Lesson Plan For Professional Development Teaching Plan/Objective: Essay

Length: 6 pages Sources: 4 Subject: Teaching Type: Essay Paper: #44864177 Related Topics: Professional Development, Professional Development Plan, Elder Abuse, Curriculum Development
Excerpt from Essay :

Lesson Plan for Professional Development

Teaching Plan/Objective: Service Learning Plan for Elder Services (Professional Development Module)

Elders as Resources programs address a number of the social, psychological and cognitive needs of students in five major areas of development:

Realistic Portrayal of Adults- Students understand that older adults have as varied a background as they do -- different personalities, ethnic heritage, culture, etc. By providing direct experience with older adults, stereotypes are avoided that overly glamorize or denigrate old age.

Development of a positive attitude towards aging- Students understand that humans age and realize that some decisions made in youth carry over into adulthood. Direct experience with older adults in controlled settings are more effective in helping to change attitudes than rote learning or discussions without relative examples.

Understanding of life-decisions -- Stories from elders help students understand that at each point in life different decisions are made that impact the course of their life -- and what some of those consequences are (positive and negative). This tends to help students evaluate their own decisions related to diet, exercise, substance use, education and personal relationships.

Experience working with older people -- Students in the 21st century live in a society that has a much higher percentage of older adults than any previous generation. Still, older adults are often marginalized and rarely interact with youth -- many youth believing "old people" have nothing to offer. Experience and communication with older adults is transferable to future family and work situations that also involve older people.

Transmission of knowledge and values -- Older adults have a wealth of information that may be transferable to students of all ages. In the elementary classroom they can help students with basic subject matter and explain relevance; in middle and high school they can bring insights into historical and social events never found in texts. Programs in multicultural awareness may also be enhanced with presentations and interviews from older adults (Newman & Brummel, 1989; (Bage, 1999).

Attendees and Rationale -- The workshop will be open to all teachers, but specifically designed for those who may integrate lessons based on elderly inclusion in the secondary classroom (literature or social studies/civics). Additional presentations may be made by experts in elder care or psychology (by invitation), designed to offer suggestions and techniques to engage the elderly and help students understand what older adults can offer.


Research done by a joint effort of the American Association for Retired Persons and the National Academy for Teaching and Learning about Aging found evidence that a majority of American children hold negative views of the elderly. This discovery should be no surprise. The elderly are revered in many other societies, but American society worships the young and beautiful. It's perplexing to think that the world's greatest country doesn't give the aged the deference that they've earned. If adults display little veneration for the elderly, children will model their example. However, the example set by adults is not solely responsible for children's negative views. According to Gene Cohen, the director of the Center on Aging, Health and Humanities, children's views concerning older people are greatly influenced by the books, stories and verse they are exposed to at an early age. A good example is a verse from a traditional folk song - "There was an old woman who swallowed a fly. I dunno why she swallowed the fly. Perhaps she'll die." With such verse, beloved as it is for its fun and nonsense, and with the portrayals of wickedness and wretchedness of older people in some Grimm or Anderson fairy tales, is it any wonder that elderly are viewed as silly, inconsequential and utterly disposable? (American Library Association, 2007).

Preassessment and Prior Knowledge -- Without understanding the past, scholars say, we cannot attempt to understand the future. Begin by bringing group into a circle and passing out a single sheet of paper and pencil/pen.

1. Ask students to define what it means to be old or elderly and why they believe that to be true?

2. Ask students: (replace grandparents with older adults if necessary): When was the last time you sat down with your grandparent or elderly parent and asked them to tell you about the old days? Have you ever done so? When was the last time you asked these same people their advice or opinion on anything from a recipe to world events?

3. Place students in groups of 3-5, depending on class size. Ask students to brainstorm, then fill in the chart below (a larger version would be passed out) Ask students to quickly draw a timeline of how they perceive a typical life span, for instance:

On the top line, have them label life stage (e.g. birth, childhood, adolescence, etc.) along with the approximate year span (e.g. infancy 1-3, etc.)

On the bottom line, for each stage, define the characteristics that come to mind for them (e.g. infancy = dependence, small world view, etc.)

Brainstorm and find the commonalities, be prepared to present to the class as part of a group discussion.

(This data will help in formative assessment of stereotypes, bias, preconceptions, etc. The discussion will likely allow for robust interaction and debate.). (See: (Tyndale, 2005).

Sample Lesson Plan and Rationale - "Documenting...


In addition, students who interview are working with language and communication skills to develop a plan, process that plan, and then integrate the results. This lesson addresses the following curriculum requirements:

Communications -- Prose development, group communication, speech writing and presentation.

Reading -- Archetypes (Joseph Campbell, etc.), Subject matter as assigned

Writing -- Writing for different genres (research, interview, factual, speech)

Social Studies -- Researching historical period, integrating interview with standard sources; higher level thinking (analysis and synthesis).

Technology -- students will present their findings via oral and PowerPoint, may use electronic devices to interview, take notes, and prepare research.

Activity Overview -- A "pool" of elder experts will be developed using students' relatives or friends, community members, etc. On each of these experts, there will be at least one historical subject frame (e.g. WWII, WWII life at home, Vietnam, Korean War, etc.). Try to be as specific as possible, deal with broad subject for research, social history for interview. Process as follows:








Choose time span, decade, event, micro or macro, geographic area, focus.

1 paragraph plan and outline of proposed research. Format as proposal.

Critical thinking, writing, reading.

Assessment: organization of proposal, grammar, vocabulary, relationship to assignment




Meet elder, discuss plan, make schedule

Report of schedule and plan

Communications, writing; Assessment: viability and sense of plan




Meetings, interviews, notes

Interview notes

Reading, writing, communication, self-assessments



Primary and secondary research on topic

Rough draft of paper and presentation

See above; assessment- meet with instructor to review progress and rough draft, instructor provides suggestions, reviews bibliography



Presentation to Colleagues

PP or short presentation 3-8 minutes, autobiography of elder

Communications: Assessment: organization, quality of presentation, class and self-assessments.



Writing Process; rough draft

Final paper including factual research combined with Elder interview

Submission of final paper; instructor's comments, suggestions, rewrite or refocus as needed.


Student, invite elder

Presentation to Colleagues

15-20 minute presentation; Power Point showing evolution of topic and including elder insights

See above: Assessment: cohesive presentation, quality questions, professional demeanor, spelling and grammar conventions; ability to synthesize materials.

Reflection -- One of the most exciting things about working with an assignment that will eventually be taught is that it forces several issues: 1) We must break the unit apart into coherent learning targets; 2) We must go outside our own paradigm to find and embrace, a different point-of-view from our own; 3) When we examine the learning targets, we often find that there are far more "spaces" for divergent learning, and therefore must hone onto the issues that are most relevant. This becomes even more apparent when working with colleagues on the development of a larger lesson. Because everyone has different past experiences, the ideas they bring to collaboration enhance the experience tremendously.

From my perspective, though, the power of this assignment was the background research on perceptions of the elderly within contemporary society. Much of what I learned did not end up in this plan, but was more background research. About 25% of the elderly are victims of elder abuse and neglect, and another 25% have some form of mental issue; varying from depression to other disorders, that remain undiagnosed because "that's the way old people act." Then, I reflect back on what my peers thought about people in their 50-60s, we thought that was old; and for my students, anything over 35 is old; mostly in life experience. We must remember that this current generation has never been without the Internet, dramatic special effects in movies, cell phones,…

Sources Used in Documents:

Works Cited

American Library Association. (2007). Countering Negative Stereotypes of the Elderly. ALA Booklinks, 16(4).

Bage, G. (1999). Narrative Matters: Teaching and Learning History Through Story. New York: Routledge.

Newman, S., & Brummel, S. (Eds.). (1989). Intergenerational Programs: Imperatives, Strategies, Impacts and Trends. Binghampton, NY: Hawthorne Press.

Tyndale, J. (2005, May). Respect for the Elderly. Retrieved April 2011, from The Wall Street Journal Classroom Edition: http://wsjclassroom.com/archive/05may/related_05may_teacher_elderly.htm

Cite this Document:

"Lesson Plan For Professional Development Teaching Plan Objective " (2011, April 08) Retrieved November 27, 2021, from

"Lesson Plan For Professional Development Teaching Plan Objective " 08 April 2011. Web.27 November. 2021. <

"Lesson Plan For Professional Development Teaching Plan Objective ", 08 April 2011, Accessed.27 November. 2021,

Related Documents
Lesson Plan in Response to a Learning
Words: 1707 Length: 6 Pages Topic: Teaching Paper #: 18184397

Lesson Plan In response to a learning needs assessment at the Samaritan Medical Center, this lesson plan focuses on an educational opportunity for the highest identified opportunity in terms of education needs among the nursing staff at the Center. Staff ranges from Nursing Assistants to Registered Nurses. A sample of 20 RNs and four LPNs were included in the assessment. The target audience for the lesson include RNs, LPNs, and Nursing

Lesson Plan Ecd Lesson Plan:
Words: 3125 Length: 10 Pages Topic: Teaching Paper #: 29962604

In accordance with relevant theoretical readings, preschool curriculum should also be objective toward the importance of the school as a bastion for health awareness. The early reinforcement of good nutritional values through the provision of healthy snacks and the regimenting of fun exercise activities proved to be a focal point of the day. According to current research, "if we do not provide adequate health care and nutrition for our

Professional Development Plan a Teacher's
Words: 2634 Length: 8 Pages Topic: Teaching Paper #: 58570972

Ascd.org/about-ascd.aspx). The organization hosts a variety of professional development seminars and workshops, including online offerings. It would be useful to take advantage of these opportunities. 5. Evaluating Progress I want to keep a teaching journal of my first few years so I can reflect on what I have done and what progress I have made as a teacher. I want to be sure to identify where I am making the same mistakes

Professional Development
Words: 2017 Length: 5 Pages Topic: Teaching Paper #: 14726340

Professional development' is an extensive term that can apply to a range of education, training and opportunities for development. For the intention of this brief, the term will be applied to a complete wide range of activities that have the general aim of enhancing the knowledge and skills of staff and volunteers. (Promoting Quality through Professional Development: A Framework for Evaluation) Professional development refers to the sequence of getting the aptitude

Lesson Plan Development
Words: 618 Length: 2 Pages Topic: Education - Computers Paper #: 86209508

Lesson Plan Development CTRL Key Combinations and Psychology LESSON PLAN Word Processing - Microsoft Word? Lesson: CTRL Key Combinations and Their Uses Amount of time you will allot for the completion of the lesson. Standard(s): Students will use the different CTRL key combinations to compare these functions on a mouse. This will allow them to learn a new skill in the future and more effectively control their times. Student Performance-Based Objective(s): Students Will: Study, collect and list the different CTRL key

Professional Development the Objective of
Words: 1731 Length: 6 Pages Topic: Teaching Paper #: 32458220

Differentiated instruction offers the possibility for all students to meet their own personal and optimal potential in the learning environment of the classroom. BIBLIOGRAPHY Bellai, Mariann (2008) Professional Development Plan. Schenectady City Schools. Online available at: http://www.schenectady.k12.ny.us/ProfessionalDevelopment/ProfDevPlan08.pdf Corley, Mary Ann (2005) Differentiated Instruction: Adjusting to the Needs of All Learners. Focus on Basics Vol. 7 Issue C. March, 2005. National Center for the Study of Adult Learning and Literacy. Differentiated Instruction (2007) Council