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Lesson Plans
Structure
• Last class we talked about…?
• Behavioural objectives are the building blocks
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of lesson and unit planning
They guide us to focus on the specific
behaviours that we will use to evaluate
whether our Specific Learning Outcomes
(SLO’s) were met
Lesson Plans
• Things to consider before you start:
• Learner characteristics
– 43% of teacher decisions made on this
aspect
• What the students know
Lesson Plan
Models
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Gagne, Briggs, Wagner model (9 events)
Hunter model (7 events)
Rosenshine & Stevens (6 events)
Triple A model (3 events)
Bottom Line: They are just different ways to
present the same ideas
Triple A and Hunter model most common
Hunter Model:
A Traditional Approach
1. Set
– The “hook”
• Contradiction, inconsistency, diagram, joke, riddle,
story, film, model
– Links objectives with past learning
– Focuses students’ minds on today’s lesson
2. Sharing Objectives and Purposes
– Share objectives in everyday language
– Explains why lesson is important
3. Input
– Content is delivered to students
– Delivery strategies vary by objectives
4. Modeling
– Teacher gives examples or “works thorough” a
problem based on the input
5. Checking for Understanding
– Teacher asks students to demonstrate that they
understand the input and the teacher provides
feedback
– Key questions are noted in the plan
6. Practice
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Includes guided practice and independent
practice
7. Closure
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Input is summarized/generalized/internalized
• Assessment
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Is based on observable evidence that the
student can perform the behavioural objectives
(may be formative or summative)
Triple A Model
• Used as the basis on MET’s K- 12 Curriculum Navigator
(http://www3.edu.gov.mb.ca/cn/login.jsp)
• Based on three processes:
– Activating
• Prepare the learner to access, clarify and extend prior
knowledge
– Acquiring
• Allow the learner to integrate and process learning
– Applying
• Allow the learner to consolidate learning through
reformulating or extending learning
Activating
• Activating Strategies can be classified
by their process:
• Overview
• Prior knowledge
• Vocabulary
Overview Strategy
• Teacher places the lesson frame on the
overhead and discusses it with the
students OR he/she fills it out during
discussion with the students
Prior Knowledge
Strategies
1. KWL
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K = What do we KNOW
Brainstorming as a group
W = What do we WANT to know
Brainstorm questions
Teacher highlights gaps in knowledge through
questions
– L = What did we LEARN
– Used at end of lesson
2. Mindmaps
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Students arrange images and ideas in clusters
around a stimulus word
Maps move from individual to partnered to
whole-class sharing
3. Word Splash
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Teachers selects and lists 15-20 words that
relate to lesson content (use a series of pictures
for younger children)
Students read the splash and write a short
paragraph about what they think they will be
learning today
4. Anticipation Guides
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Teacher lists a series of statements about a
topic (these should be chosen for their ability to
elicit opinion)
Students write their initial opinions and my be
asked to justify them in small or large groups
After the lesson, the students again respond to
the statements and justify their opinions
Vocabulary
Three Point Approach
• Students are given the opportunity to
represent a new vocabulary word/concept in
three ways:
1. A definition
2. A drawing
3. A synonym or example
Acquiring Strategies
• Are used to help students understand and
organize concepts
1. Charting the Patterns
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Students use charts to help them organize ideas in
expository or narrative texts
2. Mapping
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Students use illustrative structures to record and organize
the main ideas of a lesson, film, or text
3. Compare and Contrast Frames
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Students use a frame to organize the similarities and the
differences between two concepts
Applying Strategies
• Are used to facilitate reflection and retention
1. Concept Overview
– Students fill out an overview of the lesson topic
2. Another Point of View
– After a lesson on an issue, students look at the
issue from a new viewpoint
Retention of Information
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Lecture
5%
Reading
10%
Audio-visual
20%
Demonstration
30%
Group Discussion
50%
Practice by doing
75%
Teach others, immediate use
90%
For the purpose of the
assignment:
• You must indicate the time frame for the lesson
• You must state the SLO (s) your lesson deals
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with
You must construct behavioural objectives
You must include details on your assessment
strategies
You must choose either the Hunter or Triple A
model