Week 3 Design and Planned Instruction

 This weeks essential question:  how do we design plan instruction?

To answer this question we first have to consider that every student is different.  With that being said it means every brand is different. There are different ways to help people understand content faster and more efficiently. These strategies are:

•  chunking, which is organizing information into meaningful units.
•  Rote rehearsal, which is repeating information or a skill many times.
•  Elaborative rehearsal, which is immersing information meaning or highlighting its relevance.
•  Pattern recognition, which is identifying familiar patterns.
•  Emotional involvement, which is embedding information with feelings or emotions.

 There are multiple kinds of intelligence, however every brain likes to process information through three different freeways. These would be visual, auditory, and kinesthetics.   The way in which people may process information may differ in these 3 freeways.

 It's important to realize that learning is an innate characteristic of human nature.  However in a setting where you are forced to retain information can be difficult to learn.  Teachers need to be able to find a way to be able to trigger this innate behavior while having a well structured lesson.

 The way you start your lessons is important to plan ahead, because some things are better taught in different ways than others.  As a teacher, when you are planning ahead you are forced to learn the subject matter to the best of your ability.  When the subject matter to be learned possesses meaning, organization, and structure that is clear to students; learning proceeds rapidly and is retain longer.

 When planning a lesson there are some key things you have to include.
1.) Title:  A title should include action terms which would inform the students that they’re going to be involved in a lesson.
2.) Situation: You want to match what you are teaching your students with what’s going on around in your community so that it is relevant to their lives.
3.) Objectives: Clearly stating objectives will help your students know what they are learning and what to expect from their lesson.
4.) Interest approach: This is to get students excited and motivated to learn at the beginning of your lesson.
5.) Reasons for studying unit: This is to help your students understand what the importance of your unit is.  It is also important to ask leading questions that help the students understand the importance of what they’re learning.
6.)Questions to be answered: Big questions to help them understand the context of the subject.
7.) Answering questions: You want to show transparency, have your discussion points and demonstrate the answer to the question.
8.) Applications of learning: Applying what you learn in a lab or a setting that they would be able to use it in every day life.
9.) References and teaching aids: This not only gives credit to what is helping you teach the subject, but also gives you a way to keep track of where you acquired the information.
10.) Evaluation procedure:  This can be anything from an exam to an exit ticket to a quiz to just  asking the right questions so that you can get an evaluation of how well your students retain the information you have taught.

 When you start to make your lesson plan one of the ways this can be done is to think of writing your lesson backwards. This is because you’re thinking with the end in mind and you can better plan your lesson based on the assessment that you want your students to know in the end.

 When creating your lesson plans you want to consider the different levels of thinking and make sure that your students can understand a concept based on all of the levels these levels are accurately represented in blooms taxonomy.