A Research-Based Model for K-12 Classrooms, what should a teacher consider when selecting topics and standards during the lesson planning process?
DQ1 Using the information in Chapter 3 of Lesson Planning: A Research-Based Model for K-12 Classrooms, what should a teacher consider when selecting topics and standards during the lesson planning process?
DQ2 View the video Evidence & Arguments: Lesson Planning. How did the teacher approach planning to integrate and teach a variety of standards?
ELM 520 Understanding Content and Content Standards Connections
Week 2 Discussion
DQ1 How might exposure to a wide range of subject areas help students focus on the content, process, and product of a lesson?
DQ2 Why does integrating instruction improve student achievement? What barriers might be present in our school systems that could make it difficult for teachers to teach this way?
ELM 520 Understanding Content and Content Standards Connections
Week 3 Discussion
DQ1 In Chapter 6 of Lesson Planning: A Research-Based Model for K-12 Classrooms many factors are to be considered when determining content and instructional strategies. Analyze and evaluate which three might be the most important when working with the students from your Class Profile. Explain your reasoning.
DQ2 “Student-Centered Instruction: Integrating the Learning Sciences to Support Elementary and Middle School Learners,” by Steven Turner makes note of “progressive formalization” and the importance of connecting new knowledge to old knowledge. How does progressive formalization help students learn new concepts?
ELM 520 Understanding Content and Content Standards Connections
Week 4 Discussion
DQ1 How do you select or design activity-related materials to meet the developmental needs of students? How does Christian worldview impact the review of materials? What are some of the considerations?
DQ2 Why is it important to review texts and other materials for their cultural perspective and possible bias?
ELM 520 Understanding Content and Content Standards Connections
Week 5 Discussion
DQ1 In Chapter 5 of Lesson Planning: A Research-Based Model for K-12 Classrooms Hattie states, “The most powerful single modification that enhances achievement is feedback” (Hattie, 1992). What is makes feedback effective? Provide examples of times when you were given effective and ineffective feedback, and explain how each helped or hindered you.
DQ2 How have rubrics helped you be successful as a student? How will they help your students to be successful? How will rubrics help you as a teacher?
ELM 520 Understanding Content and Content Standards Connections
Week 6 Discussion
DQ1 Lillian Katz, a highly acclaimed expert professor, researcher, and speaker on child education, has said, “When a teacher tries to teach something to the entire class at the same time, chances are, one-third of the kids already know it; one-third will get it, and the remaining third won’t. So two-thirds of the children are wasting their time.” Why is this often the case? What are some things you will do as a teacher to help reach all of your students?
DQ2 What makes evaluating a formative assessment different than evaluating a summative assessment? Give an example of a lesson you would teach in your class, and discuss how your formative assessment could help students be more successful on the summative assessment.
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