Detour. . . A temporary inconvenience for permanent improvement

1. Detour. . . A temporary inconvenience for permanent improvement

2. A Model for Mastery Learning “Based on the work of Madeline Hunter”

3. Know & Need to Know about Lesson Planning

4. Check this website for sample lessons http://teacherknowledge.wikispaces.com/Lesson+Plans

5. Welcome To Nuts And Bolts Of Lesson Planning!

6. Where Are You? Where Are You Going?

7. Purpose • To acquaint Fellows with an instructional model that is research based and based on best practices.

8. Desired Outcomes of the Class By the end of the class, Fellows will have the knowledge/skills to: • Ensure “bell-to-bell” instruction • Implement an instructional model systemically • Monitor instruction. • Prepare a lesson that accommodates all learners (later).

9. Hunter Lesson Delivery Model - PLUS • Focus or Hook (anticipatory set) • Establish Purpose and objective (I Can Statement) • Direct Instruction (Input, Modeling and Check for Understanding) • Guided Practice • Independent Practice • Closure • PLUS – Required materials and equipment

10. Side by Side They Aren’t So Different

11. GANAG(Jane E. Pollock) G = State the GOALS (or standards intended for the lesson A = ACCESS prior knowledge that relates to the lesson N = Introduce NEW information or concepts A = ANALYZE/APPLY the new information or concepts G = Summarize or restate the GOALS learned in the lesson

12. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

13. The sudden release of responsibility TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

14. DIY School TEACHER RESPONSIBILITY (none) “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

15. The “Good Enough” Classroom TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

16. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

17. The Hunter Model of Mastery Learning

18. Research Synopsis • Dr. Hunter’s research is based on the study of effective teachers. It concluded that effective teachers: • Have a methodology when planning and presenting a lesson • No matter the what the teacher’s style, grade level, subject area or economic background of the students a properly taught lesson contained eight elements.

19. Population Dynamics • Lesson Overview: • Students will learn about the many different factors that affect population size. They will then take part in a simulation that will depict predator/prey interactions. • Links to State Standards (Michigan): • B3.5 Populations: Populations of living things increase and decrease in size as they interact with other populations and with the environment. The rate of change is dependent upon the relative birth and death rates. • B3.5A: Graph changes in population growth, given a data table. • B3.5B: Explain the influences that affect population growth. • B3.5C: Predict the consequences of an invading organism on the survival of other organisms.

20. Materials needed • PowerPoint presentation, • seven large cardboard squares (60cm x 60cm), • seven bags containing 200 1 inch squares of thick paper, • seven bags containing 30 3 inch square cardboard cutouts, • data table, • graph paper, • clear plastic bucket with spout at bottom.

21. Anticipatory Set (Hook) • Focuses the students’ thoughts on to what will be learned. • Tie yesterday’s lesson with today’s lesson. • Could consist of a short activity or prompt that focuses the students’ attention before the actual lesson begins. • Could consist of a review of the homework if it leads to the day’s lesson.

22. Begin class with a guided inquiry to activate prior knowledge: “What kind of relationships do organisms have?” Students should have understanding of predator/prey, parasite/host, mutualism, etc. “What factors might change a population size?” Students should be able to identify some of these factors (birth and death rates, predation, habitat destruction, competition for resources) as factors that could change the size of a population. After this inquiry students will have established that population sizes can be affected by many different factors, and that some of these factors can be influenced by interactions with other organisms.

23. Model: To illustrate the concept of population growth and decline. • Question: What does it mean when a population increases or decreases in size with respect to birth rates and death rates? • Model: Clear bottle with water flowing in to represent birth rates, and hole at the bottom to represent death rate. • The rate of flow into and out of the bottle can both be varied. • Illustrates that there are constantly births and deaths in a population, and that rises and falls in population size are the net totals of births and deaths.

24. Objective and Purpose • Students learn more effectively when they know what they are supposed to be learning and why. Teachers also teach more effectively when they know that the students are to learn and why. • Research based on behavioral objective • The learner will do what + with what + how well? • We use the “I Can” Statement

25. Objectives EXAMPLES: • By the end of the class period the Fellows will state and briefly explain the steps of the “Hunter Lesson Cycle Model.” • We say – I can state and briefly explain the steps of the “Hunter (ITIP) Lesson Cycle Model. • The Fellow will apply or use appropriate steps of a Lesson Cycle when making lesson plans for his/her host school.

26. Learning Outcomes: Learning Performances: At the end of the lesson students will be able to understand the many different factors that can influence population sizes of different organisms. They will have a concrete understanding of what population growth and decline is the result of, and they will be able to chart population changes over time, and then take this data and put it into a graph. I can graph changes in population growth, given a data table. I can explain the influences that affect population growth. I can predict the consequences of an invading organism on the survival of other organisms.

27. Direct Instruction-Input • The new knowledge, process or skills must be presented to the students in the most effective manner. • This is the direct instruction phase of the process. • Input includes the vocabulary, skills and concepts the teacher will impart to the students, the information that the students need to know in order to be successful.

28. Direct Instruction-Input • When people think of direct instruction they associate this as being the teacher imparts knowledge while the student compliantly listens. (The old lecture method) • We would like you to use an Interactive lecture where the teacher models instruction while at the same time includes the student in the lesson through strategies pair-sharing, note-taking or quick writing. • Robert Marzano states “interactive lecture dramatically increases students’ understanding of new information across content areas and at every grade level.”

29. Direct Instruction GOAL During Direct Instruction the students are actively engaged .

30. Start PowerPoint presentation Population Ecology Powerpoint.pptShow chart of exponential growth of a population • Table showing beginning of an exponential growth to illustrate why populations continue to grow faster and faster • Remind students that this requires an abundant supply of resources, and low interaction with predators. • Question: Why do you think that organisms don't grow at an exponential rate? • Show chart of a population growth with a carrying capacity • Illustrate how initial growth is exponential, but that growth slows down. Question: Why do you think this is? • Point out that population oscillates above and below carrying capacity • Ask students what may influence a carrying capacity. • Competition for food, and other resources. Influenced by biotic and abiotic factors. • Question: Is a carrying capacity static? What might cause a carrying capacity to rise/lower?

31. Direct Instruction-Check for Understanding • It is important to make sure the students understand what was presented. • Stopping points allow teaching to formatively monitor and assess learning. • Checking for understanding assists the teacher in monitoring whether or not a student is confused or do not understand the content so he/she can revisit or re-teach the information before moving on.

32. Density Dependent vs. Density Independent Factors • Density Independent: Affect all populations regardless of size. • Examples of temperature, storms, drought, habitat disruption affecting population size. • Density Dependent: Increasing affect as population size increases. • Examples of Disease, competition, food, etc. affecting population size. • Questions: What are some other examples of density dependent and density independent factors that you can think of?Why are these factors labeled as density independent or dependent?After PowerPoint presentation students should have a good understanding of all of the different types of factors that can influence population size. They should have a firm grasp as to what is happening when a population either grows or declines. Students should be able to understand why populations have limits as to how large they can grow, and they should understand the differences between density dependent factors and density independent factors.

33. Direct Instruction-Modeling • It is important for the students to “see” what they are learning. It helps them when the teacher demonstrates what is to be learned. • Use of the five senses, Gardner’s Multiple Intelligence’s, Mind Maps, Science Demonstrations and Simulations are all components that could/should be utilized during the modeling component.

34. Guided Practice • You’ve taught the lesson, now what? • Guided practice is the component where students practice the new learning under direct teacher supervision. • This can be done in cooperative groups, with peers or individually. • The objective is to make sure that the student is comfortable with the ideas before allowing him/her to work more independently. • Guided practice can occur at the end of the lesson or can be distributed throughout the lesson.

35. Guided Practice Critical Attributes of Guided Practice: • How much should be practiced? Small, meaningful amount. • How long should they practice? Short, intense period. • How often should they practice? • How will they find out how well they did? Teacher should provide on the spot feedback. This is accomplished during monitoring.

36. Begin Simulation: Students will participate in a simulation that models a predator-prey relationship. They will work in groups of four to simulate population growth of rabbits and wolves over 20 generations, and will then plot this data onto graphing paper.

39. Guiding questions to be completed after simulation • How did the sizes of the different populations affect the sizes of the rabbit and wolf populations? • Other than the size of the wolf population, what other factors that we have learned about might limit the size of the rabbit population? • Suppose that during the 6th generation, an invasive species migrates into the meadow. Suppose that this species grows at the same rate as the rabbits, and eats the same food, but is not a prey of the wolves. What do you hypothesize will be the impact that this species has on the rabbit population? What about the wolf population? • Challenge: If you have extra time test your hypothesis using the different colored squares to represent the invasive species. Chart the population levels over 10 generations, and compare to your previous data. Do you notice any differences? Was your hypothesis correct?

40. Independent Practice • When the teacher is sure that the students understand the new materials they assign independent practice. • This can be done during the class or for homework. • If done during the class, this gives the teacher the opportunity to conduct small groups for re-teaching or scaffolding.

41. Review questions: Teacher will provide students with examples of different factors such as food, hurricane, Dutch elm disease, flood, predation, etc, and have them label/group the factors into density dependent and density independent factors, and explain why. Will ask students to explain how density dependent factors affect the carrying capacity of an environment. Introducing new topic: Will ask students to hypothesize whether they think that the population of humans in the United States is increasing, decreasing, or stable, and to provide explanation. What factors do you think have caused this to happen?

42. Closure • At the end of the lesson the teacher reviews or wraps up the lesson by posing a question for the class: • “Tell me or show me what you have learned today.” • Closure should be considered the final “check for understanding” used at the end of a class period. Notes • Closure for on-going laboratory activities may not be appropriate. • Never use the statement “does everyone understand? The response may be yes, when in fact the hidden response may be, yes I do, but really I don’t , but I don’t want others to know I don’t know.”

43. Conclusion of the Lesson: Ask the students if they have any questions about the lecture or the simulation. Will then go over the questions on the simulation regarding the invasive species, paying special note to real world examples, like the Asian Carp invading the Great Lakes, and ask the students to hypothesize what the effect the presence of this species might have on our local ecosystem. Question: Recently scientists are worried about the invasion of the Asian Carp into the Great Lakes. What effects might the Asian Carp have on the local ecosystems in the Great Lakes?

44. Let’s Review the Components of the Lesson Cycle • Anticipatory Set (~5 min.) • Objective and purpose • Input (~10 min.) • Modeling (~20 min.) • Check for Understanding (~5 min.) • Guided Practice (~10 min.) • Independent Practice (~5 min. to explain) • Closure (~5 min.)

45. Exit Card • Share 3 things you can change in your lesson planning immediately. • Share the most important 1 item you learned.