THE ACTIVITIES IN THIS SECTION NEED TO BE DESIGNED TO ACCOMPLISH THE TASKS DESIGNATED IN THE OBJECTIVES!
Steps chosen should be appropriate to the type of lesson to be taught. Is the lesson focussing mainly on knowledge, skills, or attitudes and values? Write those steps in sequential order.
It is helpful to list an estimated amount of time for each part at the side of the plan. In that way it will be possible to have an approximate idea concerning whether enough or too much has been planned.
USE BEFORE INTENSIVE STUDY
If learners are asked to spend a brief amount of time using a skill before studying it in an in-depth manner, a need for learning and practice is established. Skill lessons involve showing a need, teaching, modeling, practicing, and providing occasions for review. A nation with young learners that work hard can change the future. Remember this acronym for steps in teaching skill lessons. USA-GO!
U - Use a skill before intensive study.
S - Show how to do it.
A - Ask learners how they are doing.
G - Give more help.
O - Outside study and use helps learners remember.
These can involve direct teaching related to content or be open-ended and involve analysis of feelings or points of view. Opportunities should be provided for students to develop a good self concept in the event that negative feelings are noted. Ways for making changes should be identified and support given when students attempt to improve. Lessons may inculcate values, model correct behavior, help students clarify values, use fables with morals, provide open-ended situations to talk about, examine case studies, encourage the use of the imagination, or provide opportunities for role playing. Freedom of expressing differing points of view can be shown as people listen to each other.
In religious settings ways of dealing with the affective domain and self concepts will allow for added approaches. Definite guidelines for behavior may be shared by some groups. The "I'm okay--You're okay" approach in a Christian setting is changed to ""I'm not okay and you're not okay but that's okay because we forgive and are forgiven."
A personal and comparative study of the beliefs and values of differing religions in the school community can help teachers understand the pupils and parents they meet.
Opportunities to see positive growth and change during a lesson can help children want to know more. Students as well as teachers can give directions concerning what is to be learned. Base lessons on necessary content but let students ask questions and find answers to their own queries. Lessons can be deductive, inductive, involve inquiry, modeling, problem solving, individualized learning centers or computer programs.
When teacher questions are used, include recall, comprehension, application, analysis, synthesis, and evaluation where appropriate. Avoid those which can be answered by "yes" or "no" only.
In each type of lesson there can be time for leaders to give information, give examples or model, work together to learn, or opportunity to work with small groups or individuals on problems. As a lesson progresses the teacher continues to check progress and provide time for practice.
Many lessons include a need to give directions for doing a task. Use this checklist to analyze the appropriateness of instructions given.
1. Are directions being given at an appropriate time? Sometimes they can be developed naturally and logically by having the group use previous experiences as a basis.
2. Has provision been made for eliminating other distractions? Require the attention of all involved. Avoid giving directions for new activities while students are concentrating on another activity.
3. Are the directions related to the task to be done?
4. Is the vocabulary appropriate for the age level? Are all terms understood by the students?
5. Is each important component included?
6. Are steps to be done presented in the correct sequence? Use logical sequencing when possible.
7. Are the instructions concise?
8. Are there enough or too many instructions for the time involved?
9. Should instructions be made available in written as well as oral form? Are various modes of presentation used which match the learning styles of students?
10. Have sufficient examples or models been provided?
11. Has time been taken to check for understanding? Show care and concern.
12. What opportunities are available to students who need to go back and reread directions? Has the visual been provided with the verbal?
13. Have directions been lettered or numbered?
Questions of various types should be asked throughout lessons. Some will involve basic recall of information; others will involve higher level thinking skills. Any type of question can be used throughout a lesson, yet there may be a natural progression from basic knowledge questions to higher level types in the middle and at the end of a lesson. It is helpful to have model beginnings for questions or directions which might be asked or given at the beginning, middle, or near the end of lessons.
Group One
1. What can you tell about ?
2. What reasons could you give for ?
3. What would happen if ?
4. What is the name of ?
5. What can you find that tells about ?
6. What do you think is happening? ?
7. Look up, locate, or find .
8. List or name .
Group Two
1. Why do you think ?
2. What could we name or call ?
3. What proof can you find for ?
4. In your own words what ?
5. In what ways are things like or different from ?
6. What is unusual about ?
7. How does compare to ?
8. What is good or bad about ?
9. Explain how .
10. What qualities are needed by ?
11. What would be the cause/effect of ?
12. What is the connection between and ?
13. Give reasons why .
14. Examine a chart or graph. Then ask questions.
15. Why did ?
16. What was ?
17. How can we compare or classify ?
18. Why is good, bad, better, or worse? ?
19. What is the main idea? ?
20. Give examples or reasons for .
21. Choose or cross out .
22. How might have been different if ?
23. Would have happened if ?
Group Three
1. How can we organize ?
2. What must we do to get ready for ?
3. What do you think should be done? ?
4. In what situations should be allowed?
5. How can we summarize ?
6. How can we apply ? What can we do for ?
7. What do you believe ?
8. After looking at all the information, what do you
think ?
9. How would you make ?
10. Restate or rewrite .
11. Compare to your own thinking.
12. What are the advantages/disadvantages of ?
13. Pick out the best/most important .
The knowledgeable instructor sets goals, gathers materials, designs activities, encourages students to manipulate objects, asks questions which attract attention to important ideas or objects, and listens to and talks about what is observed. In the process, students become intrinsically motivated, develop feelings of self worth, and "discover" information which is then stored in their existing mental frameworks. Many different methods and strategies can be used to present material during lessons. Teachers will want to vary their approaches so that student interest is maintained. These procedures are discussed in greater detail in the sections of this text about thematic units, writing a unit, and collecting, making, organizing, and sharingmaterials and ideas.
Consider some of the following:
o Discovery
o Inquiry
o Lecture
o Storytelling
o Discussions
o Computer assisted instruction
o Art and artistic processes
o Drama, role playing, or pantomime
o Literature
o Movement activities
o Writing
o Games and puzzles
o Learning centers, packets, task cards, and activity cards.
o Creation of time lines
o Community service
o Constructive activities
o Experiments
o Field trips
o File building
o Invention
o Museum collection building and creation of dioramas for displays
o Journal writing
o Photography or audio taping
o Use of prepared video tapes, films, filmstrips, or audio tapes
o Puppetry