Formative Assessment

Closure

What the learner knows and what the learner does not know is the purpose of formative assessment. There are several strategies that can be used to check the learners level of comprehensive and understanding. Assessments that are embedded in the information given to the learners. On-the-fly assessment done as often as determined by the instructor to check levels of understanding and an inclusive planned instructor to learner interaction. Ask open-ended questions (questions that cannot be answered with a simple yes or no. Ask learners to put their thinking into words. Elicit student interaction that will provide feed-back. In order to learn, the learner must be provided with a level of learning comfort. It is important to address the various learning styles of each participant. Todays learners are diverse. They come from different backgrounds and bring with them prior knowledge and learned experiences. It is important for the instructor to address each learners needs as an individual. This is one reason to use the face-to-face method. It gives opportunities to the instructor to give one-on-one interaction. There will be different types of skills also represented by each learner. This may call for re-teaching or constant checking for understanding. Even with teachers, it is important to be current with new and innovative ways of teaching and presenting information for learning. Often teachers are content with what they may have used for years and refuse to venture outside of the box. By using visual aids and information, hand-outs material may be better accepted by the learner. Learners engagement provides a great opportunity to demonstrate the value of how information is presented. Included in the hands-out are information and how it will be covered by the instructor. Icebreakers are used to form collaboration between learners. Learners must be given adequate and detailed information for learning strategies and supplying detailed information the learner will benefit greatly from the instructor presentations. Finally, it is vitally important to keep adding and maintaining best practices in the learning process. There should be a goal for all learners to become independent learners by increasing their skill set of comprehension. By maintaining continual learning,

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and receiving corrective feedback, the learners benefit most from the training.
Materials and Resources

Hand-outs, visual aids, charts, tablets, worksheets, lesson plan examples, graphs, book and articles on collaboration.

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