Lesson Planning: A Research-Based Model for K-12 Classrooms

Lesson Planning: A Research-Based Model for K-12 Classrooms

By: Melinda Schoenfeldt (author), Denise E. Salsbury (author)Paperback

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Are you looking to construct a lesson plan that will help K-12 students master new content, concepts, and skills? Lesson Planning: A Research-based Model for K-12 Classrooms can help by guiding you in the selection of research-based instructional strategies and types of materials designed to consider all learners' needs. *Part I establishes the theoretical foundations of the ideas used in the lesson planning process. *Part II is a step-by-step guide to developing direct and inquiry-based lesson plans. *Meeting the Needs of all learners - woven throughout each chapter, the authors address the diverse needs of students. *INTASC Standards Correlation Guide appears on the inside front cover to help readers quickly identify the lessons that meet each standard. *Connections to the INTASC Standards are woven throughout each chapter's content and activities. *Unit Connections explain how the chapter's content is used in the development of a unit *Technology in Education (TiE) - a feature throughout the book provide practical help in the lesson planning process including rubric generating sites, lesson plan templates, ideas for lesson activities, and links to useful classroom materials. *Reality Check, a feature in each chapter, provides advice from practicing classroom teachers who represent a range of subjects and grade levels. *Your Turn feature at the end of each chapter helps you create your own standards-based lesson plan in both direct and indirect instruction formats.

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About Author

Melinda Schoenfeldt earned her doctorate in Curriculum and Instruction from Kansas State University. Prior to earning her doctorate, Schoenfeldt taught elementary, middle, and high school courses in public and private schools. She is now an associate professor in the Department of Elementary Education at Ball State University. While at Ball State, she has taught undergraduate courses in lesson planning and classroom management in addition to supervising student teachers in the United States and Germany. She has also served as the faculty coordinator and instructor of study abroad programs in England, Denmark, and Mexico. Schoenfeldt won a dissertation award from the National Council for Geographic Education, was a visiting scholar in geography education at Silkeborg Seminarium in Silkeborg, Denmark, was a fellow at the Virginia Ball Center for Creative Inquiry, and is currently an Enhancing Student Learning Initiative fellow. Schoenfeldt is one of three members of the Learning Assessment Model Project (LAMP) development team. LAMP earned the 2005 Christa MacAuliffe Award for Excellence in Teacher Education. Schoenfeldt currently teaches graduate courses for Ball State University's online master's degree program in Elementary Education. Denise Salsbury is an assistant professor at Ball State University in the Elementary Education Department of the Teachers College where she teaches instructional planning, classroom management, and integration of technology in core curriculum courses. She is PDS liaison to The Children's Museum of Indianapolis and Minnetrista Cultural Center. Salsbury received her Ph.D. from Kansas State University in Curriculum and Instruction with an emphasis in both elementary social studies and geography education. Her research interests include various aspects of geography and technology education for elementary students. Her first degree is in music education. While in Kansas, she was an active member of the Kansas Geographic Alliance, which gave her the opportunity to attend geographic education and leadership institutes at the National Geographic Society. Salsbury received a dissertation award from National Council for Geographic, and is currently Chair of the Geography Literacy Task Force for the organization. She has taught in grades K-6, specifically fourth grade for ten years, and had many opportunities to write thematic science and social studies curriculum for the school district.


Instructional Strategies List Preface PART I: CONCEPTUAL FOUNDATIONS FOR PLANNING A LESSON Chapter 1: Planning is Necessary Planning is Professional Decision-Making Teacher Accountability: Past and Present Planning as a Road Trip Analogy Reasons for Planning Lesson Focus Remaining Focused During Instruction Selecting Appropriate Materials and Strategies Incorporates Academic Standards Classroom Management Reflective Practitioner Long Range Planning Daily Lesson Plans Interdisciplinary Thematic Unit In Summary Your Turn: Activity: Reflections on Planning Bibliography Chapter 2: Teaching is Informed Decision Making Making Decisions: Experienced and Expert Teachers The Importance of a Personal Philosophy of Teaching Philosophy: A K-12 Lesson Planning Model That Works Constructivism Context Commitment Content In Summary Your Turn: Activity 1: Your Beliefs Activity 2: Your Philosophy Bibliography PART II: STRUCTURAL FOUNDATIONS OF A LESSON PLAN Chapter 3: Identifying a Topic and Academic Standards Identifying Topics Identifying Academic Standards Standards and Educational Reform National Standards State Standards Identify a Topic and Standards for a Lesson In Summary Your Turn: Activity 1: Your State Standards Activity 2: Topic Identification Activity 3: Select and Align a Topic with State Standards Activity 4: Reflection Bibliography Chapter 4: Writing Lesson Goals and Objectives Goals and Objectives Purpose for Writing Goals and Objectives Defining Goals and Objectives Approaches to Writing Lesson Objectives Behavioral Objectives Goals Objectives Instructional Objectives Standards-based Lessons: Using Academic Standards to Write Objectives In Summary Your Turn: Activity 1: Distinguishing Between Goals and Objectives and Identifying Taxonomy Levels Activity 2: Writing an Instructional Objective Activity 3: Reflection Biblography Chapter 5: Designing Formative and Summative Assessments The Importance of Assessment Reasons for Classroom Assessment Assessment and Evaluation Types of Assessment The Assessment Process: Pre-assessment, Formative, and Summative Assessment Evaluation Creating a Rubric A Process for Measuring Teacher Impact In Summary Your Turn: Activity 1: Creating Your Lesson's Pre- and Post-Assessments Activity 2: Create a Rubric Activity 3: Creating a Formative Assessment Activity 4a: Differentiating Your Lesson's Product by Readiness Activity 4b: Differentiating Your Lesson's Product by Interest Activity 4c: Differentiating Your Lesson's Product by Learner Activity 5: Reflection Bibliography Chapter 6: Choosing the Lesson Content and Instructional Strategies A Highly Qualified Teacher in Every Room Understanding Context: The Learners What is Differentiation? Understanding Differentiation: Important Terms Defined Content Process Product Student Readiness Student Interest Learning Profile Intelligence Preference Environment Organizational Considerations Understanding Content Informational Instructional In Summary Your Turn: Activity 1: Identify Your Informational Sources Activity 2: Identify Your Instructional Sources Activity 3: Creating a Lesson Plan Annotated Bibliography Activity 4: Collaboration Activity 5: Reflection Bibliography Chapter 7: Selecting Lesson Materials The Next Step: Selecting Materials Materials Defined What Research Says Brain Research Literacy Technology as an Instructional Tool Meeting the Needs of All Learners Cultural Diversity Practical Considerations in Using Materials In Summary Your Turn: Activity 1: Select Literature/Print Sources Activity 2: Select an Activity and Its Corresponding Materials Activity 3: Selecting Visual Aids Activity 4: Create a Materials List Activity 5: Collaboration Activity 6: Reflection Bibliography Chapter 8: Creating a Lesson Plan Putting the Pieces Together SECTION I: DIRECT INSTRUCTION What is Direct Instruction? Writing a Direct Instruction Lesson: Elements Defined Lesson Beginning Lesson Middle Lesson End Your Turn: Activity 1: Evaluation of a Direct Instruction Lesson Plan Activity 2: Write a Basic 3-Part Direct Instructional Lesson Plan Activity 3: Reflection PART II: INDIRECT INSTRUCTION What is Indirect Instruction? Planning and Implementing Indirect, Inquiry Learning Writing Essential Questions Assessment of Learning In Summary Your Turn: Activity 1: Collaboration Activity 2: Creating an Inquiry Lesson Plan Activity 3: Peer Review Activity 4: Reflection Bibliography Index INTASC Principles List

Product Details

  • publication date: 28/12/2007
  • ISBN13: 9780131735941
  • Format: Paperback
  • Number Of Pages: 168
  • ID: 9780131735941
  • weight: 390
  • ISBN10: 0131735942

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  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
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