Sheri Hines ELM-210 10/17/2019 John Lawrence Lesson Plan Evaluation Uncovering areas of strength, as well as opportunities for growth, is an integral part of improving one's professional practice. Using the "COE Lesson Plan Template" located within the GCU ELM-210 study material as a reference, (COE Lesson Plan Example, 2019), this evaluation will compare the Topic 6 assignment, “Benchmark - Creating a Standards-Based Lesson Plan”, submitted by Sheri Hines with a lesson plan provided by HEART, (Humane Education Advocates Reaching Teachers), titled “KINDNESS—NEAR AND FAR” ("HEART Humane Education: Plastic Planet (Grades K-2)", 2017) and retrieved from the “Teachers Pay Teachers “ website. (https://www.teacherspayteachers.com/Product/HEART-Humane-Education-PlasticPlanet-Grades-K-2-3464162,). Standards-based lesson plans are like a blueprint for relevant learning. In short, successful lesson plans are easy to read /follow and designed in ways that align state standards with the lesson objectives, while centering focus on instructional strategies, engaging activities, and opportunities for assessing student learning (Estes, & Mintz, 2016). With this in mind, upon review of the “KINDNESS—NEAR AND FAR” lesson plan, one can claim this plan does not uphold the criteria needed to be considered neither thorough or precise (as of about the COE lesson plan). For example, several learning initiatives/content areas were addressed; yet the performance indicators were not entirely addressed. Hence, it was difficult to determine whether the National/State Learning Standards-aligned with the lesson’s learning targets/objectives and assessments. Also, there seems to be evidence of Cross-curricular connections, but again, the learning initiatives are not identified. Therefore, although the lesson plan suggests alignment and cross-curricular connections, still, evidence of how this lesson fits within longer-term content goals in ways that accommodate all learners is not clear. Lesson plans should not only align with the learning objectives but should also consider the individual needs of all learners, as well as afford different scaffolding strategies in ways that guide students towards building knowledge (Estes, & Mintz, 2016). This lesson plan does not consider various means for students to acquire new information and knowledge, let alone allow or offer alternatives for various learning factors or preferences. Moreover, the instructional teachings of this lesson plan reflect a “lecture like” approach that involves the teacher supplying both questions and answers with minimal mention, if any, consideration of student grouping/factors, as well as means towards assessing prior knowledge, understanding of new information or determining individual levels of mastery. . Based on this analysis, if I was to administer the “KINDNESS—NEAR AND FAR” lesson plan to the “Class Profile” I would redirect my focus towards supporting all students regardless of ability, in all areas, including but not limited to, allotting opportunities for differentiated instruction, opportunities for engagement as well as areas of assessment. Starting with the instructional approach. I would address this by using both Direct Instruction and Cooperative Learning techniques. Specifically, the changes I would make include differentiated instructional practices that assess prior knowledge and engage all students. For instance, flexible peer groupings. These groupings would be designed in ways that will allow students to practice new knowledge and skills with their peers of similar and or a mixture of experience and expertise while also providing opportunities for formative assessments that can assist in redirecting/ modifying instruction and or determining accommodations based on student needs. These groupings can be as simple as a small group of students having discussions and asking clarifying questions about specific topics with peers rather than acting as passive recipients of the information. Focus on these areas will help provide opportunities to explore, practice, apply and demonstrate the learning content in ways that include all learners. In the future, to ensure my lesson planning is valid, in ways that build upon prior knowledge, I will utilize a lesson plan checklist for the purpose of guaranteeing the lesson is structured in a manner that is both clear to those learning and focused (Carr, J. W., & Hardin, 2010). This focus will support appropriate teaching strategies, student background knowledge, interests, and engagement as well as student groupings, and discussions. Thus, allocating ongoing active assessment opportunities towards student understanding of information (formative assessments) and to what level (summative assessments). References Carr, J. W., & Hardin, S. (2010). The Key to Effective Assessment: Writing Measurable Student Learning Outcomes. Recreational Sports Journal, 34(2), 138–144. Retrieved from https://search-7rirh3teanur4ern4flive&scope=site COE Lesson Plan Example. (2019). "ELM-210: Instructional Planning and Assessments for Elementary Teacher Candidates." [Course Materials]. Online: Retrieved from https://lmsugrad.gcu.edu/learningPlatform/user/users.lc?operation=9e0be87acb8f&c=prepareClassOutli neForm&t=coursesMenuOption&tempDate=1567897099787 Estes, T. H., & Mintz, S. L. (2016). Instruction: A model’s approach (7th ed.). Upper Saddle River, NJ: Pearson. ISBN-13: 9780133985580 URL: http://www.gcumedia.com/digitalresources/pearson/2015/instruction_a-models-approach_7e.php HEART Humane Education: Plastic Planet (Grades K-2). (2017). Retrieved 16 October 2019, from https://www.teacherspayteachers.com/Product/HEART-Humane-Education-PlasticPlanet-Grades-K-2-3464162
