1. Lesson Plans
Dr. Seiter
Curriculum & Instruction

2. Learning has nothing to do
with what the teacher
covers. Learning has to do
with what the student
accomplishes.

3. What research says about
planning...
…effective teachers do it!

4. No widely accepted planning model.
Individual preferences
Time, content, activities are important
Clear objectives with active verbs
Plan strategies & activities targeting learning
styles

5. Planning is a guide to action
Links instruction to real life
Considers student attention spans, learning styles
and interest
Systematically develops objectives, questions and
activities
Reflects higher order thinking skills

6. Teacher planning is often mental
There is a reason TV is not “live”
Planning is not linear, but a process
Planning is flexible
Based on needs

7. Rarely linear…
Must focus on student needs…
Must be constantly revised…
Must be flexible…with several
plans
Must have multiple activities

8. Variety of plan formats
Standard - the “Book”
Madeline Hunter
District templates
Lesson specific plans
Year, semesters, months, weeks, units, days,
activities

9. TAMU Plan Format
 Topic
 Rationale (includes TEKS)
 Objectives
 TLW
 Measurable verbs
 Materials / resources
 Focus Check for Understanding
 Instructional Input Guided Practice
Independent Practice
 Closure
 Evaluation

10. Topic
General ideas
Large picture
May be:
Chapter title
Concept
Same or similar for
a series

11. Rationale
Essential Question
TEKS
Makes
connections

12. Objectives
Experiences
RELATED to TEKS
Use verbs:
Measurable
Student-centered

13. Materials
Texts
Websites
Models
Games
Video
Time

14. Focus
Pique interest
Pose a problem
Ask a question
Show a demonstration
Display a model
Play a simulation

15. Instructional Input
Biggest section
Experiences
Student-
centered
Alternatives
Timings

16. Check for Understanding
Questions
Observations
Behaviors

17. Guided Practice
Whole class or small
group
Practice as you PLAY
Reinforce the
important items

18. Independent Practice
NOT homework
Supervised
Give
encouragement

19. Closure
NOT the end
Connects to focus
Helps
‘understanding’
Picture
Activity
Solution

20. Evaluation
Mastery
Completion
Student-centered
Must allow re-
testing

21. What’s the Objective…?
Dr. Seiter calls Breaking down the TEKS
it…
C&I calls it… Setting Goals & Objectives
Texas calls it… Creating meaningful, appropriate goals &
objectives
College calls Planning the Learner-centered Curriculum
it…
The “Real Lesson Planning
World” calls
it…

22. What’s the Objective…?
Teacher calls The Daily Problem
it…
The Core
Subject calls Chapter Review
it…
8.2: The student selects and uses
TEA/TEKS call
it… appropriate operations to solve problems
and justify solutions.
College calls Business Math
it…
The “Real
World” calls Answering the boss’ questions
it…

23. Favorite Learning Experiences
HS – 23%
MS – 23%
ES – 23%
College – 30%
Relevant, real-life – 69%
Active, participation, involved – 69%
Multimedia, variety of media – 30%

24. Learning Experiences
Teacher Behaviors:
Groups
Experiments
Field Trips
Excited, enthusiastic
Challenging
Pushing
Fun
Available

25. Learning Experiences
Verbs used:
Play
Use
Talk
Argue
Debate
Laugh
Question
Try

26. What activities
does this survey
suggest?

27. Assessment Plan
Overview –
alignment
Formative
assessments
Summative
assessments

28. Overview
Alignment
Goal & Criteria
Student contexts:
“Styles”
Techniques
IEPs

29. Assessment Principles
Specify type of thinking, content and
experiences
Design tasks or tests that target thinking
and content
Decide what evidence and how much
(criteria) exhibits student mastery

30. Formative Assessments
Process steps
Criteria
Feedback
Artifacts
Evidence of
success

31. Type of thinking
What’s the difference
between “the student
understands what slope
is…” and “the student
can solve multistep
problems that involve
identifying and
calculating slope…”?

32. The Poetry Lesson
TLW be able to interpret
poems
The Test
Match poems with authors
ID rhyme & meter
Write an original poem of
6 lines

33. Assessment Principles
Specify type of thinking, content and
experiences
Design tasks or tests that target thinking
and content
Decide what evidence and how much
(criteria) exhibits student mastery

34. Using the STAAR Standards
The “Readiness Standard” is the target
behavior
“Supporting Standards” may be used or
associated with the end product

35. 8th Grade Social Studies
Category 1.(4).(A) & (B)
http://myfakewall.com/w/Ben+Franklin_1
What if _________________ was on Facebook in 1765 after
the passing of The Stamp Act? What would they post?

36. 8th Grade Social Studies
Why did imports
from Great Britain
to the American
colonies decline?
Intolerable Acts
1774

37. Grade 3 Mathematics
Category 2.(3.7)(B)
Hayden put the same amount of money in his bank account each
month. The chart shows how much he had saved after 3 months,
4 months and 5 months. If Hayden keeps saving at the same rate,
how many months will it take him to save $49?
Number
of 3 4 5 6 7 8 9
Months
Dollars
$21 $28 $35
Saved

38. Experiences

39. Tasks

40. Evidence

41. Topic: Simple Machines General Science Grade 8
Objectives: Students will be able to:
•Identify six simple machines.
•Identify simple machines within a compound machine.
•Calculate the mechanical advantage of a given
machine.
•Compare and Contrast simple machines and compound
machines.
Knowledge Comprehension Application Analysis
Objective a 1 1 3 2 7
Objective b 1 0 2 3 6
Objective c 1 2 4 3 10
Objective d 2 1 2 2 7
Total 5 (17%) 4(15%) 11(38%) 10 (30%) 30

42. Learning Styles
“A human being should be able to change a
diaper, plan an invasion, butcher a hog, conn a
ship, design a building, write a sonnet, balance
accounts, build a wall, set a bone, comfort the
dying, take orders, give orders, cooperate, act
alone, solve equations, analyze a new problem,
pitch manure, program a computer, cook a
tasty meal, fight efficiently, die gallantly.
Specialization is for insects.”
Robert Heinlein in “Time Enough For Love”
Also wrote “Stranger in a Strange Land”

43. Gardner’s
Theory of
Multiple
Intelligences
Howard Gardner; published in 1985

44. Learning Styles
Styles are preferences, NOT abilities
Styles + ability = synergy for learning
Individuals have patterns of styles
Styles vary with task, situation
Styles are socialized
Styles are teachable
Culture, gender, age and education influence styles

45. Verbal/linguistic
Thinking in words
Uses language
Appreciate complex meanings
Journalists, newscasters, writers

46. Logical/mathematical
Calculate and quantify
Consider propositions and hypothesis
Engineers, accountants, programmers

47. Spatial
Thinks in 3 dimensions
Manipulates graphics
Navigates in space
Pilots, painters, architects

48. Body/kinesthetic
Fine hand-eye coordination
Good physical skills
Dancers, craftsmen, surgeons

49. Musical
Sensitivity to pitch, melody, rhythm, tone
Musicians, composers, sensitive listeners

50. Interpersonal
Interacts effectively with others
At ease in social situations
Teachers, actors and politicians

51. Intrapersonal
Accurate self-perception
Plans and directs own life
Theologians and psychologists

52. Naturalist
Appreciates natural phenomena
Recognizes patterns
Sensory, hands-on learners
Environmentalists, farmers, oceanographers

53. Existentialist
Sensitive to “Big Issues”
Global Thinkers
Asks “Why are we here?”

54. Lesson Plans
Integrating Multiple Intelligences

55. Plans are as varied as teachers
Formats vary
Some principals/administrations require particular formats
Plans are NOT schedules
Plans may be Unit, Weekly or Daily
Next week: Format models

56. Elements of a plan
Objectives
Assessments
Procedures/sequence
Materials/resources
Re-teaching strategies
Enrichment strategies
Alternatives for special students

57. Objectives
District curriculum mandated
Domains
Taxonomic
Learning Styles

58. Assessments
Must be tied to the objectives
Must be realistic
Must be measurable

59. Procedures
Step-by-step
Focus on what the students DO
Separate content and skills

60. Re-teaching Strategies
What if they don’t get it?
What is the definition of insanity?

61. Enrichment
What if they get it and are ready to move on?
What would YOU think is fun?
Think of last two levels of Bloom’s taxonomy

62. Alternatives for Special Friends
Different tests
Alternative assignments
Varied homework
Taped or recorded material
Varied supplemental material (leveled reading)
Time on tasks
Varied product

63. Conditions of Quality Schoolwork
What is “quality?”

64. The Six Conditions William Glasser
1. Warm, supportive environment
2. Useful work
3. Emphasis on “Best”, time & effort
4. Self evaluation by students
5. Quality work is fun & feels good
6. NOT destructive (#1 rule – “Do No Harm!”)

65. Don’t put in too much...
1. Warm, supportive environment
2. Useful work
3. Emphasis on “Best”, time & effort
4. Self evaluation by students
5. Quality work is fun & feels good
6. NOT destructive (#1 rule – “Do No Harm!”)

66. Have patience…
1. Warm, supportive environment
2. Useful work
3. Emphasis on “Best”, time & effort
4. Self evaluation by students
5. Quality work is fun & feels good
6. NOT destructive (#1 rule – “Do No Harm!”)

67. Foster routines…
1. Warm, supportive environment
2. Useful work
3. Emphasis on “Best”, time & effort
4. Self evaluation by students
5. Quality work is fun & feels good
6. NOT destructive (#1 rule – “Do No Harm!”)

68. Think in terms of the student…
1. Warm, supportive environment
2. Useful work
3. Emphasis on “Best”, time & effort
4. Self evaluation by students
5. Quality work is fun & feels good
6. NOT destructive (#1 rule – “Do No Harm!”)

69. “We’ve taken notes…
“We’ve discussed this…”
1. Warm, supportive environment
2. Useful work
3. Emphasis on “Best”, time & effort
4. Self evaluation by students
5. Quality work is fun & feels good
6. NOT destructive (#1 rule – “Do No Harm!”)

70. Language & word choice…
1. Warm, supportive environment
2. Useful work
3. Emphasis on “Best”, time & effort
4. Self evaluation by students
5. Quality work is fun & feels good
6. NOT destructive (#1 rule – “Do No Harm!”)

71. Multi-tasking…or making
multiple tasks?
1. Warm, supportive environment
2. Useful work
3. Emphasis on “Best”, time & effort
4. Self evaluation by students
5. Quality work is fun & feels good
6. NOT destructive (#1 rule – “Do No Harm!”)

72. Concept Attainment
Structured Inquiry Symetry, congruent,
Inductive – many examples reflective?
/ general concept Adjective or verb?
Theme elements?
1. Examples & non-examples Long or short vowel
2. Discuss similarities & sound?
differences Baby or adult?
3. Define a hypothesis or Barrier or not a barrier?
working premise

73. How…do I teach_____?

74. The Tool Box
Models of Lesson Organization
Models of Teaching

75. How…?
How…do you eat an elephant?

76. “Our plea to you is to plan your
objectives or what to teach and
then plan how to teach it.” page 191

77. Planning Cycle
6 months – 1 year
3-6 months
3-6 weeks
1-2 weeks
Daily

78. One year to six months
Resources – visualize, budget,
plan…
Time –
Make data-driven decisions
about the school…
“…the next time I teach this…”

79. Three to six months
Budget – if it’s not there,
don’t plan for it.
Make data –driven decisions
about your class…
“…this is what summer is for…”

80. Three to six weeks…
Gather resources
Schedule time with special
teachers, labs, videos, librarian,
etc.
Write your tests
Design your projects
“…what do I want them to know…?”

81. One to two weeks…
Finalize, write and turn-in your lesson plans
Finalize the activities
Collect resources
Preview for the class
Make data-driven decisions about individual
students
“…*(%^#$@ !!! copy machine!”

82. Daily
Keep notes
Collect student work samples
Use the plan as a guide, NOT
the bible…

83. Erickson’s Structure of
Knowledge
Generalizations or
principles
Concepts
Topics
Facts

84. Ten Views for Making Unit
Plans
Teams, Themes and Threads

85. Fragmented
Traditional: Teacher presents subject as an
independent discipline.

86. Nested
Within each subject, teacher targets multiple
skills and domains.
Example: Photosynthesis unit project targets
consensus seeking, sequencing and plant life
cycle.

87. Connected
Within a subject area, content is linked and
relates to previous and subsequent learning.
Example: Fractions and decimals relates to
money, grades, statistics, etc.

88. Sequenced
Concepts are arranged to coincide with one
another.
Example: English teacher presents a historical
novel while History teacher presents that
historical period.

89. Shared
Planning and teaching overlap concepts in two
disciplines.
Example: Science and Math teachers use data
collection, charting and graphing and team
teaching.

90. Webbed
A theme is used to present topics and concepts.
Example: Teacher uses “The Circus” to present
various subject areas.

91. Threaded
Combined curricular approach targets all
domains.
Example: Staff targets prediction, interpersonal
communication and speaking in all areas.

92. Integrated
Interdisciplinary approach matches subjects for
overlaps in topics and concepts.
Example: Math, Science, ELA, Fine Arts
teachers use patterns in “Weather” to create
a unit.

93. Immersed
The learner filters all content through one “lens”
and becomes immersed in their own
experience.
Example: Naturalist “intelligence” or
preference…

94. Networked
The learner filters all learning through the
expert’s eyes and makes internal connections.
Example: An architect networks with CAD
operators to expand knowledge base.

96. Three General Categories:
Concept Analysis
Task Analysis
Advance Organizer

97. Concept Analysis
Deductive - large concepts to specific
examples
Inductive - small examples to discover broader
concepts

98. Deduction

99. Deductive Models
Demonstrations
Videos or films
Student trials
Guest speakers
Reading
Reports
Games

100. Induction

101. Inductive Models
Lists
Student generalizations
Brainstorms
Questioning
Data analysis
Research
Applied experiments

102. Task Analysis
Step by step organization
Sequencing of more complex objectives
Terminal and intermediate (supporting)
objectives

103. Advance Organizer
Overview to specific (deductive)
Often referred to as “scaffolding”
Use a visual/graphic representation

104. Organizer Examples
Timelines Tables
Flow charts Trees
Graphs Classifications
Networks Venn diagrams
Outlines

105. What’s First…?
What is to be tested?
What task or concept
is the hardest?
What activity is the
most complex?
What will grab their
attention?

106. Break

107. There ought not to be anything
in the whole universe that man
can’t poke his nose into…that’s
the way we’re built and I assume
there’s some reason for it.”
Robert Heinlein, author of Stranger in a
Strange Land

108. Effect Size
Mean (average) score of pretest
or first test
Mean score of the posttest,
second test, or comparison group
Standard deviation of the
pretest or first group

109. Effect Size
An ES of > .02 is not important
An ES of < .03 is significant
An ES approaching 1.0 is very
significant and a basis for change.
An ES above 1.5 is phenomenal…

110. Calculate ES
Pretest – 1st 29 23 26 30 27 22 29 26 27 29
Posttest – 2nd 35 38 29 35 36 30 39 33 34 33
Average of the pretest = 26.8
Average of the posttest = 34.2
Std Dev of the pretest is 2.65