Class 3: The Lesson

Three key elements of student engagement

Class will lead off with a follow up discussion to our Visualizing Place assignment. Special attention will be paid to reflecting on the workflow of the assignment, video tutorials and possible uses in student placements.


This week we take our first look at instructional design. The class begins by addressing key elements of lesson design :

  1. Higher-order thinking
  2. Student choice and reflection
  3. Effective classroom strategies

This  portion of the class lesson includes three major elements:

  • Practical examples of Bloom’s taxonomy in the form of sample exercises and questions. They are used to anchor a conversation on Bloom in action.
  • How student choice can impact key lesson elements – content, process, product, evaluation.
  • Demonstrate a student-centered approach to a teacher presentation as a way to foster reflection (instead of listening to a straight lecture on the subject)

The lesson is driven by a Keynote presentation. week3-16-handouts 1.7MB pdf

We will use an audience response system to gather student input. The lesson includes multiple activities that illustrate the content. Student will be led through discussing their reactions to the activities to connect them to the content. This lesson will serve as a kick off to their first assignment to write and share a Lesson Study.

key lesson components

Written assignment for Class 4:

Lesson Study is due 9/19.

The goal of this assignment is two-fold. First, to offer supportive feedback on your lesson development through a peer review process. Second, to offer some “lenses to look through” that help you easily see the essentials of a lesson. This perspective should be useful when you later craft your edTPA commentary.

This is not some exercise for the benefit of your instructor. This should be a process that works for you. So feel free to modify to meet your particulars. Use a scale that works for you – focus on just a small segment of a larger unit, or look at the entire unit. Don’t like Bloom? Use another schema to discuss the kinds of thinking that your students will need to successfully complete the assignment

Assignment lesson-study-16 47kb pdf
Sample based on today’s class lesson-study-sample-16 51kb pdf

Imperialist sentiments leading to the War of 1898

Uncle Sam's Picnic 1898

Uncle Sam’s Picnic 1898

Content- We will be studying how Americans at the turn of the century saw their place in the world i.e. manifest destiny and their responsibility to what they believed were lower, less civilized races and societies. The students will continue to work on their OPCVL skills and translating this information into a succinct but comprehensive paragraph.

Continue reading “Imperialist sentiments leading to the War of 1898”

Class 3: Peer Review

First Women Jury ~ Los Angeles 1911
First Women Jury ~ Los Angeles 1911

Peer Review

Last week’s class introduced key elements of lesson design and assigned Lesson Study I.  This week we are going to conduct two peer reviews of each lesson study, before it gets “turned in.” This models the student centered approach – with your peers sharing their higher-ordered review of your work – analyzing and evaluating it’s content. Following their feedback, you get to reflect on your work before turning it in.

We’ll manage the lesson study peer review  this way:

  1. You should bring in 3 copies of your 1st draft. (two to share and to one keep your notes on).
  2. You will be randomly put in the first peer review paring
  3. Meet and greet: exchange a quick 1 min intro to your lesson study – grade, subject, scope (one class lesson or a larger unit?)
  4. Exchange written drafts and study for 3 mins. Mark up your copy if you see typos or want to add suggestions. Develop 3 questions  you will ask for clarification.
  5. Student A questions B. Student B responds 3 mins
  6. Discussion / Brainstorming / B takes notes to captures modifications 3 mins
  7. Reverse roles with Student A’s work under review
  8. This should take us about 20 minutes to review each other’s work. You will then be assigned to another student to repeat the peer review process

After everyone has completed two reviews you will then have about 20-30 minutes to make revisions to your lesson study. (A good time to talk to the instructor as well). You should also write a personal reflection on what they learned in developing their first lesson study and participating in the peer review process.

edTPA Video Recording tutorial / WordPress Training

We have a 1 hour tutorial scheduled in the Clark Library Digital Lab from approximately 5;15-6:15. We will conclude with WordPress tutorial time.

Written Assignment for Class 4:  Submit lesson study as blog post

Students will turn in their revised Lesson Study assignment as a post on this blog by 10 PM Sept 19th. It should include their lesson study as well as personal reflection. Each post should also have a historic photograph (public domain with citation) that matches the theme or subject of their lesson study. Student Lesson study posts

I’ve prepared some brief WordPress video tutorials. You can find them at this YouTube playlist / WordPress tutorials for using our class blog 

I made these tutorials were with Apple QuickTime – you can use a free Chrome Plug in called SnagIt.

Reading Assignment for class 4 on historical thinking

  1. I’ve used the TEDEd flipped lesson feature to curate a existing YouTube and turn it into a lesson to support next week’s class on historical thinking: Who is the historian in your classroom? Another way to flip a class.
  2. Also do one online reading Thinking Like a Historian By Sam Wineburg

Image Credit: First woman jury,  Los Angeles  (November 1911)
The Library of Congress Call Number: LC-B2- 2354-15
Notes: Photo shows the first all-woman jury in California who acquitted the editor of the Watts News of printing indecent language, on Nov. 2, 1911.

Class 2: The Lesson

Three key elements of student engagement
This week we take our first look at instructional design. The class begins by addressing key elements of lesson design :

  1. Higher-order thinking
  2. Student choice and reflection
  3. Effective classroom strategies

This  portion of the class lesson includes three major elements:

  • Practical examples of Bloom’s taxonomy in the form of sample exercises and questions. They are used to anchor a conversation on Bloom in action.
  • How student choice can impact key lesson elements – content, process, product, evaluation.
  • Demonstrate a student-centered approach to a teacher presentation as a way to foster reflection (instead of listening to a straight lecture on the subject)

The lesson is driven by a Keynote presentation Week 2-15 Handout 2.5MB pdf.

We will use an audience response system to gather student input. The lesson includes multiple activities that illustrate the content. Student will be led through discussing their reactions to the activities to connect them to the content. This lesson will serve as a kick off to their first assignment to write and share a Lesson Study.

key lesson components

 

Later in the class we will share the learner selfie assigned in class 1.

Written assignment for Class 3:

Lesson Study I is due next week.

The goal of this assignment is two-fold. First, to offer supportive feedback on your lesson development through a peer review process. Second, to offer some “lenses to look through” that help you easily see the essentials of a lesson. This perspective should be useful when you later craft your edTPA commentary.

This is not some exercise for the benefit of your instructor. This should be a process that works for you. So feel free to modify to meet your particulars. Use a scale that works for you – focus on just a small segment of a larger unit, or look at the entire unit. Don’t like Bloom? Use another schema to discuss the kinds of thinking that your students will need to successfully complete the assignment

Lesson Study assignment  47kb pdf
Lesson Study Sample 51kb pdf