Lesson Planning

<p>Instructional Strategies List</p> <p>Preface</p> <p>PART I: CONCEPTUAL FOUNDATIONS FOR PLANNING A LESSON</p> <p>Chapter 1: Planning is Necessary</p> <p> Planning is Professional Decision-Making</p> <p> Teacher Accountability: Past and Present</p> <p> Planning as a Road Trip Analogy</p> <p> Reasons for Planning</p> <p> Lesson Focus</p> <p> Remaining Focused During Instruction</p> <p> Selecting Appropriate Materials and Strategies</p> <p> Incorporates Academic Standards</p> <p> Classroom Management</p> <p> Reflective Practitioner</p> <p> Long Range Planning</p> <p> Daily Lesson Plans</p> <p> Interdisciplinary Thematic Unit</p> <p> In Summary</p> <p> Your Turn:</p> <p> Activity: Reflections on Planning</p> <p> Bibliography</p> <p>Chapter 2: Teaching is Informed Decision Making</p> <p> Making Decisions: Experienced and Expert Teachers</p> <p> The Importance of a Personal Philosophy of Teaching</p> <p> Philosophy: A K-12 Lesson Planning Model That Works</p> <p> Constructivism</p> <p> Context</p> <p> Commitment</p> <p> Content</p> <p> In Summary</p> <p> Your Turn:</p> <p> Activity 1: Your Beliefs</p> <p> Activity 2: Your Philosophy</p> <p> Bibliography</p> <p>PART II: STRUCTURAL FOUNDATIONS OF A LESSON PLAN</p> <p>Chapter 3: Identifying a Topic and Academic Standards</p> <p> Identifying Topics</p> <p> Identifying Academic Standards</p> <p> Standards and Educational Reform</p> <p> National Standards</p> <p> State Standards</p> <p> Identify a Topic and Standards for a Lesson</p> <p> In Summary</p> <p> Your Turn:</p> <p> Activity 1: Your State Standards</p> <p> Activity 2: Topic Identification</p> <p> Activity 3: Select and Align a Topic with State Standards</p> <p> Activity 4: Reflection</p> <p> Bibliography</p> <p>Chapter 4: Writing Lesson Goals and Objectives</p> <p> Goals and Objectives</p> <p> Purpose for Writing Goals and Objectives</p> <p> Defining Goals and Objectives</p> <p> Approaches to Writing Lesson Objectives</p> <p> Behavioral Objectives</p> <p> Goals Objectives</p> <p> Instructional Objectives</p> <p> Standards-based Lessons:</p> <p> Using Academic Standards to Write Objectives</p> <p> In Summary</p> <p> Your Turn:</p> <p> Activity 1: Distinguishing Between Goals and Objectives and Identifying Taxonomy Levels</p> <p> Activity 2: Writing an Instructional Objective</p> <p> Activity 3: Reflection</p> <p> Biblography</p> <p>Chapter 5: Designing Formative and Summative Assessments</p> <p> The Importance of Assessment</p> <p> Reasons for Classroom Assessment</p> <p> Assessment and Evaluation</p> <p> Types of Assessment</p> <p> The Assessment Process: Pre-assessment, Formative, and Summative Assessment</p> <p> Evaluation</p> <p> Creating a Rubric</p> <p> A Process for Measuring Teacher Impact</p> <p> In Summary</p> <p> Your Turn:</p> <p> Activity 1: Creating Your Lesson's Pre- and Post-Assessments</p> <p> Activity 2: Create a Rubric</p> <p> Activity 3: Creating a Formative Assessment</p> <p> Activity 4a: Differentiating Your Lesson's Product by Readiness</p> <p> Activity 4b: Differentiating Your Lesson's Product by Interest</p> <p> Activity 4c: Differentiating Your Lesson's Product by Learner</p> <p> Activity 5: Reflection</p> <p> Bibliography</p> <p>Chapter 6: Choosing the Lesson Content and Instructional Strategies</p> <p> A Highly Qualified Teacher in Every Room</p> <p> Understanding Context: The Learners</p> <p> What is Differentiation?</p> <p> Understanding Differentiation: Important Terms Defined</p> <p> Content</p> <p> Process</p> <p> Product</p> <p> Student Readiness</p> <p> Student Interest</p> <p> Learning Profile</p> <p> Intelligence Preference</p> <p> Environment</p> <p> Organizational Considerations</p> <p> Understanding Content</p> <p> Informational</p> <p> Instructional</p> <p> In Summary</p> <p> Your Turn:</p> <p> Activity 1: Identify Your <strong>Informational</strong> Sources</p> <p> Activity 2: Identify Your <strong>Instructional</strong> Sources</p> <p> Activity 3: Creating a Lesson Plan Annotated Bibliography</p> <p> Activity 4: Collaboration</p> <p> Activity 5: Reflection</p> <p> Bibliography</p> <p>Chapter 7: Selecting Lesson Materials</p> <p> The Next Step: Selecting Materials</p> <p> Materials Defined</p> <p> What Research Says</p> <p> Brain Research</p> <p> Literacy</p> <p> Technology as an Instructional Tool</p> <p> Meeting the Needs of All Learners</p> <p> Cultural Diversity</p> <p> Practical Considerations in Using Materials</p> <p> In Summary</p> <p> Your Turn:</p> <p> Activity 1: Select Literature/Print Sources</p> <p> Activity 2: Select an Activity and Its Corresponding Materials</p> <p> Activity 3: Selecting Visual Aids</p> <p> Activity 4: Create a Materials List</p> <p> Activity 5: Collaboration</p> <p> Activity 6: Reflection</p> <p> Bibliography</p> <p>Chapter 8: Creating a Lesson Plan</p> <p> Putting the Pieces Together</p> <p>SECTION I: DIRECT INSTRUCTION</p> <p> What is Direct Instruction?</p> <p> Writing a Direct Instruction Lesson: Elements Defined</p> <p> Lesson Beginning</p> <p> Lesson Middle</p> <p> Lesson End</p> <p> Your Turn:</p> <p> Activity 1: Evaluation of a Direct Instruction Lesson Plan</p> <p> Activity 2: Write a Basic 3-Part Direct Instructional Lesson Plan</p> <p> Activity 3: Reflection</p> <p>PART II: INDIRECT INSTRUCTION</p> <p> What is Indirect Instruction?</p> <p> Planning and Implementing Indirect, Inquiry Learning</p> <p> Writing Essential Questions</p> <p> Assessment of Learning</p> <p> In Summary</p> <p> Your Turn:</p> <p> Activity 1: Collaboration</p> <p> Activity 2: Creating an Inquiry Lesson Plan</p> <p> Activity 3: Peer Review</p> <p> Activity 4: Reflection</p> <p> Bibliography</p> <p>Index</p> <p>INTASC Principles List</p>