Lesson Plan Template EDSE 350/EDTE 371B INSTRUCTION PROFILE for LESSON PLANNING (Adapted from ETS PRAXIS

Series, 2001) Names/Group: Ben Prater & Julia Brewer Grade(s): Ohio University EDSE 351 Class Subject(s)/*Generative Topic: Assessing Student Learning Date of Lesson: Monday, January 30th 2012 1. Identify and state your lesson goal(s) and objectives. (For all content areas, include coded ODEs Ohio Academic Content Standards for your subject area You must state the standard and then the number code.) You must include the ABCD Format in your objectives as they must be measurable. Lesson Objectives 1. Students will review their knowledge gained from lecture/study guide review by fully participating in a Dice Activity, fully completing a Test Construction exercise with all required elements, and contributing at least once to group discussions. 2. Students will reinforce their knowledge of the 6 Basic Principles of Assessment by learning and vocalizing the teacher-created piggy-back song based on a familiar tune from The Sound of Music. 3. Students will reinforce content learned during the lesson by fully participating in an end-of-the-lesson Jeopardy style review game. 4. Students will display their knowledge and understanding of key concepts and lesson objectives by completing the related teacher-constructed assessment. 2. Indicate how you plan to assess your students knowledge/skill acquisition given this particular lesson. Please provide a clear description and attach a copy of your data-based assessment tool.

Objective-specific Data-based Assessment Tool Template Primary Assessment Individual assessment goals/objectives measures/activities needs Students will review -Rubric for -Rubric for grading their knowledge participation in Dice participation gained from Activity reviewing lecture/study guide the 6 Basic review by fully Principles of participating in a Assessment Dice Activity, fully completing a Test Construction exercise with all -Rubric for -Rubric for grading required elements, completion of Test completion/participatio and contributing at Construction n least once to group exercise reinforcing discussions. test construction techniques. -Checklist for group discussion participation. Students will reinforce content learned during the lesson by fully participating in an end-of-the-lesson Jeopardy style review game. -Rubric for participation in the Jeopardy style review game. -Checklist to ensure participation -Rubric for grading participation in review game.

Points possible -Dice Activity (5 points)

-Test Construction Exercise (10 points) -Group Discussion (5 points) (5 points)

Students will display their knowledge and understanding of key concepts and lesson objectives by completing the related teacherconstructed assessment. Students will reinforce their knowledge of the 6 Basic Principles of Assessment by learning and vocalizing the teacher-created piggy-back song based on a familiar tune from The Sound of Music.

-Teacherconstructed assessment to be taken by the students at the end of the class period.

-Teacher-constructed assessment/copy of grading policy

96 points

-Assessment Song Activity to be modeled then taught by teachers to the whole class.

-Checklist for participation

(5 points)

3. As you prepare this lesson, what consideration have you given for students with the following differences? If you do not have a student or students that impact each section, respond to What if in your descriptions. You must also include the actual class make-up in each category. Provide examples for each applicable to your lesson. Do not leave any section blank and do not use N/A in any section. a. gender our class of 20 students contains 14 females, and 6 males. Nothing in this lesson pertains to any gender, because the subject matter applies to all people. There is no mention of people in the lesson besides those falling under the umbrella of student and teacher in the broadest terms. Anytime we are grouping student together to work in small groups, it will be either by content area, or by numbering off, so there will not be all males or females in each group by any more than coincidence. b. culture There are a variety of backgrounds that make up our classroom. It is stated in the classroom expectations that all students need to respect their peers. There is also a zero tolerance policy for rude comments related to race, gender, culture, sexuality, or religion. In the lesson, we may get into some discussion about the fact that standardized testing being geared towards the norm of society. This might make the subject of standardized testing a hot topic with the class, but we will do our best to keep the discussion in the interest of improving testing in our classrooms. c. English language proficiency - in our class, we have people from a variety of backgrounds, and one student whose native language is not English. To make sure everyone is on equal footing with the language, we have the visual aid of the Prezi, the study guide given out beforehand, and some group work to ensure everyone knows whats going on verbally with the content. d. economic status the students come from a variety of different backgrounds, so many of them have taken schools that have faced a plethora of testing situation, some having come form better schools than others. This may affect their opinions about different types of testing, and the validity of it. Another factor might be how much scholarship/financial was won upon entrance to college, which is frequently bases on test scores, and economic status. e. skill level This lesson should be at a skill level for all students. However, there are many support systems built in, such as the study guide beforehand with the aid of the textbook. The Prezi also lends support by rephrasing the text in more plain language, and providing more explanation in the form of verbal examples that make the subject matter more relatable. The song and the review game are also excellent fun ways to keep students of all skill levels involved, and not feeling left out if they feel overwhelmed by the information. f. learning modalities The visual learners will benefit from the use of the Prezi presentation. They will also help contribute to the layout and questions on the big

paper group activity, which will further emphasize the types of assessment questions. They will also have their study guide in front of them to reinforce the content along with the presentation. The auditory learners will benefit from the song to the familiar tune of Do-Re-Mi to help learn the six basic assessment principles. They will also learn from the verbal responses of their peers to back up the content with personal experiences. Bodily-kinesthetic learners will benefit from the group activities using the throwing dice, and the Jeopardy review game at the end of the lesson. g. multiple intelligence theory (You are required to accommodate at least 3 Multiple Intelligences for each lesson you teach) Musical- The musically geared students will gain in the learning of the song about the six basic principles of assessment. They will be able to more quickly recall the listing of the principles because each is tied to a solfege syllable of the scale in Do-Re-Me. A learner with perfect pitch might also associate the notes C-D-E-F-G-A-B-C with each step, making it easier for them to recall. Bodily/Kinesthetic- Students strongly geared to the bodily/kinesthetic intelligence will enjoy the physical aspects of the toss-and-answer dice game, and the implement tossing aspects of the jeopardy review game. Visual/Spatial- Visual/specially intelligent people in the classroom would find the Prezi helpful in listing the majority of the content form the chapter. It also includes a lot of color, visual components, and patterns. While the scale degrees of the six basic assessment principles might help a person who is musically gifted, the color coding in the Prezi might help visual/special students with equating colors of the rainbow to the six principles. Also, the Mr. Hollands Opus clip might also help those with these particular gifts. Interpersonal- Students with the interpersonal intelligence will benefit from working in groups for the three group activities, including the dice tossing game, big paper assessment activity, and the team aspect of the jeopardy game. Bouncing ideas for questions off of the other students, and collaborating on the activity would be excellent for the people with these skills, and the people benefiting from their input. g. behavioral needs for whole group and individuals The group as a whole has a record of very good behavior. Participation is fairly spread out, and there is a sense of good respect among the students and their peers. Given any dis-respectful behavior, we will address the behavior immediately in a respectful, calm, and hopefully discrete manner.

4. What are students expected to have learned or experienced previously in order to be prepared for and contribute to this lesson? What information do they need to know to understand the new lesson? What have you already done or do you plan to do to solicit this information? What physical evidence do you or your cooperating teacher have to show the students' proficiency of this information? (Homework, quizzes, test, exit card etc..) Students will have completed the homework study guide assigned at least 2 days before the lesson. The study guide will have covered basic concepts from the assigned reading, Chapter 13 from the assigned class textbook. 5. How and when will students use the information from this lesson in the future? What about a real world connection for after they graduate? Students taking this class will be in the teaching field in the very near future. They will use knowledge gained during this lesson in planning, constructing, and evaluating their future assessments. 6. What method(s) of teaching (e.g., lecture/discussion, direct instruction, scaffolding, demonstration, inquiry-based, etc.) and related activities/assignments (e.g., discovery activity, cooperative problem solving, game or debate, presentation, computer simulation, etc.) will you employ? Indicate your methods. List the sequence of activities using a task-analysis approach (be very descriptive) and estimate the time needed for each activity. Be sure you identify both the methods and the activities. What are the key Concepts? You must explicitly list them before you begin the methods section! What technology will you use for this lesson? If technology is not part of the lesson give a rationale for why not. Key Concepts: -Basic principles of assessment -Assessment options -Constructing effective assessment -Evaluation -Grading Technology: Prezi Presentation Software Computer Projector

DVD of Mr. Hollands Opus

Methods: (as reflected in your activities given) Direct Instruction

Activities: (be very descriptive) The use of the Prezi to deliver content knowledge.

Co-operative Learning/Group Activities

Discussion

Student will design assessment questions on big paper with a group, as well as participate in group review activities. In class discussion on a variety of topics related to assessment, including standardized testing.

Adaptations: (as needed by students with diverse and special needs) Uses bright colors, movement, and patterns to create associations with patterns. It also uses plain language interpretation of the text. Reinforces content while utilizing interpersonal skills.

Allows students to hear examples of something from the lesson before stating their own.

7. Indicate the materials needed for your lesson, the number of each item necessary, and a plan for organization and dissemination. Materials: Guitar (2) Prezi presentation (Loaded online, embedded with video clips) DVD of Mr. Hollands Opus Classroom computer/projector Large Paper (provided by instructor) Markers (provided by instructor) Assessment copies Foam toys Laundry Basket List of Jeopardy questions Grading rubrics for Dice Activity, Test Construction exercise, and Jeopardy review game

8. How will you group your students for each activity and why? -In activity 1, we will group the student by room halves to make sure everyone in the class is able to participate. We can get twice as many people participating in the activity in the allotted time if we have two groups playing the dice game at once. -In activity 2, the class will be divided into content areas to expedite the process of creating questions for an objective/standard. This way, everyone in the group will be on the same page with their own standards, as well as jargon related to their content area. -In the review activity, students will be counted off by 4s to get them into their teams. This is just to make sure everyone in the class is jumbled up to avoid all people of the same social circle, skill level, content area, etc from all being on the same team. It will also create unity, because the teams are playing for the tangible prize of bonus points. 9. Profile and differentiate for student(s) with diverse and special needs. a. Comprehensive, descriptive, holistic profile of student(s) with diverse and/or special needs. Include a list of the students strengths/assets as well as a list of students demonstrated needs in your particular content area and classroom. Harold is a bright student, with an interest in music and arts and crafts, but who has a very hard time focusing during class because of his Attention Deficit Disorder. His parents are very involved in his education. He is not very into physical activities, but enjoys games when they involve his classmates. He gets along with his peers, but often at the expense of his attention during class. He gets good grades, but this is mainly because of his parents spending hours with him on homework each night and on weekends. He is on medicine that sometimes causes him to feel groggy during the afternoons. b. Brainstorm and list numerous possible modifications, adaptations, accommodations, interventions, and/or supports that might seamlessly benefit this student within this lesson and the classroom environment. Between Harold, his parents and the teachers, we have developed a secret signal to remind Harold that he needs to pay attention if he begins to drift away. The teacher will come over and put their hand on his desk when he needs to redirect his attention. There is also more of an effort put forth to make presentations colorful and captivating to his attention span. Hands on activities are very good for keeping his attention, as well as musically related activities, or anything that involves arts and crafts.

c. Select 2 of the strongest and most seamless supports you listed in (b) to implement within your lesson plan. Using your lesson objectives, write 2 behavioral objectives using proper form for your profiled student/group. -With the support of the teachers monitoring, Harold will review his knowledge gained from lecture/study guide review by fully participating in a Dice Activity, fully completing a Test Construction exercise with all required elements, and contributing at least once to group. -By catering the lesson to his musical interests, Harold will reinforce his knowledge of the 6 Basic Principles of Assessment by learning and vocalizing the teacher-created piggy-back song based on a familiar tune from The Sound of Music. d. Provide a rationale for each behavioral objective directly related to the profiled student/group needs and this lesson. -Through the monitoring of the teacher during the lesson, Harold will be more likely to pay attention, and thus keep up with his peers in the learning of the content during this lesson. Also, during the review game, he will be more likely to get answers correct, having paid more attention during the lesson. -Being gifted musically, Harold will have an easier time relating to the musical activity, and will also be more inclined to pay attention when the material is presented in this manner. This will also help him retain more of the content, and perform more highly on the assessment.