Using resources available on Canvas as well as your own resources, find an example of a cooperative learning lesson plan that aligns with your teaching int
CONTENT AREA: MATH 8
- Using resources available on Canvas as well as your own resources, find an example of a cooperative learning lesson plan that aligns with your teaching interests and values.
- Go through the lesson plan analysis checklistLinks to an external site.
- Share the link to your analysis and your final analysis summary on the discussion board
7059 LESSON PLAN ANALYSIS
Adapted from the Pinning with Pause checklist, created by
Drs. Jennifer Gallagher, Katy Swalwell and Elizabeth Bellows ( Complete article here )
To use this template, click File > Make a Copy, then edit your copy to analyze the lesson plan.
Submit the link to Canvas along with your final analysis.
Name: ________________________
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Lesson Title (please link or attach lesson) |
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What subject(s) does this lesson cover? |
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According to the lesson description/author, what is the learning objective? |
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What is your prior knowledge about this topic? |
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What is the target grade/audience? |
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Section 1: Attributing a Purpose |
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Yes |
Maybe |
No |
Notes |
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a. Does the activity, resource, or idea support the inquiry question, standards, or learning objectives? |
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b. Is it appropriately challenging for my students? Does it require critical thinking? |
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c. Does it purposefully support students being able to make decisions about what and how they learn? |
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d. Do the ends justify the means? In other words, is the learning goal commensurate with how much time and resources it requires? |
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Section 2: Reliability Assessment |
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Yes |
Maybe |
No |
Notes |
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a. Is the content accurate? Can it be corroborated with other credible sources? |
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b. Does the author have expertise in the discipline, in pedagogy, or in my context? |
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c. Are the representations of people, communities, and issues authentic and nuanced? |
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d. Is the content current with up-to-date information? |
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Section 3: Judging the Perspective |
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Yes |
Maybe |
No |
Notes |
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a. Does the content reflect my students’ cultures or contexts? |
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b. Does the content give my students windows into new cultures or contexts? |
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c. Does it value students’ funds of knowledge, questions, and expertise? |
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d. Am I sure that this activity, resource, or idea will not harm students – especially those with marginalized identities and/or backgrounds? |
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Section 4: Considering Students’ Needs |
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Yes |
Maybe |
No |
Notes |
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a. Does this lesson provide resources or information about how to adapt or modify the lesson? |
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b. Does the lesson include specific academic vocabulary that is clearly defined or explained for students? |
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c. Does the lesson provide opportunities for students to engage in the social processes of learning (e.g. group work, sharing knowledge with one another, peer review, etc.) |
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d. Does the lesson provide multiple ways for students to engage with the content (e.g. listening, verbal response, writing, drawing, making/experimenting, etc.) |
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Total |
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Scrap It! |
Modify It? |
Keep It! |
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0-1 Questions in Each Section Answered Yes |
2-3 Questions in Each Section Answered Yes |
4 Questions in Each Section Answered Yes |
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This curriculum resource might be beyond redemption. Scrap it! Consider searching on national professional organizations dedicated to your subject. |
Your source met some of the criteria but you may want to modify or supplement with other materials to be sure your curriculum counts in appropriate and meaningful ways. |
It seems like you have found a great resource, activity, or idea to use! Save that gem! |
FINAL ANALYSIS SUMMARY: Complete the prompts below, then submit this final analysis along with the link to your full checklist to Canvas.
1. Write a one sentence summary of the lesson.
2. Provide a 2-3 sentence summary of your analysis. Did you scrap, modify, or keep based on totals? Why?
3. Make a quick list: what (if anything) did the author of this lesson plan do well that you would like to try or that you recommend others consider trying? (If you aren’t sure, go back to the text/media for this week.)
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Special thanks to Dr. Noreen Naseem Rodriguez for formatting this into a google doc!
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7059 LESSON PLAN ANALYSIS
Adapted from the Pinning with Pause checklist, created by
Drs. Jennifer Gallagher, Katy Swalwell and Elizabeth Bellows ( Complete article here )
To use this template, click File > Make a Copy, then edit your copy to analyze the lesson plan.
Submit the link to Canvas along with your final analysis.
Name: _Nichole Baker _______________________
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Lesson Title (please link or attach lesson) The Power of Sharing | Civics for Kids | PBS LearningMedia |
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What subject(s) does this lesson cover? SEL |
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According to the lesson description/author, what is the learning objective? Identifying and Applying Civic Knowledge Students explore the idea of "We the People" in the Preamble to the Constitution, and how the principles of the Constitution encourage shared responsibility and collaboration. This helps them connect their own actions of sharing to broader civic ideals. Engaging in Civil Discourse As students discuss the importance of sharing and its impact on communities, they practice respectful communication by listening to others’ perspectives and engaging in thoughtful conversations about how sharing strengthens relationships and fosters community growth. |
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What is your prior knowledge about this topic? A basic understanding of taking turns and sharing |
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What is the target grade/audience? Grades: PreK-K, K-2, 3-5 |
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Section 1: Attributing a Purpose |
||||
|
Yes |
Maybe |
No |
Notes |
|
|
a. Does the activity, resource, or idea support the inquiry question, standards, or learning objectives? |
x |
|||
|
b. Is it appropriately challenging for my students? Does it require critical thinking? |
x |
|||
|
c. Does it purposefully support students being able to make decisions about what and how they learn? |
x |
|||
|
d. Do the ends justify the means? In other words, is the learning goal commensurate with how much time and resources it requires? |
x |
|||
|
Section 2: Reliability Assessment |
||||
|
Yes |
Maybe |
No |
Notes |
|
|
a. Is the content accurate? Can it be corroborated with other credible sources? |
X |
|||
|
b. Does the author have expertise in the discipline, in pedagogy, or in my context? |
x |
|||
|
c. Are the representations of people, communities, and issues authentic and nuanced? |
x |
|||
|
d. Is the content current with up-to-date information? |
x |
|||
|
Section 3: Judging the Perspective |
||||
|
Yes |
Maybe |
No |
Notes |
|
|
a. Does the content reflect my students’ cultures or contexts? |
x |
. |
||
|
b. Does the content give my students windows into new cultures or contexts? |
x |
. |
||
|
c. Does it value students’ funds of knowledge, questions, and expertise? |
x |
|||
|
d. Am I sure that this activity, resource, or idea will not harm students – especially those with marginalized identities and/or backgrounds? |
x |
|||
|
Section 4: Considering Students’ Needs |
||||
|
Yes |
Maybe |
No |
Notes |
|
|
a. Does this lesson provide resources or information about how to adapt or modify the lesson? |
x |
|||
|
b. Does the lesson include specific academic vocabulary that is clearly defined or explained for students? |
x |
|||
|
c. Does the lesson provide opportunities for students to engage in the social processes of learning (e.g. group work, sharing knowledge with one another, peer review, etc.) |
x |
