ELM210 T1 ( Coursehero) PDF

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Understanding Educational Terminology

Educational Terminology

Lesson Plans

Classroom and Student Factors/Grouping

Brief Explanation

Provides instructions for a teacher to follow. The lesson plan has the projected outcome the teacher desires and lists materials needed to complete the assignment if any. Breaking students into pairs so that they reach a desired outcome.

National/State Learning Standards

Goals that are set for students to achieve.

Learning Objective

Is what the specific outcome is expected.

Purpose in the Planning, Instruction and Assessment Process

Lesson plans are used as a roadmap for delivering a lesson. It provides the information teachers need from standards to how many copies of a paper is needed.

Allows for students to be put together so that a certain skill or activity can be achieved. This can be done by students needs or where they are developmentally. Standards that student lessons must be written with. The state standards must be followed, national standards are optional for teachers to follow. Learning objectives provide what the intended outcome or result of a lesson should be.

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Alignment

Academic Language

To correlate an assignment, test or assessment to meet the standards. To use correct grammar, writings and punctuation at work or in school.

Alignment allows for objectives and goals to be achieved by modifying assignments, lessons or assessments to meet state or education standards. Academic language is used to communicate in a professional and academic settings. Anticipatory set allows for the use of information to engage students so they will be ready for the assignment.

Anticipatory Set

Use information to gain the attention of learners.

Prior Knowledge

What students already know about a subject or topic before learning the new information.

Prior knowledge of a subject allows for building on of what students already know.

Multiple Means of Representation

Using images and language to provide information.

Provides different ways to understand materials being taught in a way that students could understand and keeping them engaged.

Multiple Means of Engagement

Provides a means where students who face difficulty can still succeed by using other forms of methods to do so.

Allows for the use of different things to help a student succeed in class. This is done by having multiple ways students can learn by audio, video or print.

Multiple Means of Expression

Provides multiple ways a student can tell what they have learned.

The process in which information is conveyed. This can be done in different ways.

Instructional Methods

Instructional Strategies

Activities that can be used throughout instruction. Tricks that teachers can use to help students be able to work alone.

Instructional Methods are ways teachers can engage students in instruction. Are important because these can help build students confidence to where they can work independently and successfully.

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Essential Questions

Important to the learning environment of students because they will be able to ask about anything dealing with the lesson.

Are important in learning because it provides questions students may have that a teacher can answer about the lesson or materials being learned.

Extension Activity

Used to help solidify lessons being learned.

Extension activities are used to reinforce what is being learned in an lesson but it is done outside of the classroom. This can be done thru the completion of homework.

Guided Practice

Independent Practice

Closure

Formal Assessment

Informal Assessment

Pre-assessment Formative Assessment

Student learning being aided by following directions from teacher. Students work by themselves on a task or assignment. Is the wrap up of a lesson, this is done by having a review of what was learned. Allows for information gained to be used in decisions going forward about what needs to be worked on. Allow for quick diagnostics of where a student is at any given time. Given ahead of time, it is just to see what students already know about what is being covered next. Used to gauge where a student is when going

Guided practice is done by the teacher first then is done by themselves with the help from the teacher. Independent practice is done by having students work by themselves. This helps solidify information learned and put it to use by doing the assignment or task. Closure can be completed by having a review of what was learned during the lesson. This can be done by having a short discussion and students are able to ask questions if they are still having a hard time understanding any parts of the lesson. Formative assessments allow for information to be collected to guide what direction the teacher needs to go when it comes to student learning. Informal assessments all for tracking of all students progress much more often than what formal assessments will allow. These can be done by using exit tickets. Pre-assessments help the teacher find out where they need to begin with the new unit or material. This can be done by giving a quiz to see what it already known Formative Assessment allows for teachers see where their students are and to use information to modify future lessons and assignments to

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Summative Assessment

Scoring Rubric

Cross-curricular

over recently taught materials.

meet the needs of their students.

An assessment given at the end of a section, unit or class.

The purpose of summative assessments is to “provide information about student learning that is frequently translated into a grade” (Estes & Mintz, 2016). Midterms, final exams, benchmarks are all examples of summative assessments.

Is what an assignment, task or test is being graded against. It has what multiple tiers of what is being looked for when these things are being looked at. Is used to make connections between subject areas where the information being learned works together.

The purpose of scoring rubrics is to provide feedback on what is being looked for when completing assignments and writing papers. These can also help coordinate instruction and assessments in the future.

The purpose of cross curricular instruction is combining multiple subject areas into one lesson. This can be done by teachers

Estes, T. H., & Mintz, S. L. (2016). Instruction: A models approach (7th ed.). Upper Saddle River, NJ: Pearson.

Examining Different Lesson Plan Formats I have chosen to evaluate the College of Education (COE) template and the 5E template’s core lesson planning components. They each ask for lesson summaries, instructional plan titles, and both ask for any details about the class. Meaning are there any IEP’s, 504’s or other special circunstances or accommodations that need to be made like modifying the lesson.

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With the COE template the terminology has similarities and differences from the 5E template. One of the similarities are the use of standards. They both require that standards be identified. Stating the lesson objectives are another similarity that both the COE and the 5E both have. While they both have the similarities, they also have differences. The 5E lesson plan also focuses on the 5 e’s which are engage, explore, explain, elaborate, and evaluate and also asks for a rationale about the instructional strategies chosen for the lesson. While the COE’s template does not. It asks for the multiple means of expression, engagement, representation and the anticipatory set and asks for academic language. Finally, there are two similarities the way the lesson plans are organized. Both the COE and 5E template have materials being listed at the first sections of the lesson plans. Both lesson plans provide details of what is needed in each section making for easy use. The COE lesson plan is more friendly for the teacher to be able to complete because it is simplified and with limited blocks while the 5E has multiple blocks or sections stacked on each other it could be easy to lose one’s place.

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