Design for Learning

Instructor: Lesson Title: Curriculum Area: Grade Level/Cooperating Teacher: Date: Estimated Time:

-Heading: Proper heading, be specific, follow guidline Standards Connection: - Write the Alabama state standard from the Alabama course of study -Can be found on ALE or College and Career !eady -"o not post bullet points that do not pertain to your lesson plan Learning Ob ective!s": -"escribes what students will do, what they will learn, and how you will #now that they ha$e learned it -%eed purposeful selection of the le$el of learning, depth content, and demonstrations of learning -!efer to &loom's (a)onomy Learning Ob ective!s" stated in #$id%&riendl'( language: -*tate learning ob+ecti$e in a language that can be easily understood by your students -&e upfront and e)plicit -(hey #now what they're supposed to be learning Evaluation o& Learning Ob ective!s": -How learning assessment will be e$aluated -"escribe your assessment instrument -What did rubric loo# li#e -What did each number mean -How will they perform to pro$e proficiency -Has to be some #ind of assessment for each lesson -,t can be in many different forms -What are you teaching based on standards -Are you really assessing what you say you're assessing Engagement: -"ifferent ways to moti$ate to learn the content -(ell students what they will be learning -E$idence based strategies -Connect boo# wor# and real life Learning Design:

- -ain instructional component -"escription of how you are planning to teach the students the concepts or s#ill .Label concepts in body of Learning "esign/ ,0 (eaching: -Clearly outline how you plan to teach the students and the contents or s#ill that will be

presented -,ncludes time for teacher to tal# but also for the students to interact and tal# and engage -(eaching is modeling, e)plaining, elaborating, using e)amples, demonstrating, 1uestioning, presenting, or any combination of these things --a#e connections -Content re1uires outline -%ew $ocabulary -*#ills -2ormati$e Assessment II. Opportunity for Practice: -Practice new s#ill or wor# with this #nowledge -32ailure 2ree3 en$ironment -(eacher-student interaction -Le$el of understanding and comple)ity of s#ill will determine how much practice needed -(ry it out independently -!e-teach if needed III. Assessment -"escription of your assessment -,ncluded scripted 1uestions -(his is not the same as practice IV. Closure: -Lesson should ha$e a definite ending
)aterials and *esources: -,nclude all materials and resources needed in order to effecti$ely teach the lesson -&e prepared44 Di&&erentiation Strategies !including plans &or individual learners": -"ifferent strategies that you will use to ensure that all students in your class ha$e access to the content taught and ha$e a way to demonstrate learning that matches their strengths or needs -high end learners -low end learners -E$idence based strategies -Practice in different ways Data Anal'sis: .-Loo#ing at assessments and seeing where students fall in understanding of lesson/ *e&lection: -How you thin# it went -How did the students assess -Could it be done again5

-What could you do better5

Samford University Design for Learning

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