Cooperative Learning Lesson Plan Format
Subject: (From SDDOE Language Arts Content
Standards)
Grade Level: 1st Grade
Materials: (Consider all Materials)
Warm-Up-Activity or Set: Typically, is no longer than 15
minutes long. The purpose is to prepare the learner for learning. A good
warm-up relates to the topic yet does not have too. Although it is best
if it does since it will provide a smooth transition into the topic of the
lesson. For cooperative learning, a review of previous learning may include
Number Heads Together or Think-Pair-Share (see page 381-382).
Goal (s): This is what you want the learner to be able to learn, as a
result, of your lesson. (Base your lesson on South Dakota Department of
Education SDDOE Standards). According to Arends
(2012) “A lesson’s goals structure refers to the amount of interdepended
required of students as they perform with their work. Three types of goal
structures have been identified” (p. 370).:
1.
Individualistic: what goals do you want
each child to obtain that relates to your learning outcomes. Your written goals
here relate to Academic Achievement.
2.
Competitive: Arend’s states,
“Competitive goal structures exist when students compete with others to achieve
important goals” (p. 370). This too relates to the learning outcomes. Your written
goals here relate to Tolerance and Acceptance of Diversity.
See the course blog site to assist in the development of Types of Cooperative Learning
Assessments and Cooperative Learning Group Roles.
3.
Cooperative: Viewed as how
individuals contribute to the cooperative group to obtain the learning
outcome/s. Your written goals here related to Social Skills. See the
course blog site to assist in the development of Types of Cooperative Learning
Assessments and Cooperative Learning Group Roles.
Consider I Can or Students Can Statements to assist you in writing your lessons
goals.
Objective (s): This is how you will achieve your goals through instructional
methods. Objectives are measurable and observable, and determinable, and
leveled via a taxonomy of learning through the selection of the action word
applied (see the BloomWheel to assist in the action
word for writing objectives to assist in learning activities to obtaining your
goal/s). Use the A,B,C,D format to assist in writing objectives for cooperative
learning instruction. For more assistance, visit this site: Writing ABCD Behavioral Objectives.
·
Individualistic Objective: Will be your academic objectives for
the individual based on SDDOE Content Standards.
·
Competitive Objective: Based on your goals for Competitive Objectives.
·
Cooperative Objective: Based on your goals for Cooperative
Objectives.
Note: Now and later, your
Competitive and Cooperative Goals and Objectives will include task
independence, social skills, participation skills, communication skills, and group
skills development (see pages 393-396) By considering this will assist you in
devising your behavioral plan or CHAMPS.
Vocabulary: List any new words that
will assist in the learning.
Introduction: This involves the introduction to the lesson for the
learner. It moves into the lecture part of the lesson where the teacher
introduces the topic, explains the lesson, and then leads into the Guided-Practice.
For Concept Inquiry Teaching you may determine here whether your lesson will
include a Direct Presentation or Concept Attainment approach. Note: write your dialogue specifically
related to what will be said related to content, cooperative learning/grouping,
classroom management and other expectations needed for learning to take place.
·
Direct Presentation
Approach:
This approach consists of the teacher first naming and defining the concept and
then providing students with examples and none examples to reinforce their
understanding of the concept. The focus is on labeling and defining the concept
(Arends, 2012, p. 344). This approach may require a Guided Practice.
·
Concept Attainment
Approach:
Teacher give examples and none examples of a particular concept first, and
students discover or attain the concept themselves through the process of
inductive reasoning (Arends, 2012, p. 344). This approach may not include a
Guided Practice.
Guided Practice: You will want to include a
practice before you have students move into a guided practice. Refer back to your
objectives here. Recall, Concept
Attainment Approach is for self-discovery and will not include a Guided
Practice.
Independent Practice: Students will then work
independently to complete your lesson. The independent practice will reinforce
your objective (s). Note: Consider
your expected behavior here – use CHAMPS to prepare the learning environment. (C
= Conversation, H = Help, A = Activity,
M = Movement, P = Participation, S = Signal) Also some of the things to
consider here includes the development of: Social Skills, Sharing Skills,
Participation Skills and Communication Skills.
With this in mind what type of cooperative learning model will be used
(see blog site): Types of Cooperative Learning
Closure: Here is where you check to see if your objectives have been
reached/obtained. Do not confuse this with your assessment. This maybe
questions you’ve produced to see if students have reached your goals. Note: For Cooperative Learning can
include project review.
Assessment: This relays back to your objective, which follows the
A,B,C,D, Format. It is the D or to what degree have your students met
your goal by demonstrating an understanding of your objectives. (For
your course portfolio you should include any rubrics you have developed. Note: Other than assessment of individualistic
learning consider how you will evaluate such things as: social skills, sharing
skills, participation skills and communication skills. See the blog site for: Types
of Cooperative Learning Assessments
No comments:
Post a Comment