D. Follow-up activity: Independent Practice, Enrichment or Reinforcement:
You may give students a chance to do something independently which will give you a chance to do formative evaluation or to enable them to carry the activity further and apply learning in a personal way. This step makes learning more permanent. It could be an in- class activity which is completed later, a learning center, seat work, or home work.
E. Evaluation of the lesson and the teaching process:
How will you evaluate the lesson in addition to student achievement specified in your objective?
You will complete the evaluation after the lesson has been taught. It is a time for you to reflect on the lesson. What were the strengths of the lesson. What worked well? What were problem areas? How could you improve the lesson? What could you do differently if you were to teach it again? What is an alternate way to present the same material?
Course:
Date:
Materials needed:
Class Announcements:
Class Objectives: Write out the goals or objectives for class. Try to limit these to one or two things.
Connection to Course Goals: Describe how your daily objectives connect to the overall course goals.
Anticipatory Set: Sometimes referred to as a "hook." Use an informal Writing to Learn (WTL) exercise, a question, a quote, or an object to focus students' attention at the start of class. This activity should be brief and directly related to the lesson.
Introduction: Write down what you'll need to inform students of the daily goals and class procedures. Be sure to explain how these procedures relate to students' own writing.
Procedures: List your activities, including any discussion questions and transitions along the way.
Conclusion: Describe the objective for the lesson and point students forward by connecting your objective to their own writing.
What to do Next Time: Leave space in your plan to reflect on the lesson and suggest future changes.
Do'stlaringiz bilan baham: |
