LESSON PLAN – EDTC 3000
2 Teachers: Tracy Palmer, Matt Schapiro
Date
March 1 - Thursday
Subject/Unit Name
Factors that Impact Learning: organizational skills
Lesson Number of Unit
16
Instructional Goal: To recognize, plan for, and use knowledge of student learning skills to improve student
learning and to understanding the teacher’s role in obtaining desired student behaviors (1b:
Demonstrating Knowledge of Students: students’ skills and knowledge)
Instructional Objective:
 re: organizational skills
o name 3 organizational skills and explain how to develop them
 list 3 external factors that affect learning and suggest a teacher response to each
o define withitness; give an example
o list 5 things that teachers do regarding organization that can result in students misbehaving
 explain how teachers can model “experimental development” aloud
Rationale:
Students must understand all of the many factors that affect student learning.
Lesson Content:
 Factors that Impact Learning
o learning skills
 organization
o physical
o cognitive
 study
o reading skills
o note taking skills
 test-taking
o effective / ineffective techniques
o testing environment
o external factors
o withitness
 Teacher-caused student misbehavior
Products Due:
 Research Project Framework
 Quiz 3
Things to Pick-up from last class:
 Diversity Quiz
Instructional Procedures
1) Focusing event:
(10 min)
a) Students are ask to quickly sketch what they think would be an effective classroom layout for a
room they might someday have.
b) Reflect on the strengths that physical organization can bring to the classroom and how it can help
behavioral management.
2) Teaching procedures:
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LESSON PLAN – EDTC 3000
a) Housekeeping from Principle Duncan & Dr. Chipley
(10 min)
b) All students are asking to place their notebooks on the table corner for checks during next
activity.
c) Word bank activity – each table has 4 envelopes with two lists in each. Students will choose one
list and with a partner, review the list for 2 min. The lists are put back into envelope and pairs will
write down all words they can recall. Repeat for second list. (One list has well associated words,
the other, a list of very random words)
(15 min)
d) Reflect as a whole class on the things that make both physical and cognitive organization easier.
Matthew will present an example of a graphic organizer that can help with cognitive organization;
Tracy will show a room diagram that can assist in physical organization.
(5 min)
e) Incomplete Lesson Plan technique: pass out incomplete lesson plan/outline and ask students (2 min)
to fill in any blanks as they are discussed throughout class & use extra space to make relevant
notes.
f) Mini-lecture on Reading & Note-taking skills
(10 min)
i. SQ3R
Tracy
ii. Skim & Scan
Matthew
iii. Slash & Trash
Matthew
iv. Telegraph / Headline
Tracy
v. Cornell System
Matthew
vi. Lesson outline
Tracy
g) Questions
(5 min)
h) Tracy describes skills activity:
(20 min)
 Each person is given an article.
 They select one of the above techniques to review the article, making notes about the content.
 Each person discusses and takes note of the pros/cons of their selected technique with their
homeroom
 Notes they have taken are collected for formative assessment – no grade given
 If time allows, have each homeroom present to class their reflections on one of the techniques.
i) Break
(10 min)
j) Research Skills Mini-Lecture
(6 min)
 Beginning Stage: define, select, plan
Tracy
 During Stage: access/explore info, gather & make notes, summarize
Matthew
 Ending Stage: communicate results, self evaluate
Tracy
 Teachers motivational techniques
Matthew (2 min)
 Teachers organizes to ensure success
Tracy
(2 min)
k) Questions
(5 min)
l) Research Activity
 Explain: Homeroom must develop a research project lesson plan framework. Framework should
be something teachers could use for 4th grade or 7th grade class. Framework must include
teaching of effective reading/note taking skills, rubric design, time frames for project,
resources students may use, finished project to be turned in or presented to class, accessibility
of additional teacher assistance (either in class or tutorials after school). Homerooms should
reference the reading for today to design frameworks.
(5 min)
 Homerooms work together to build research project frameworks
(20 min)
m) Withitness Mini-Lecture
(5 min)
 Definition
Matthew
 Example
Tracy
 Brainstorm on examples of poor teacher ‘withitness’ – noting them on an overhead
(5 min)
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LESSON PLAN – EDTC 3000
n) Experimental Development
Tracy & Matthew
o) Test Reflections – discuss as whole cohort
 Content studying styles that were helpful
 Study styles that were less effective than cohort had hoped
 Perfect testing environment
p) Quiz
q) Dismissal & Room Tear Down
(5 min)
(10 min)
(10 min)
3) Formative check (progress checks throughout the lesson)
a) Monitoring of group work (30)
b) Checking notebooks
c) Review note taking exercise and return notes to students by next class
d) Research project framework
e) Lesson plan outline – do assessment of outline while wandering room
4) Product: Reading / Note Taking Skills Notes, Research Project Framework
5) Closure (how you will end the lesson)
a) Wrap-up
b) Next Steps
i) Reading assignment: Nath – Designing Effective Instruction - Revisited
(1) ECs-4: Chapters 3 and 4
(2) 4-12: Chapter 3
ii) Homework: Bring all handouts regarding lesson planning (IPG, TEKS, TAKS, Differentiation,
Specifications, Components of a Good Lesson Plan, Lesson Plan Evaluation Form, Lesson Plan
Activities, Assessment)
6) Extensions: visit http://teacher.scholastic.com/tools/class_setup/ to design your own classroom
seating chart or http://teacher.scholastic.com/tools/class_setup/ to learn more about physical
classroom management.
Evaluation Procedures (how you will measure outcomes to determine if the material has been learned)
1) Quiz
Materials and Aids (what you will need to teach this lesson)
 http://www.pgcps.org/~elc/theory5.html
 Quiz with key
 Several transparencies (all of the following given to Principle Duncan for coping Tuesday night)
 Reading Article
 Word Bank Lists
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