Lesson
Analysis / Midterm Project
The Task:
Your
task will be to observe Math and Science teachers in action on the Annenburg
Foundation web site (www.learner.org) and analyze their classroom decisions
around Madeline Hunter’s Decision-Making Model of Instruction, course readings
and class discussions. You will need to
. . .
·
view and analyze approximately 40
minutes of recorded classroom experiences from elementary Math AND Science
classrooms.
·
describe the connections you made and how the lessons you observed
support or dispute what you have been learning in class, in your text, and in
your field experience classrooms.
·
discuss what you have learned about effective math or science
instruction by watching the classroom situations.
·
create one lesson that extends or supports any of the lessons you
observed.
Your “Ticket in the Door”:
Analysis—typed; 11-12 font; 5-7 pages; citation system; bibliography of classroom texts and articles used
Lesson—typed;
Hunter’s Lesson Design Template applied; NYS Standards, Key Ideas and specific
indicators identified
The Criteria:
·
The paper clearly analyzes the lessons observed around Hunter’s
Decision-Making Model of Instruction.
Many of the concepts addressed in the model are discussed in the analysis. These concepts include:
~ Objectives
~ Task analysis
~ Active participation
~ Anticipatory set
~ Closure
~ Modeling
~ Checking for understanding
~ Monitoring and adjusting
~ Practice (independent and guided)
~ Meaning (use, purpose, value, interest, organization)
~ Variables of motivation (feeling tone, level of
concern, success etc.)
~ Higher level thinking skills (concepts,
generalizations, discriminations)
~ Efficient use of time
·
Analysis makes specific, clear reference to current research on learning
(Learner Centered Psychological Principles) and how the teaching strategies
applied in the video support or do not support this research.
·
Analysis makes specific, clear connections to class readings (Hunter
text and additional articles) and to your field experience (optional).
·
In addition, the writer engages in an insightful, thoughtful dialogue
regarding effective instruction in the Math and/or Science content areas
answering the question “What do you THINK you know about effective Math and/or
Science instruction?” Generalizations
are clearly based on your observations and on what you have learned about
effective instruction in general.
·
A lesson is designed that clearly extends the learning from any lesson
observed.
·
The objective is clearly stated and defines what the student will learn
and how that will be demonstrated. The
objective is written using clear, measurable verbs.
·
NYS Standards and indicators that the objective supports are accurately
identified.
·
Opportunities are provided for all of the learners to focus, engage in
and summarize their learning. Teaching
behaviors—providing information, activities and questions relevant to the
learning--are obvious and clearly stated.
Engagement is consistent throughout the lesson and clearly aligned to
the objective. Description is specific—a
reader could replicate the lesson.
·
Opportunities for modeling and practice are provided thoughtfully as
needed.
·
An activity (or activities) designed to check for understanding is
evident. This activity allows for all
students to demonstrate where they are in meeting the objective provided.