CTE Lesson Planning and
Implementation
Fall, 2015
Create Your Name Tent!
In the box on the front side legibly print your FIRST NAME as
large as possible so it will display when folded
You will be reading these aloud when you introduce yourself.
My favorite hobby is _______________________________.
My favorite food is _______________________________.
The thing I like best about my job is ____________________________.
The most unusual thing about me is ___________________________.
My friends would describe me by saying ______________________.
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Know it All!
Get Acquainted Activity
The object of this challenge is to see
how many details you can remember
about the people in the group.
Each person will stand and read all of
the information from the back of their
name tents.
No note taking!
Once done, you will get a table to
complete with as many details as you
“know” about each of your classmates!
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Quiet Signals
An important procedure to establish is what you will do
when you need to regain the students’ attention after
giving them time to discuss or process information.
Ours will be us raising our hand, and you following suit
when you see ours up!
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For ADE Credit
One ADE credit will be available to those provisionally certified teachers who
complete the homework requirements for the class, which is to complete a
lesson using the wiki lesson plan format.
Each lesson must include:
• Written lesson plan aligned to standards
• Key vocabulary defined (no more than 4 terms)/taught with vocab strategy
• At least three engagement strategies implemented
• PowerPoint
• Closure activity (can be one of the engagement strategies)
• All handouts with keys if needed
(see checklists for lesson and PowerPoint requirements)
Norm Setting
“Norms” for a training session are the equivalent of “Classroom
Expectations” that a teacher would have for his/her students
Defined: Rules that govern individual behaviors within a group
There is more “buy in” to the expectations if participants have had
the opportunity to contribute to their development
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Let’s establish our norms!
Take a look at the handout for directions
Next week there will be copies of our agreed-upon norms
on the tables
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Incorporating Engagement
Strategies is our goal in this PD
Sessions 2 and 3 will focus on
the many strategies used in
well-developed lessons,
including those on the
Curriculum Consortium lessons.
The bright yellow handout lists
those strategies. As we
implement them in this course,
check them off!
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Parking Lot – Posts (#27)
If you have a question that is not on-topic to
what we are discussing write it on a post-it
and I will address it after break or personally
to you if you put your name on it
If anything doesn’t make sense that you
need clarified
Any other random thing that you want to
discuss… 
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“Number Off” Strategy (#4)
When students are
working in groups, assign
each member a number
within that group (1-3, 14, etc. depending upon
the size of the group).
When appropriate to do
so, have the same
“number” report out after
the group processes a
task.
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Get out your
highlighters!
(#6)
Danielson’s
Framework for
Teaching
Connections:
Domain 1
Planning and Preparation
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Domain 3
Instruction
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Domain 4:
Professional Responsibilities
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This section’s objective:
Topic: Components of the lessons
Do:
- Paraphrase the meanings of each of the
essential elements of instruction
- Name the parts of the lesson plan
L.O.T. (Levels of thinking):
Understanding, Remembering
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Informational
vs.
Operational Lessons
What do YOU think is the
difference based on the
names?
Discuss with a partner!
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Informational Lesson
Think about a Welding Class…
◦ Teach Welding Terminology
◦ Lesson on safety
◦ Lesson on the History of Welding
◦ Lesson on the types of metal
◦ Lessons on the types of welding
rods
◦ Lesson on the steps in welding
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Operational Lesson
Students apply all of the
knowledge learned in the
informational lesson in a lab
setting
◦ Students demonstrate safety
practices
◦ Students practice running
beads
◦ Students practice butt-welds
◦ Students build a project
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Essential Elements of
Instruction
Developed by
Madeline Hunter (1916-1994)
Her model for teaching has
remained relevant
throughout the decades, but
some of the terminology has
changed a bit.
See handout with an updated
version of her model for
planning and implementing
lessons.
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Essential Elements of
Instruction
• Learning Objective
• Lesson Introduction (Anticipatory Set)
• Teacher Actions / Student Actions (Instructional Input and
Output)
• Guided Practice
• Checks for Understanding
• Closure
• Extended Practice
(original wording)
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Group Activity:
Paraphrase what each
of these means on the
large slates provided.
Once done, the #2
member of each group
will share out. (#5)
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Every Lesson Should Include:
Objective
Lesson introduction
Student engagement
Checking for understanding
Providing feedback
Lesson closure / assessment
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MPS CTE
Writing Lesson Plans
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Closure
“Thumbs up / Thumbs down”
Engagement Strategy (#1)
With your eyes closed,
indicate whether or not
each of these is one of
the Essential Elements of
Instruction by a
“thumbs up” for yes,
and a
“thumbs down” for no.
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Section Objective:
Topic:
Bloom’s Level of Thinking Model
Do:
Identify Bloom’s Level of Thinking and
match them to student tasks
L.O.T.
Understanding
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Bloom’s Levels of Thinking Model
Developed by
Benjamin Bloom (1913-1999)
His model for the classification of
objectives has remained relevant
throughout the decades, but the
labels have changed.
See handout with an updated
version of his model for levels of
thinking.
Level of Thinking
◦ Cognitive level of thinking required of the student to meet
the objective
◦ Aligned with state standards or foundational skills
◦ Typically based on Bloom’s 6 levels
Communicated orally and written using student-friendly
terms
Cognitive Levels of Instruction
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Remembering
recall specific ideas and information
What are some examples of when students need to
recall information or list facts?
Understanding
comprehend ideas, meanings & information
What are some examples of information
students need to understand in your class?
Applying
use information, ideas and principles in new
situations
What are some examples when students need to
apply information learned?
Evaluating
judge the value or ideas, purposes and
methods
What are some examples of when students
evaluate in your class?
Creating
put together parts to make a whole and do
something new with the information
What are some examples when students
create in your class?
Find Your Sole Mate
(someone with similar shoes)
(#8)
Take a few minutes and share examples from
your notes.
Bloom’s Sort (#11)
Match the cards in the envelope
to the appropriate levels of
thinking.
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Ticket out the door (#22)
Identifying my student’s level of
thinking is important to
lesson planning because...…
One question or comment I
have about Bloom’s Level of
Thinking Model is……
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End of Session 1
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