Template:Lesson Plan

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A lesson plan should be created by copying the template below into the blank article and then filling in the sections.


Blank template with basic parameters

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! <div style="font-size:13px; ">'''Time''' !! <div style="font-size:13px; ">'''Year Level''' !! <div style="font-size:13px; ">'''Prerequisites''' !! <div style="font-size:13px; ">'''Materials'''  [This lesson plan is supported by the [[Identifying Key Terms Teacher Resource]].]
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|| <div style="font-size:13px; "> ? lessons || <div style="font-size:13px; "> || <div style="font-size:13px; ">Before undertaking this lesson students will have demonstrated: || <div style="font-size:13px; "> Insert item. <div style="font-size:13px; "> Insert item. <div style="font-size:13px; "> Insert item. <div style="font-size:13px; "> Insert item.
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<div style="font-size:15px; ">'''Description'''  <div style="font-size:12px; "><!-- Contextualise the need for the lesson and describe what will occur -->

<div style="font-size:15px; ">'''Curriculum Connections'''  <div style="font-size:12px; "><!-- Drawn directly from the Australian Curriculum (History).  (May include: Key Inquiry Questions, Depth study, Historical Knowledge and Understanding, Historical Skills, Achievement Standard -->

<div style="font-size:15px; ">'''Program'''  <div style="font-size:12px; ">This lesson is part of the ? program.

<div style="font-size:15px; ">'''Theme'''  <div style="font-size:12px; ">This lesson is part of the ? theme.

<div style="font-size:15px; ">'''Learning Outcomes'''  <div style="font-size:12px; ">By the end of this lesson students will:

<div style="font-size:15px; ">'''Activity Type'''  <div style="font-size:12px; ">Students will engage in activities that allow them to
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''Knowledge building activity types''

Read text

View presentation

View images

Listen to audio

Group discussion

Field trip

Simulation

Debate

Research

Conduct an interview

Artefact-based inquiry

Data-based inquiry

Historical chain (sequence print and digital)

Historical weaving (develop a story from print and digital)

Historical prism (understand multiple perspectives in print and digital)

''Convergent knowledge expression activity types''

Answer questions

Create a timeline

Create a map

Complete charts/tables

Complete a review

Take a test

''Written divergent knowledge expression activity types''

Write an essay

Write a report

Generate an historical narrative

Craft a poem

Create a diary

''Visual divergent knowledge expression activity types''

Create an illustrated map

Create a picture/mural

Draw a cartoon

''Conceptual divergent knowledge expression activity types''

Develop a knowledge web (written, visual or digital)

Generate questions

Develop a metaphor

''Product-oriented divergent knowledge expression activity types''

Produce an artefact

Build a model

Design an exhibit

Create a newspaper/news magazine

Create a game

Create a film

''Participatory divergent knowledge expression activity types''

Do a presentation

Engage in historical role play

Do a performance

Engage in civic action

<div style="font-size:15px; ">'''Thinking skill developed'''  <div style="font-size:12px; ">This lesson will involve students in _______ level thinking involving
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<!-- ''Using Bloom’s Taxonomy and concepts drawn from '''Teaching for Thinking: Theory, Strategies, & Activities for the Classroom'''.  (Louis E. Raths, Selma Wassermann, Arthur Jonas & Arnold Rothstein.  New York: Teachers College, Columbia University, 1986.)'' -->

'''''First Order - Knowledge'''''

Observing – discovery; a disciplined process, built around the purpose

Collecting and organizing data – abstraction; involves comparison and classification

'''''Second Order - Comprehension'''''

Summarizing – reflection; give an outline of how students will present their summary

Interpreting – explanation; making meaning of our own experiences

'''''Third Order - Application'''''

Hypothesizing – problem solving; develops self-reliance

Applying facts and principles in new situations – problem solving; applying knowledge from old experiences to new experiences

'''''Fourth Order - Analysis'''''

Comparing – abstraction; must have a real purpose

Classifying – analysis and synthesis; allows us to make meaning

Looking for assumptions – critical thinking; identifying the limits of and limitations on our knowledge

'''''Fifth Order - Synthesis'''''

Imagining – creative thinking; sharing, not providing evidence

Designing projects or investigations – problem solving; we formulate a problem of our own imagining

'''''Sixth Order - Evaluation'''''

Decision making – problem solving; applying values learned from old experiences to new experiences

Criticizing – analysis and evaluation; becoming familiar with standards

Coding – analysis and evaluation; creating and applying standards

<div style="font-size:15px; ">'''Assessment Type'''  <div style="font-size:12px; ">Students will be assessed on their demonstration of
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Information processing skills

Finding relevant information

Sorting/classifying/sequencing information

Comparing/contrasting information

Identifying and analysing relationships

Reasoning skills

Giving reasons for opinions/actions

Inferring

Making deductions

Making informed judgements/decisions

Using precise language to reason

Enquiry

Asking questions

Defining questions for enquiry

Planning research

Predicting outcomes

Anticipating consequences

Drawing conclusions

Creativity

Generating ideas

Developing ideas

Hypothesizing

Applying imagination

Seeking innovative alternatives

Evaluation

Developing evaluation criteria

Applying evaluation criteria

Judging the value of information and ideas


== Lead in ==


== What do students know? ==


== Activity ==


=== Introduction and motivation ===


=== Exposure to conflict situations ===


=== Construction of new ideas ===


=== Evaluation ===


== Application of new ideas ==


== Reflection on learning ==


== Closure ==


== Individualising learning ==


=== Remedial ===


=== Extension ===


== Assessment ==


== Review Suggestions ==

'''Student Engagement'''  Did time management allow for proper communication between students and teacher?  Did activities allow students to practice critical skills?

'''Student-centred teaching'''  Did the lesson cater for the needs of all students?  Could feedback and assessment have been improved?

== Links to next lesson ==


== Internal Links ==

[[Understanding the Activity Types]]

[[Understanding the Assessment Types]]


== References ==

<references/>


== External Links ==



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Further Reading

Louis E. Raths, Selma Wassermann, Arthur Jonas & Arnold Rothstein. (1986). Teaching for Thinking: Theory, Strategies, & Activities for the Classroom. New York: Teachers College, Columbia University.




--Beth Kicinski 09:51, 4 June 2012 (EST)

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