Lesson Plan Models

Authors: Jennifer Nelson, Shari DeGroff, Donna Williams

Table of C

ASSURE Model (written by Jennifer Nelson)

Overview Developed by Sharon E. Smaldino, James D. Russell, Robert Heinich, and Michael Molenda The ASSURE model is an ISD (Instructional Systems Design) process that is designed to integrate technology and media into the teaching and learning environment. The model incorporates Robert Gagne's nine events of instruction needed for effective learning. The ASSURE model is a six step planning framework used to plan lessons and promote effective pedagogical practice. The six steps of the ASSURE Model (Azia, 2003 & Shepard, n.d.) 1. Analyze Learners The first step in the ASSURE process is to know and understand the target audience. It is important to know the students' general characteristics (e.g. grade, age ethic group, gender, and socioeconomic level), learning styles (e.g. verbal, visual, tactual) and entry competencies (e.g. prior knowledge, skills, attitudes). 2. State Objectives Once you know the learners, the next step is to state the objectives. Establishing direct learning outcomes will specify what the learners will gain from the lesson and the criteria for technology integration. For more informatin about writing objectives, visit the ABCD's of writing objectives web site. 3. Select Methods, Media, and Materials after you have knowledge of your learners and stated objectives; the next step is to select the instructional method, media and materials that will be appropriate for the teaching and learning environment. Technology integration is determined in the selection of methods, media, and materials. 4. Utilize Media and Materials Once the methods, media, and materials have been chosen, you are ready to implement them into the lesson. It is always helpful to make sure you know how to use the technology and check to make sure it works before you put your lesson into action. Have a backup plan in case of malfunction. 5. Require Learner Participation Provide opportunities for students to participate and reflect during the learning process. Some examples you could use is question and answers, group work, hands-on activities, WebQuests and discussions.

6. Evaluate and Revise Last, you should reflect upon the lesson and revise where needed. Obtain input from the learners through group discussion, exit interviews, assessments, and other types of student feedback. And remember..."You are not a bad teacher if a lesson does not work. You are a bad teacher if you don't reflect upon your lessons and work on revising elements of the lesson until your students become successful learners" (Shepard, n.d.).

ASSURE model presentation (part 1) Additional Videos: ASSURE model presentation part 2 ASSURE model presentation part 3

ASSURE Lesson Plan Examples ASSURE Model Instructional Plan Template Compare and Contrast ASSURE webquest lesson Popular Services The ASSURE Model: Creating the Learning Experience from Pearson Prentice Hall Additional Resources Instructional Technology and Media for Learning: Additional information for users of Instructional Technology and Media for Learning, Prentice Hall Companion Website ASSURE Model Rubric The ASSURE Model Overview ASSURE Process: Breakdown of each category

The Big6 (written by Shari DeGroff)

Overview The Big6 is a widely used literacy model created by Michael Eisenberg and Bob Berkowitz in 1988. It is utilized in schools to teach research, information literacy and problem solving skills. School Media Library Specialists have embraced the Big6 because it provides a framework of strategies which lay the foundation for responsible information searching techniques as well as effective writing skills. Though it has been in existence for almost 20 years, it continues to be relevant to learning today and is an effective tool for teaching information literacy and helping students utilize Web 2.0 tools efficiently. The six stages of the Big6 can be applied to any problem or task 1. Task Definition What is the problem and what information is needed to solve the problem? 2. Information Seeking Strategies What are the best sources for the information needed? 3. Location and Access Where are the sources of information and how do I find them? 4. Use of Information How do I obtain the information? 5. Synthesis How can I best organize and present the information? 6. Evaluation What is the quality of my product and how well does it answer or solve the original problem?

Additional Resources The Whole Enchilada Big6 slideshow by Michael Eisenberg about Information Literacy Big6-2.0 What makes the Big6 a Web2.0 tool? Technology and the Big6 What types of technology are supported by the Big6 model? Big6 for Kids website A fun and helpful site for students The Super3 A version of the Big6 for younger kids Big6 puzzle A fun puzzle for kids that shows the six stages An article in School Library Journal with links to Big6 resources Librarians and the Big6, a recent post from Power Librarian, Janice Kongers blog Slideshow by Art Wolinksy, Kids, WebQuests, and the Big6: Perfect Together Lesson Plans using the Big6 Survivor: The Galapagos Island The Big6 and Music How to use the Big6 with the ISTE National Education Technology Standards and AASL Information Literacy Standards NTeQ (written by Donna Williams)

Overview NTeQ stands for iNtegrating Technology for inQuiry The NTeQ model is student-centered, open-ended, andproblem-based for teachers to integrate technology with teaching and learning. It also focuses on high levels of collaboration, inquiry, and cooperative groups where the teacher is a facilitator. 10 NTeQ Lesson Components 1. Specify Objectives What learning objectives will your students achieve from completing this lesson? 2. Computer Functions The objective can be matched to various computer functions by comparing the learning tasks required by the objective with the functions of the computer. 3. Specify Problem What problem will your students be solving? 4. Data Manipulation Now you determine specifically how students will use the identified computer functions to help solve the problem. 5. Results Presentation Briefly describe how the students will present their results or solutions to the problem. 6. Activities at Computer Begin by planning what the students will do while using the computer. For some lessons, you may want to create a sample student product to make sure your directions are clear, that the planned resources are suitable, and that the time allotted is adequate. 7. Activities Prior to Computer After you have identified the types of activities your students will do at the computer, you need to plan the activities that will prepare them for the computer work. 8. Activities After Using Computer These activities guide students in reaching solutions and describing why the solutions were reached. Thinksheets can be used. 9. Supporting Activities The supporting activities are not intended to replace computer-related activities, but are to be used in conjunction with planned computer activities. There are three primary types of supporting activities:

Review of Prior Learning Required Research/Reading Enrichment Activities

10. Assessment The last component of planning an NTeQ lesson is the evaluation. Refer to Assessing Digital Work

Examples of NTeQ lessons

NTeQ Lesson Plan Builder Write Path: Lesson Plans Nutrition and Health NTeQ Lessons

Getting Started

NTeQ Website Genereal NTeQ Resources Brief PowerPoint Full PowerPoint NTeQ Template

References/Acknowledgments Morrison, G. and D. L. Lowther, Integrating Computer Technology into the Classroom, Third Edition (2005). Upper Saddle River, NJ: Pearson Merrill Prentice Hall, ISBN: 0-13-142116-6 Holzberg, PhD, Carol S. Swift River School. Retrieved July 22, 2008, from Write Path Lesson Plans Web site: http://www.swiftriverschool.org/write_path/write_pathlessons.html.

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