Lesson plan analysis and design principles

Lesson plan analysis (Behavioral model)

What will the student know or be able to do at the end of the lesson that the student did NOT know or was NOT able to do at the beginning?

The children will be able to solve word problems using combinations of dollar bills, quarters, dimes, nickels, and pennies, with $ and ¢ symbols.

If learning is defined as a behavior, how will the behavior be measured?

The children will be able to successfully identify all of the common denominations of money and be able to solve word problems using monetary denominations.

In which step(s) of the lesson plan will you find information that tells you exactly what the teacher will do when teaching?

Steps 3 and 4. The other steps outline the state content standards, the lesson 'attention getter,' and the conclusion explains the reinforcing homework for the children.

Q4. What step(s) of this lesson plan are for the teacher but not necessarily stated to the students?

Step 1. Step 1 explains the rationale of the lesson plan, the state content standards and the intended purpose of the lesson from a pedagogical point-of-view.

Q5. Which word best describes this lesson plan: (a) linear, or (b) disconnected? Why do you think so?

Linear. The lesson plan is defined to the students at the beginning (they will learn how to identify and use money) and then concludes with a reinforcing homework assignment.

Q6. In order to determine if the student achieved the objective what would you expect the teacher to do? Why?

The teacher would then give a quiz that involved students identifying denominations of money and also using word problems with examples from 'real life' illustrating how to use money. At present, the lesson plan merely presents the material. Both formative and summative assessments would be needed to ensure that the children thoroughly comprehended the material (Garrison & Ehringhaus 2007).

Q7. In 50 words or less, state how can you tell this lesson comes from the Behavioral Systems of Models of Teaching.

The behavioral systems model is characterized by an emphasis on directed learning led by a teacher; the use of simulations; and feedback from the teacher (Teaching models, n.d, The Faculty Center for Teaching and Learning). The lesson presents the teacher in a position of authority. The teacher provides examples of money and asks for the children to respond with the correct answers when prompted.

Part B: Lesson plan analysis of cooperative learning model (Constructivist)

Q1. What will the student know or be able to do at the end of the lesson that the student did NOT know or was NOT able to do at the beginning?

Students will be able to list the causes of the American Revolution and come to a consensus about one of those causes.

Q2. What words are used to tell the students that they will need to work together in order to be successful?

"Students will identify, and come to consensus on one list of major causes of the American Revolution."

Q3. What words are used to tell the students how their work will be evaluated?

Under the section entitled "Explaining Criteria for Success" students are informed that they will earn 20 points for "successfully completing the Reciprocal Reading portion of the lesson with their partner. Success is defined as (a) alternating reading aloud / summarizing and (b) completing the selection. Students can earn up to 20 points for identifying and listing at least two possible causes of the revolution." The teacher will create a T-chart before breaking up the class intro groups in which the class will list what listening "looks like" and what listening "sounds like" so they will have a better idea of how to satisfy the criteria of the assignment and take good notes.

Q4. What elements of this lesson plan are for the teacher but not necessarily stated to the students?

The 'Deciding on the Lesson Plan' section and the 'Monitoring and Intervening' section.

Q5. Which word best describes this lesson plan: (a) linear, or (b) disconnected? Why do you think so?

Disconnected. Much of the learning is self-directed and conducted by the students at their desks in pairs, albeit under the guidance of the teacher. There is no linear, coherent lesson plan because the intended focus of the lesson is to stress student cooperation and students learning from one another rather than assimilating a specific skill or series of facts.