Direct Instruction Lesson Plan Template

Teachers: Jeremy Neiss and Melanie Snow Subject:

Statistics
Common Core State Standards:
● A2.S-IC.A.1
● P.S-IC.B.3, P.S-IC.B.6
● CCSS.ELA-LITERACY.RST.11-12.8
● ISTE.3b
Objective (Explicit):
● Learn about how gender stereotypes are defied
● Learn how statistical methods confirming gender stereotypes may have biases
Evidence of Mastery (Measurable):
◻ Include a copy of the lesson assessment.
◻ Provide exemplar student responses with the level of detail you expect to see.
◻ Assign value to each portion of the response.
Students will answer questions about the statistical methods in each study discussed.
1. What are the variables in this study?
2. What was the conclusion of this study?
3. What Statistical methods did they use? Why?
4. Do you think the right methods were used to support the conclusion?
5. Can you spot any potential biases in the research?

Sub-objectives, SWBAT (Sequenced from basic to complex):

◻ How will you review past learning and make connections to previous lessons?
◻ What skills and content are needed to ultimately master this lesson objective?
◻ How is this objective relevant to students, their lives, and/or the real world?
● SWBAT define variables
● SWBAT form accurate conclusions about the studies
● SWBAT understand different statistical methods and which are most useful based on the situation

Key vocabulary: Materials:

Opening (state objectives, connect to previous learning, and make relevant to real life)
◻ How will you activate student interest?
◻ How will you connect to past learning?
◻ How will you present the objective in an engaging and student-friendly way?
◻ How will you communicate its importance and make the content relevant to your students?
Students should take a moment to think of gender stereotypes and any questions they may have. Write down two
research questions you may have about gender roles and stereotypes. We are going to explore how we can
possibly answer these research questions with statistical methods.

Make sure to explicitly state that this lesson will hope to teach you how to:
● Understand statistics as a process for making inferences about population parameters based on a random
sample from that population.
● Recognize the purposes of and differences among sample surveys, experiments, and observational
studies; explain how randomization relates to each.
● Evaluate reports based on data.

1
 Teacher Will: Student Will:
◻ How will you model/explain/demonstrate all ◻ What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
◻ What types of visuals will you use? ◻ How will students be engaged?
I ◻ How will you address misunderstandings or
n common student errors?
s ◻ How will you check for understanding?
t ◻ How will you explain and model behavioral
r expectations?
u ◻ Is there enough detail in this section so that
c another person could teach it?
t
i Make sure we cover the variables in a Students will follow along with the teachers
o psychological study, different methodologies in explanations of variables, methodologies, and biases.
n statistical analysis, and how to spot biases. Students will ask clarifying questions as necessary.
a
l Co-Teaching Strategy
I ◻ Which co-teaching approach will you use to maximize student achievement?
n
p
u
t Differentiation Strategy
◻ What accommodations/modifications will you include for specific students?
◻ Do you anticipate any students who will need an additional challenge?
Some students may need printed noted or other access to the content.

Teacher Will: Student Will:

◻ How will you ensure that all students have multiple
opportunities to practice new content and skills?
◻ What types of questions can you ask students as
you are observing them practice?
◻ How/when will you check for understanding?
◻ How will you provide guidance to all students as
they practice?
G ◻ How will you explain and model behavioral
u expectations?
i ◻ Is there enough detail in this section so that
d another person could facilitate this practice?
e
d Teacher will give examples of psychological
studies to students, read examples out loud one at
P a time.
r Teacher will ask students what the variables of the
a study will be.
c Teacher will ask students which methodology
t would be best used for the study.
i Teacher will ask students to discuss possible
c answers with a partner.
e Teacher will ask students if they see any evidence
of bias in the study.
◻ How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
◻ How will students be engaged?
◻ How will you elicit student-to-student interaction?
◻ How are students practicing in ways that align to
independent practice?
Students will follow along with the teacher, reading
along.
Students will define the variables of the study.
Students will suggest different methodologies.
Students will suggest which method best works for the
problem and why to their partner.
Students will answer yes or no with explanations of the
evidence of bias.

Co-Teaching Strategy
◻ Which co-teaching approach will you use to maximize student achievement?

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 Differentiation Strategy
◻ What accommodations/modifications will you include for specific students?
◻ Do you anticipate any students who will need an additional challenge?
◻ How can you utilize grouping strategies?
Some students may need examples that are either easier to understand or more relatable to them.m and get
them to think more.

Some students may need examples that challenge the

Some students may need teacher to pick partner for partner discussion, need to work alone, or work better
with the teacher.

Teacher Will: Student Will:

◻ How will you plan to coach and correct during this ◻ How will students independently practice the knowledge and
practice? skills required by the objective?
I ◻ How will you provide opportunities for remediation and ◻ How will students be engaged?
n extension? ◻ How are students practicing in ways that align to
◻ How will you clearly state and model academic and assessment?
d
behavioral expectations? ◻ How are students using self-assessment to guide their own
e
◻ Did you provide enough detail so that another person learning?
p
could facilitate the practice? ◻ How are you supporting students giving feedback to one
e
another?
n
d
e Look up a study on one of your research Students will use their independent time to research.
n questions. Evaluate the study using the given
t questions. Students will ask teacher questions as necessary,
P Teacher will be available during this time to assist doing as much of it themselves as possible.
r students as needed.
a Co-Teaching Strategy
◻ Which co-teaching approach will you use to maximize student achievement?
c
t
i Differentiation Strategy
c ◻ What accommodations/modifications will you include for specific students?
e ◻ Do you anticipate any students who will need an additional challenge?
Students will choose their own question, so they will be able to use one that fits their needs better.
Some students may be checked on to see of their are challenging themselves enough.
Some students may be allowed a modified assignment.
Closing/Student Reflection/Real-life connections:
◻ How will students summarize and state the significance of what they learned?
◻ Why will students be engaged?

Students will be asked to finish the assignment from independent practice.

Students will be asked to apply their research question to some aspect of their life, to the
classroom, or to a real world situation.
https://faculty.washington.edu/agg/pdf/Cvencek,%20Meltzoff,%20Greenwald_%20Gender_Stereotyp
es_in%20Press.pdf
https://onlinelibrary.wiley.com/doi/full/10.1111/cdev.13039
The Scientific American Article: https://blogs.scientificamerican.com/voices/kids-draw-female-
scientists-more-often-than-they-did-decades-ago/

Gender math gender stereotypes in elementary school

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Opening:
Okay, so I want you guys to think about gender stereotypes.
One example of a gender stereotypes is how you are supposed to sit. To show masculinity you
spread your legs,take up space, display dominance. Women are supposed to sit with their legs
closed, take up as little space as possible, display submission. My mom always told me growing up to
"sit like a lady".
I want you to write down two research questions that you may have about gender roles and
stereotypes. Try to connect it to something that you are interested in.
~1 min?

Lesson:
Variables
Independent: the variable the experimenter manipulates (assumed to have direct impact on
dependent variable)
Dependent: variable the experimenter measures after making changes to the independent variable
that are assumed to have a direct impact on the dependent variable.
http://www.simplepsychology.org/variables.html
Methodologies

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https://web.as.uky.edu/statistics/users/pbreheny/580-S12/study/overview.pdf
How to spot biases

Closing:
For a lesson longer than 20 minutes I would have you look up a study on one of your research
questions at the beginning of the lesson and use that for independent practice. I'm not going to make
you do that, but I would still like you to reflect on one of your research questions. I want you to align
your research question to some aspect of your lives. You can apply it to the classroom or some real
life situation.