Different Types of Lesson Plans

The art of teaching is the art of assisting

discovery.”
Mark Van Doren

“We are usually convinced more

easily by reasons we have found
ourselves than by those which
have occurred to others.”
Blaise Pascal
 Different Types of Instructional Input
• Direct Teaching – Hunter • Videos/slides
• Brain-based – 4MAT • Discussion
• Inquiry • Small group discussion or
• Cooperative Learning work
• Lecture • Case studies
• Lecture with discussion • Worksheets
• Panel of experts • Role play
• Brainstorming • Guest speakers
• Values clarification

Jigsaw
 OFICA Lessons
OFICA is an acronym for a questioning pattern designed to
encourage higher order thinking during class discussion
Introduction: A stimulus that sets the stage for the lesson
• Open-ended questions
– Are questions that produce many “right” answers
– Ask students to build a common frame of reference or a factual base from
which they can abstract concepts and generalizations.

• Focus questions
– Bring attention to the specific concepts that are the intent of the
discussion.
 OFICA
• Interpretive questions
– Ask students to build meaning by noting relationships among concept
and making connections with previous experience.
• Capstone questions
– Ask students to tie concepts together by summarizing, generalizing,
stating the big idea, or headlining the discussion.
• Application questions
– Ask students to consider, “What does this matter to me? How might I
use what I have learned?”
– Allow students to use generalizations they have drawn in new and
creative ways.
 Inquiry Lessons
• Inquiry is an active learning process in which students answer
research questions through data analysis.
– Stimulus (observation
• Teacher introduces problem, dilemma, controversy, or inquiry by
providing material for students to explore.
– Problem Description and Possible Solution
• Students are given time to “tinker” with possibilities as they attempt to
describe the problem and search for workable solutions
– Generalization
• Students work to develop, organize, and categorize the information to
confirm a soution. They try out their solution in a novel situation.
– Drawing Conclusions
• Students make final decisions and draw inferences based on their
observations and experiences.
 Multiple Intelligence Lessons
• Focus on a specific objective
• Ask key Multiple Intelligence questions
– http://faculty.weber.edu/kristinhadley/ed3100
• Brainstorm instructional activities for each
intelligence
• Select appropriate activities
• Complete the lesson plan form
– Determine the proper sequence of activities
Instructional Decision Making
Differentiation
Instructional Decision Making
• What type of decisions do you
make as a teacher during . . .
– Introductory materials?
– Teaching (input, informing)?
– Guided practice?
– Independent Practice?
– Closure?
 Differentiation
“Differentiation is classroom practice that
looks eyeball to eyeball with the reality
that kids differ, and the most effective
teachers do whatever it takes to hook the
whole range of kids on learning.”
Carol Ann Tomlinson (2001)
“Differentiation is planning
for the unpredictability of
a classroom.”
Tomlinson
• However we conceive it, every lesson plan
should be, at its heart, a motivational plan.
Young learners are motivated and engaged by
a variety of conditions. Among those are
– Novelty
– Cultural significance
– Personal relevance or passion
– Emotional connection
– Product focus
– Choice
– The potential to make a contribution of link with
something greater than self.
 Big Idea of Differentiation

Differentiation responds to
readiness, interest, and
learning profile.
• Responding to Readiness
– Preassessment
– Ongoing assessment
• Responding to Interest
– Choice
– Motivation
• Responding to Learning Profile
– Learning styles awareness
– Reteaching / correctives
 Correctives
• Different modality
• Simpler methods
• Smaller group or individual

– Brainstorm examples
 Practice
• Objective: Identify and classify mechanical
and electrical sources of heat.
– You teach the lesson and you are doing some
guided practice with students identifying some
heat sources that you are pulling out of a paper
bag using white boards to respond. You notice
that about 25% of your students are consistently
incorrect. You have a worksheet for the students
to work on independently about the topic. What
should you do?
 Practice
• Objective: Sort geometric plane figures (i.e.,
circle, triangle, rectangle, square, trapezoid,
rhombus, parallelogram, hexagon).
– After three days of instruction on shapes, you are
having students sort attribute blocks according to
the different shapes. Two students are struggling
with this task. What should you do?
 Instructional Decision Making
• Extensions
– Opportunities for students to extend their
learning, especially when they already have a
good understanding of the concept or skill.
 Practice
• Objective: Use maps to identify the
geographic features of Europe.
– After teaching students about this topic, they are
to work on a map to identify features. You expect
them to take about 20 minutes. After about 4
minutes, a student comes up to you and shows
you her completed assignment which is done to
perfection. What do you do now?
 Practice
• Objective: Strike a moving ball with a racquet
using correct techniques.
– After teaching this skill to students and working
through a guided practice activity, you are going to
have students pair up and work on it together.
One of your students participates in competitive
tennis all over the country. What should you do?
 Today’s Task
Get in tables of three.
1. Each person select an objective from your
TWS
2. Each person pick a scenario card
3. In turn, the group will brainstorm
appropriate ways to differentiate for the
lesson based on the objective and scenario.