Develop And Evaluate A Lesson Plan

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Chapter 11 Scenario: Bread Baking Project

Objective and scenario

To develop and evaluate a lesson plan about “Healthy Me.”

You have chosen the theme, “Healthy Me,” for this week’s health and safety lesson. The first activity you plan to conduct with the 4-year-olds in your preschool classroom is a cooking project that involves making banana bread. You will use the activity to teach about the importance of eating nutritious foods, including fruits and vegetables, for a “healthy me.” Additionally, you plan to use this activity to reinforce other healthy habits, such as when it is important to wash hands and how to wash them correctly.

Focus assignment

1. Develop a lesson plan for the cooking activity. Include a behavioral objective, a list of materials that will be needed, safety considerations, and a step-by-step outline for how you will conduct the cooking project. In addition, describe how you intend to introduce the hand washing component, identify times during the cooking activity when children and the teacher need to wash their hands, and describe the correct hand washing procedure to be followed.
2. Be sure to read the REFLECTION section below to guide your thinking. Write your reflection response after you have completed your lesson plan.

Self-evaluation

1. For each item in your lesson plan:
a. Explain how this item addresses the issues in the scenario.

2. Describe and justify how your lesson plan would improve teaching and learning in the scenario.

Graduate STEM Education Assistance

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Directions: Please read the instructions carefully, this is due within 30 hours!

 

Project-based Learning

Project-based learning is an instructional method commonly utilized in STEM classes because it teaches content through meaningful real-world problem-solving and application. Project-based learning increases motivation and student investment, engages the student with hands-on experiences, and provides a variety of ways for students to demonstrate mastery of content standards. Project-based learning also builds critical thinking, creativity, and communication skills, all of which are necessary for students to succeed beyond the classroom.

Part 1: Handout

Create a visually appealing project-based handout as a professional development resource for new teachers at your school. This handout will explain project-based learning and its effectiveness with cross-disciplinary instruction in STEM content areas of science, technology, engineering, and math.

Project-based learning is an instructional method commonly utilized in STEM classes because it teaches content through meaningful real-world problem-solving and application. Project-based learning increases motivation and student investment, engages the student with hands-on experiences, and provides a variety of ways for students to demonstrate mastery of content standards. Project-based learning also builds critical thinking, creativity, and communication skills, all of which are necessary for students to succeed beyond the classroom.

Part 1: Handout

Create a visually appealing project-based handout as a professional development resource for new teachers at your school. This handout will explain project-based learning and its effectiveness with cross-disciplinary instruction in STEM content areas of science, technology, engineering, and math.

Your project-based handout must include:

· Detailed description of project-based learning and how it can link prior content knowledge and make connections to students’ experiences.

· One example of a real-world STEM learning experience that develops student knowledge and skills in a cross-disciplinary context.

· Two examples of digital resources that would assist in implementing project-based learning methods in STEM instruction.

· Graphics and color to make the handout visually appealing and easy to follow.

Part 2: Reflection

Along with your project-based handout, include a 250-500 word reflection on the importance of including project-based learning as an instructional method when teaching STEM, including:

· How project-based instructional methods are well-suited to cross-disciplinary instruction in STEM content areas.

· How you will implement project-based learning in your future professional STEM practice.

Support your reflection with at least two scholarly resources.

Teaching Strategies For Diverse Learners

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EDUC 510

Teaching Strategies for Diverse Learners Essay Assignment Instructions

 

Overview

Classrooms are filled with students from diverse backgrounds with various ability levels. Educators need to embrace the diversity among their students through the examination of instructional strategies. This assignment will allow you to investigate strategies for teaching students with specific academic and emotional needs. You will have an opportunity to consider how all these strategies can be used at the same time to meet the needs of all students.

Instructions

For this assignment, you will write a 1,200-word research-based essay that describes a plan for teaching a diverse class on how to view, interpret, analyze, or represent information from a learning standard selected from your endorsement area and grade band.

· If you are pursuing the MAT in elementary education, you may select a standard from any one of the four core subject areas (English, Math, Science, Social Studies) in grades K-5.

 

· If you are pursuing the MAT in middle grades education, you may select a standard from your endorsement area in grades 6-8.

 

· If you are pursuing the MAT in secondary education, you may select a standard from your endorsement area in grades 9-12.

 

For example, a student in the MAT Elementary Education program might select Virginia Math Standard 3.7b – The student will estimate and use U.S customary and metric units to measure liquid volume in cups, pints, quarts, gallons, and liters, and then explain how representation will be used to help students understand the relationship between each unit of measurement.

 

You must select a standard from the Virginia Standards of Learning for this assignment. You may not use standards from any other state. Use the provided link to access the Virginia Standards of Learning.

 

You will present research-based strategies for teaching your chosen standard to students from the following groups; gifted learners, struggling learners, English language learners (ELL), and students who have been impacted by trauma.

 

Your essay should be organized into the following sections:

 

1. Instructional Overview – In this part of the essay, you will describe your class (grade level, number of students, school characteristics, etc.), the standard you have chosen to teach (copy the entire standard into the essay), and how you plan to integrate viewing, interpreting, analyzing, or representing information from the standard into your instruction. This part of the essay is an overview that will provide the background necessary to prepare readers for the detailed instructional strategies presented in subsequent sections of the essay.

 

2. Gifted Learners – In this part of the essay, you will describe at least two research-based strategies for teaching gifted learners. The description of these strategies must be aligned with your chosen standard and the integration of viewing, interpreting, analyzing, or representing information. This part of the essay should also include a brief description of gifted learners and some of the characteristics of gifted learners.

 

3. Struggling Learners – In this part of the essay, you will describe at least two research-based strategies for teaching learners who struggle with academic content. The description of these strategies must be aligned with your chosen standard and the integration of viewing, interpreting, analyzing, or representing information. This part of the essay should also include a brief description of struggling learners and some of the characteristics of struggling learners.

 

4. English Language Learners – In this part of the essay, you will describe at least two research-based strategies for teaching English language learners. The description of these strategies must be aligned with your chosen standard and the integration of viewing, interpreting, analyzing, or representing information. This part of the essay should also include a brief description of English language learners and some of the characteristics of English language learners.

 

5. Students Impacted by Trauma – In this part of the essay, you will describe at least two research-based strategies for teaching students impacted by trauma. The description of these strategies must be aligned with your chosen standard and the integration of viewing, interpreting, analyzing, or representing information. This part of the essay should also include a brief description of the impact of trauma on students and some of the characteristics of students who have been impacted by trauma.

 

6. Conclusion – In this part of the essay, you will summarize the strategies shared throughout the essay and discuss how a teacher might incorporate several of these strategies into one lesson through differentiation. Consider small groups, learning stations/centers, differentiated assignments, and other strategies. Use research to support your differentiation strategies.

 

This essay should include at least four scholarly resources published within the past five years. An APA formatted resource list should be included with the essay.

Delivers instruction primarily by lecturing.

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Using the “Differentiated Instruction: Maximizing the Learning of All Students” and what you have learned, address the scenario below:

Mr. Green has taught high school Spanish for 10 years. He would like to start differentiating instruction and needs to make some changes to his current classroom practices, which are described below:

  • Delivers instruction primarily by lecturing.
  • Does not permit students to retake tests they have failed.
  • Records zeros for missing assignments.
  • Groups students at the beginning of the year based on the previous year’s achievement test scores.
  • Gives bonus points for classroom participation.
  • Gives a test every Friday.

Explain why each of Mr. Green’s classroom practices are not a differentiated practice and describe what he can do differently with each of them.

In replies to peers, discuss whether you agree or disagree with the ideas presented and justify your response.