Professional Documents
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LESSON PLAN
STRUCTURE
ID 611
OBJECTIVE
At the end of this lesson, participants should be able to recall at
least 8 common Spanish food words.
Almuerzo = Lunch
Cena = Dinner
COMIDAS DE DESAYUNO
Avena = Oatmeal
Jugo = Juice
Fruta = Fruit
Tocino = Bacon
Torta = Sandwich
Frijoles = Beans
Quesadillas = Quesadillas
COMIDAS DE CENA
Tacos = Tacos
Tamales = Tamales
Enchiladas = Enchiladas
Carnitas = Meats
Sopa = Soup
Pastel = Pie
WORKSHEET
GAME ACTIVITY
During this activity, you will work in teams (2). Please collaborate
to come up with the correct answers. The team with the most
points, wins the game!
LETS PRACTICE!
Lets see if you remember the word for lunch - 100 points
1. Cena
2. Desayuno
3. Almuerzo
4. Postre
The answer is Almuerzo
Select the correct words for cereal and milk - 200 points
1. Arroz con leche
2. Tortilla con frijoles
3. Cereal con leche
4. Pan con queso
The correct answer is cereal con leche
What other two Spanish food words can you remember at least
2
INSTRUCTIONAL DESIGN
ANALYSIS
In order to conduct our analysis, we researched the Internet and
searched the ERIC database using keywords Madeline Hunter and
lesson.
We followed Reigeluths (1999) Instructional-Design Theory
Analysis to determine if Madeline Hunters Lesson Plan Structure
(LPS) has the characteristics of an instructional design theory.
VALUES
Getting it right the first time
Maintaining predictability in the learning environment
Active learner participation
Chunking
Consideration for learners developmental functioning
Adjusting teaching to level of understanding
Clear communication
Tapping into learners prior knowledge or experiences
PRE-CONDITIONS
Learners.
Are able to sustain attention
Comply and follow directions
issued by the teacher
Are on-task
Dont exhibit problem behaviors
Are intrinsically motivated by nature of instruction
METHODS
1. Objective and purpose
2. Anticipatory set
3. Input or presentation
4. Modeling
5. Checking for understanding
6. Guided practice
7. Closure
COMMENTARY AND
CONCLUSIONS
Madeline Hunters LPS is a
teacher-centered model
Teacher has ownership of the
content of instruction
Teachers constantly superviseleadership role is held by the
teacher
Learners demonstrate
proficiency during guided
practice
CONCLUSION
According to Reigeluth (1999), an instructional-design theory is a
theory that offers explicit guidance on how to better help people
learn and develop.
Based on this definition, Madeline Hunters Lesson Plan Structure
model/theory, is in our opinion, an instructional-design theory
because it offers specific prescriptions to increase learner retention.
CONCLUSION
Reigeluth (1999), also postulates that the major characteristics
that all instructional-design theories have in common are:
1. The instructional-design theory is design oriented (focusing on
means to attain goals)
2. The instructional identifies methods of instruction (ways to
support instruction)
3. In all instructional-design theories the methods of instruction can
be broken into more detailed component methods
4. Methods are probabilistic rather than deterministic (they
increase the chances of attaining the goals rather than ensuring
attainment of the goals).
CONCLUSION
Is Madeline Hunters lesson plan structure (LPS) a unique
instructional-design theory that is effective in the situations it is
employed?
Madeline Hunters LPS is an instructional-design theory
We did NOT find it to be unique, since increasing learner retention by way of
repetition may just be imitation of skills rather than actual learning.
It is effective in situations requiring extensive practice- multiplication facts,
handwriting, learning new food words, etc.
REFERENCES
Calico, Learn the names of foods in Spanish. Retrieved December 8, 2014 from
https://www.youtube.com/watch?v=xQySL95OIzM
Gibboney, R. A. (1986). A critique of Madeline Hunters teaching model from the Deweys
perspective. Educational Leadership.
Hunter, M. (1989). Madeline Hunter in the English classroom. The English Journal, 78(5),
16-18.
Madeline Cheek Hunter. (n.d.). Retrieved November 24, 2014 from the Wikipedia wiki:
http://en.wikipedia.org/wiki/Madeline_Cheek_Hunter
Reigeluth, C. (1999). What is instructional-design theory and how is it changing.
In C. Reigeluth (Eds.), Instructional-design theories and models: A new paradigm of
Instructional theory (pp. 5-29). USA: Lawrence Erlbaum Associates.
REFERENCES
Reigeluth, C. (2006). Educational technology research and development, Functional
contextualism: An ideal framework for theory in instructional design and technology
(pp 49-53). Web. 24 Nov. 2014.
Slavin, R. E. (1989). On mastery learning and mastery teaching. Educational
Leadership.
Wilson, L. O. (1997). Madeline Hunter lesson plan model, or drill that skill.
Retrieved November 21, 2014 from
http://www4.uwsp.edu/education/Lwilson/index.htm