000			07198nam a2200337Ia 4500
005			20260803094027.0
008			251212s2009 xx 000 0 und d
245	1		_aLesson planning / _cMelinda K. Schoenfeldt.
100			_aSchoenfeldt, Melinda K.
700			_aSalsbury, Denise E.
260			_aUpper Saddle River, New Jersey : _bPearson, _c2009.
300			_axv, 152p.: _bill
300			_a27.6cm
500			_aIncludes bibliographic references and index
020			_a978-0-13-173594-1
650			_aLesson planning
050			_a371.3 Sch61l
943			_b0 _c0 _d0 _e1 _f0 _g3 _h0 _i0 _j0
944			_b2 _c1 _d0
953			_pHED0996; HED2614
546			_aEnglish
953			_cCollLib
505			_aPart 1: Conceptual Foundations For Planning A Lesson -- 1: Planning is necessary -- Planning is professional decision making -- Teacher accountability: past and present -- Planning as road trip analogy -- Reasons for planning -- Lesson focus -- Remaining focused during instruction -- Selecting appropriate materials and strategies -- Incorporating academic standards -- Classroom management -- Being a reflective practitioner -- Long-range planning -- Daily lesson plans -- Parts of a daily lesson -- Interdisciplinary thematic unit -- In summary -- Your turn -- Activity: Reflections on planning -- References -- 2: Teaching is informed decision making -- Making decisions: experienced and expert teachers -- Importance of a personal philosophy of teaching -- Philosophy: best practice, a K-12 lesson planning model that works -- Constructivism -- Context -- Commitment -- Content -- In Summary -- Your turn -- Activity 1: Your beliefs -- Activity 2: Your philosophy -- Activity 3: Reflection -- References -- Part 2: Structural Foundations Of A Lesson Plan -- 3: Identifying a topic and academic standards -- Identifying topics -- Identifying academic standards -- Standard`s and educational reform -- National standards -- State standards -- Identify a topic and standards for a lesson -- In summary -- Your turn -- Activity 1: Your state standards -- Activity 2: Topic identification -- Activity 3: Select and align a topic with state academic standards -- Activity 4: Reflection -- References -- 4: Writing lesson goals and objectives -- Goals and objectives -- Purpose for writing goals and objectives -- Defining goals and objectives -- Approaches to writing lesson objectives -- Behavioral objectives -- Goals objectives -- Instructional objectives -- Standards-based lessons: using academic standards to write objectives -- In summary -- Your turn -- Activity 1: Distinguishing between goals and objectives and identifying taxonomy levels -- Activity 2: Writing an instructional objective -- Activity 3: Reflection -- References -- 5: Designing formative and summative assessments -- Importance of assessment -- Reasons for classroom assessment -- Assessment and evaluation -- Types of assessment -- Assessment process: preassessment, formative, and summative assessment -- Evaluation -- Creating a rubric -- Process for measuring teacher impact -- In summary -- Your turn -- Activity 1: Create our lesson`s pre- and postassessments -- Activity 2: Create a rubric -- Activity 3: Create a formative assessment -- Activity 4A: Differentiating your lesson`s product by readiness -- Activity 4B: Differentiating your lesson`s product by interest -- Activity 4C: Differentiating your lesson`s product by learner profile -- Activity 5: Reflection -- References -- 6: Choosing the lesson content and instructional strategies -- Highly qualified teacher in every classroom -- Understanding context: the learners -- What is differentiation? -- Understanding differentiation: important terms defined -- Content -- Process -- Product -- Student readiness -- Student interest -- Learning profile -- Intelligence preference -- Environment -- Organizational considerations -- Understanding content -- Informational -- Instructional -- In summary -- Your turn -- Activity 1: Identify your informational sources -- Activity 2: Identify your instructional sources -- Activity 3: Creating a lesson plan annotated bibliography -- Activity 4: Collaboration -- Activity 5: Reflection -- References -- 7: Selecting lesson materials -- Next step: selecting materials -- Materials defined -- What research says -- Brain research -- Literacy -- Technology as an instructional tool -- Meeting the needs of all learners -- Cultural diversity -- Practical considerations in using materials -- In summary -- Your turn -- Activity 1: Select literature/print source -- Activity 2: Select an activity and its corresponding materials -- Activity 3: Select visual aids -- Activity 4: Create a materials list -- Activity 5: Collaboration -- Activity 6: Reflection -- References -- 8: Creating a lesson plan -- Putting the pieces together -- Section 1: Direct instruction lessons -- What is direct instruction? -- Writing a direct instruction lesson plan: the elements defined -- Your turn -- Activity 1: Evaluation of a direct instruction lesson plan -- Activity 2: Write a basic 3-part direct instruction lesson plan -- Activity 3: Reflection -- Section 2: Indirect instruction -- What is indirect instruction? -- Planning and implementing indirect inquiry learning -- Writing essential questions -- Assessment of learning -- In summary -- Your turn -- Activity 1: Collaboration -- Activity 2: Creating an inquiry lesson plan -- Activity 3: Peer review -- Activity 4: Reflection -- References -- Index.
520			_aFrom the Publisher: Are you looking to construct a lesson plan that will help K-12 students master new content, concepts, and skills? Lesson Planning: A Research-based Model for K-12 Classrooms can help by guiding you in the selection of research-based instructional strategies and types of materials designed to consider all learners` needs. Part I establishes the theoretical foundations of the ideas used in the lesson planning process. Part II is a step-by-step guide to developing direct and inquiry-based lesson plans. Meeting the Needs of all learners-woven throughout each chapter, the authors address the diverse needs of students. INTASC Standards Correlation Guide appears on the inside front cover to help readers quickly identify the lessons that meet each standard. Connections to the INTASC Standards are woven throughout each chapter`s content and activities. Unit Connections explain how the chapter`s content is used in the development of a unit. Technology in Education (TiE)-a feature throughout the book provide practical help in the lesson planning process including rubric generating sites, lesson plan templates, ideas for lesson activities, and links to useful classroom materials. Reality Check, a feature in each chapter, provides advice from practicing classroom teachers who represent a range of subjects and grade levels. Your Turn feature at the end of each chapter helps you create your own standards-based lesson plan in both direct and indirect instruction formats.
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336			_aText
337			_aUnmediated
338			_aVolume
942			_2lcc _cBK _arizal _b2015-04-07 23:18:12 _drizal _e2015-04-07 23:18:12
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