Here is the standard structure of a lesson plan:
Lesson objectives (see below for examples)
Learner prerequisites
What do you expect the learner to already know?
Description
of necessary resources and materials
These ALL need to be provided in order to get the 1 point for "materials".
Lesson strategies
What is going to happen in the lesson to help the learner achieve the objectives?
Be specific here. Remember, your instructions need to be explicit enough for
*another* teacher to easily implement your lesson.
Evaluation
Plan
How are you going to determine whether or not the learner has achieved the objectives?
You should provide a rubric that clearly identifies the evaluation criteria
and the degree to which students have met the criteria.
Those who have been teaching for awhile may grimace at the sound of "objectives," but they are important guides to designing instruction. Here is a standard format for how to write an instructional objective, along with lots of examples across a wide range of learning outcomes:
"At the
end of the lesson, the student will be able to ......
(behavior) (conditions) (degree)."
Be sure to describe
the "student" in terms of the target audience of
the lesson, such as "third grade students", "10th grade biology students",
or "12th advanced
placement calculus students". In the case of nonK-12 projects, examples
might include "Delta Airline Project Managers", "professional electricians",
or "Fortune 500 CEOs". If it is awkward to include the description
of the student in the objective itself, then include a short paragraph describing
the target audience just before you list the objectives.
Examples
Given a list of 20 chemicals and their symbols, SWBAT match the element name with the symbol at least 80% of the time. (fact)
Given pictures of 12 geometric figures, SWBAT circle those that are polygons at least 80% of the time. (concept)
Given multiplication problems in which the multiplier is a decimal with one, two, or three decimal places, the SWBAT solve at least 12 of 15 correctly. (rule/principle)
SWBAT demonstrate the integration of computer tools in teaching by constructing lesson plans that appropriately rely on and use computer tools to teach about subject matter of their choice. (problem-solving)
SWBAT choose to design a personal dietary plan that meets the fundamental requirements of good nutrition based on the "food pyramid." (attitude)
(SWBAT - student
will be able to)
You need to try-out
(field test) your Technology Integration Project with at least 3-5
individuals from the target audience. Classroom teachers can and should use
their students. (If you are not
a classroom teacher, then you will need to arrange to have about 3-5 individuals
from the target audience of
your projects participate
in your projects.) (Note: The implementation requirement is waived in the Maymester.)
In order to get these points in the rubric, you must report and interpret results of your implementation. Your results need to be based on data related directly to student learning. I recommend creating an evaluation rubric. For example, each item in your evaluation rubric needs to be represented and data for each criterion found in the rubric needs to be presented. (You do not need to provide all raw data -- overall summaries of the data are sufficient.) Implementation results need to match your rubrics. Adding samples of student work is a good idea (but not required).