User talk:Rbrowne

At this point, you are going to start creating a record of your lesson plan on the wiki. If you haven't already registered for an account on the wiki, please return to How to log-in to this wiki.

You will be creating a separate "page" on the wiki for each lesson plan you submit. This will make it easy for you and other teachers to efficiently search the wiki and find great ideas on specific topics, contributed by the community of InkSurvey users. Please create a separate lesson plan for each use of InkSurvey that you want to share.

The first thing you need to do is enter a title for your lesson outline in the text box below, and click "Edit My Lesson Outline." This will open the new page with some default text and allow you to start filling out your lesson outline.

Enter a title for your lesson plan into the text field below.

Contents

Filling Out The Lesson Outline

We have provided a template for you to help you quickly create your lesson outline. Entering information into this template is easy.

1. Class

For each line in the template, you just need to type in your text between the '=' and the '|'. For instance, to fill in the class, let's say you are teaching biology. The first thing you would fill in on the lesson plan template would look like this:

{{Class Biology|
topics1=|
gradelevel=|
context=|
overview=|
learningobjectives=|
activity/procedure=|
follow-up activity or assignment=|}}

2. Topics

Next, you need to describe which topics are going to be covered in your lesson. These topics will be used to help other people find your lesson outline, so be descriptive. There is no limit on the number of topics you include. We would recommend that you include one of the broad subjects listed on our Examples Bank page, so that your lesson is listed in one (or more) of those lists.

For each topic you want to include in your list of topics, you need to add a new line to the default text. For example, if my lesson was on eukaryotic vs. prokaryotic cells, the topics could be "Biology", "Cells", "Eukaryotic," "Prokaryotic," and "Science." My page would then look like this:

{{Class Biology|
topics1=Biology|
topics2=Cells|
topics3=Eukaryotic|
topics4=Prokaryotic|
topics5=Science|
gradelevel=|
context=|
overview=|
learningobjectives=|
activity/procedure=|
follow-up activity or assignment=|}}

Notice that each line that starts with "topics" has a different number following it. That is important. Every topic needs its own line, with a unique number following topic. When you are trying to determine your topics, just think about what someone else could be teaching and in that context could benefit from your experiences. This is also where you might include skills and techniques, such as creativity, curiosity, problem-solving, and brainstorming.

3. Grade Level

Then for grade level, please choose one of the following:

  • K-6
  • Middle School
  • High School
  • University
  • Other (please list "mixed levels," "corporate training," etc.)

Although your lesson plan may be useful to teachers in all levels, please choose the level where you actually used it. Using the previous example, the lesson came from a community college course, so that is what I'll put ("University"), even though teachers of much younger students might also be teaching this concept. My outline would look like this:

{{Class Biology|
topics1=Biology|
topics2=Cells|
topics3=Eukaryotic|
topics4=Prokaryotic|
topics5=Science|
gradelevel=University|
context=|
overview=|
learningobjectives=|
activity/procedure=|
follow-up activity or assignment=|}}

4. Context

In this area, please list as many of these contexts or environments as are appropriate for the educational experience you describe: "in classroom," "homework," "online," "informal education," "content delivery," "content review," and/or "skill development." Please separate your entries with commas.

The example we are following was used in a regular classroom for delivery of content.

{{Class Biology|
topics1=Biology|
topics2=Cells|
topics3=Eukaryotic|
topics4=Prokaryotic|
topics5=Science|
gradelevel=University|
context=in classroom, content delivery|
overview=|
learningobjectives=|
activity/procedure=|
follow-up activity or assignment=|}}

5. Overview

For this, enter an overview of your lesson, so that others can understand the context of where it fits in the curriculum. For the example we are following, this is, "This lesson is at the beginning of a unit on cells and prepares students for a subsequent laboratory exercise designed to help them differentiate cells." The lesson plan now looks like:

{{Class Biology|
topics1=Biology|
topics2=Cells|
topics3=Eukaryotic|
topics4=Prokaryotic|
topics5=Science|
gradelevel=University|
context=in classroom, content delivery|
overview=This lesson is at the beginning of a unit on cells and prepares students for a subsequent laboratory exercise designed to help them differentiate cells.|
learningobjectives=|
activity/procedure=|
follow-up activity or assignment=|}}

6. Learning Objectives

Next, please enter your learning objective(s) for this particular lesson plan. Here is what the edited page would look like:

{{Class Biology|
topics1=Biology|
topics2=Cells|
topics3=Eukaryotic|
topics4=Prokaryotic|
topics5=Science|
gradelevel=University|
context=in classroom, content delivery|
overview=This lesson is at the beginning of a unit on cells and prepares students for a subsequent laboratory exercise designed to help them differentiate cells.|
learningobjectives= To be able to compare and contrast prokaryotic and eukaryotic cells|
activity/procedure=|
follow-up activity or assignment=|}}

7. Activity/Procedure

This is where you will describe the actual sequence of events in the learning experience. Please put in bold the formative assessment questions you will ask, embedded in the appropriate place as you describe your procedure. To make text bold, highlight it and then click on the far left button above the editing box, marked with a B. With the addition of these details, here is what our example lesson plan looks like:

{{Class Biology|
topics1=Biology|
topics2=Cells|
topics3=Eukaryotic|
topics4=Prokaryotic|
topics5=Science|
gradelevel=University|
context=in classroom, content delivery|
overview=This lesson is at the beginning of a unit on cells and prepares students for a subsequent laboratory exercise designed to help them differentiate cells.|
learningobjectives= To be able to compare and contrast prokaryotic and eukaryotic cells|
activities/procedure=
1. Students are shown electron micrographs of 2 cells: one prokaryotic and one eukaryotic.  They are asked to look for similarities and differences.
2. '''InkSurvey Question:  Make a Venn diagram to show the similarities and differences you observed between these 2 cells.
'''
3. Summarize for the class some of the observations reported in InkSurvey
3. Lecture on roots of words; lecture on fundamental differences between these 2 groups, using same 2 cells for illustration.
4. Show additional micrographs of cells and discuss how they illustrate prokaryotic vs. eukaryotic
5. Repeat the same '''InkSurvey Question:  Make a Venn diagram to show the similarities and differences you observed between these 2 cells.
'''
6. Use the "sort" feature to select some student responses to project for class discussion to further refine student understanding and correct misconceptions. Emphasize what is important to a biologist.|
activity/procedure=|
follow-up activity or assignment=|}}

8.Follow-up Assignment or Activity

In this section, please describe any follow-up activities or assignments you plan for reinforcing the learning. For now, our lesson plan is complete and ready to share. The editing page looks like this:

{{Class Biology|
topics1=Biology|
topics2=Cells|
topics3=Eukaryotic|
topics4=Prokaryotic|
topics5=Science|
gradelevel=University|
context=in classroom, content delivery|
overview=This lesson is at the beginning of a unit on cells and prepares students for a subsequent laboratory exercise designed to help them differentiate cells.|
learningobjectives= To be able to compare and contrast prokaryotic and eukaryotic cells|
activities/procedure=
1. Students are shown electron micrographs of 2 cells: one prokaryotic and one eukaryotic.  They are asked to look for similarities and differences.
2. '''InkSurvey Question:  Make a Venn diagram to show the similarities and differences you observed between these 2 cells.
'''
3. Summarize for the class some of the observations reported in InkSurvey
4. Lecture on roots of words; lecture on fundamental differences between these 2 groups, using same 2 cells for illustration.
5. Show additional micrographs of cells and discuss how they illustrate prokaryotic vs. eukaryotic
6. Repeat the same '''InkSurvey Question:  Make a Venn diagram to show the similarities and differences you observed between these 2 cells.
'''
7. Use the "sort" feature to select some student responses to project for class discussion. Emphasize what is important to a biologist.
|
Follow-up Activity or Assignment=Students immediately perform a laboratory exercise using light microscopes to observe the similarities and differences between these cell types.|
}}

Putting Your Lesson Plan on the Wiki

When you have entered this information, click on "Save Page" at the bottom of the window. If you discover that you don't like the way something looks or sounds, it is easy to use the "Edit" buttons to make changes. Just be sure to save the page again after any changes you make.


--Rbrowne (talk) 09:25, 6 June 2013 (MDT)


Template:Class=Biology



Topics: Biology  Cells  Eukaryotic  Prokaryotic  Science  

Grade Level: University

Context:

Overview: This lesson is at the beginning of a unit on cells and prepares students for a subsequent laboratory exercise designed to help them differentiate cells.

Learning Objectives: To be able to compare and contrast prokaryotic and eukaryotic cells


Activity 4

Now that you have delivered your lesson, you are going to be adding some more information to your lesson plan. To start, copy and paste the text below into your lesson plan, at the bottom, but just before the '}}'.

misconceptions=|
feedbackresults=|
reflections=|

Using the same example as when you started your lesson plan, let's look at how you will respond to the final 3 points. Please remember to "Save Page" as you make changes on the wiki.

1. Misconceptions Revealed

Here, please share some student misconceptions that were revealed by the formative assessment and how you addressed them. What other insights did you gain into student thinking?

After inserting some of the misconceptions of my students, the code looks like this:

misconceptions=There was considerable improvement between the first and second iterations of the formative assessment question.  After the lecture on this topic, most students in the second round were able to list "a true, membrane-bound nucleus" as the defining trait of eukaryotes (success!), but they also listed some "false" differences as well (for example, several thought that only prokaryotes have cell walls, even though cell walls hadn't even been discussed). I was also surprised how much trouble the students had in coming up with similarities of these 2 types of cells. Many left the overlap area on the Venn diagram blank, or filled it with incorrect structures such as mitochondria. They didn't think of obvious common structures such as cytoplasm and the plasma membrane. I reinforced correct understandings and repaired misconceptions by selecting 5 student responses to display anonymously to the class and opened it to discussion. This seemed to be a necessary step for some students to master this learning objective.|
feedbackresults=|
reflections=|

2. Student feedback and reactions

In this section, please enter what you observed or heard from the students about their reaction.

With these comments added, my code now looks like this:

misconceptions=There was considerable improvement between the first and second iterations of the formative assessment question.  After the lecture on this topic, most students in the second round were able to list "a true, membrane-bound nucleus" as the defining trait of eukaryotes (success!), but they also listed some "false" differences as well (for example, several thought that only prokaryotes have cell walls, even though cell walls hadn't even been discussed). I was also surprised how much trouble the students had in coming up with similarities of these 2 types of cells. Many left the overlap area on the Venn diagram blank, or filled it with incorrect structures such as mitochondria. They didn't think of obvious common structures such as cytoplasm and the plasma membrane. I reinforced correct understandings and repaired misconceptions by selecting 5 student responses to display anonymously to the class and opened it to discussion. This seemed to be a necessary step for some students to master this learning objective.|
feedbackresults= For many semesters, I have asked on the unit exam, "Compare and contrast prokaryotic and eukaryotic cells."  This semester, the results were markedly better...stellar, in fact!  Also, on the next unit exam, two students asked if they could use a Venn diagram to answer an essay question.  Since the InkSurvey question was the only time we had used Venn diagrams in class, and no one had ever asked me that question before, I interpret it to mean that the students found it to be a handy tool to have in their student toolbox.|
reflections=|

3. Reflections

In the final section, please reflect on any changes this lesson has contributed to regarding your practice and/or your thinking about teaching.

After adding my reflections, this is what my code looks like:

misconceptions=There was considerable improvement between the first and second iterations of the formative assessment question.  After the lecture on this topic, most students in the second round were able to list "a true, membrane-bound nucleus" as the defining trait of eukaryotes (success!), but they also listed some "false" differences as well (for example, several thought that only prokaryotes have cell walls, even though cell walls hadn't even been discussed). I was also surprised how much trouble the students had in coming up with similarities of these 2 types of cells. Many left the overlap area on the Venn diagram blank, or filled it with incorrect structures such as mitochondria. They didn't think of obvious common structures such as cytoplasm and the plasma membrane. I reinforced correct understandings and repaired misconceptions by selecting 5 student responses to display anonymously to the class and opened it to discussion. This seemed to be a necessary step for some students to master this learning objective.|
feedbackresults= For many semesters, I have asked on the unit exam, "Compare and contrast prokaryotic and eukaryotic cells."  This semester, the results were markedly better...stellar, in fact!  Also, on the next unit exam, two students asked if they could use a Venn diagram to answer an essay question.  Since the InkSurvey question was the only time we had used Venn diagrams in class, and no one had ever asked me that question before, I interpret it to mean that the students found it to be a handy tool to have in their student toolbox.|
reflections=This lesson reminded me that even though a concept seems simple and obvious to me, it needs to be approached multiple times, even in a single lesson, before some students can incorporate it into their understanding. Without the real-time formative assessment input from the students, it would have been easy to gloss over this and have little learning occur.|




Topics: Biology  Cells  Eukaryotic  Prokaryotic  Science  

Grade Level: University

Context: in classroom, content delivery  

Overview: This lesson is at the beginning of a unit on cells and prepares students for a subsequent laboratory exercise designed to help them differentiate cells.

Learning Objectives: To be able to compare and contrast prokaryotic and eukaryotic cells

Activity/Procedure:

1. Students are shown electron micrographs of 2 cells: one prokaryotic and one eukaryotic. They are asked to look for similarities and differences.

2. InkSurvey Question: Make a Venn diagram to show the similarities and differences you observed between these 2 cells. 3. Summarize for the class some of the observations reported in InkSurvey 4. Lecture on roots of words; lecture on fundamental differences between these 2 groups, using same 2 cells for illustration. 5. Show additional micrographs of cells and discuss how they illustrate prokaryotic vs. eukaryotic 6. Repeat the same InkSurvey Question: Make a Venn diagram to show the similarities and differences you observed between these 2 cells. 7. Use the "sort" feature to select some student responses to project for class discussion to further refine student understanding and correct misconceptions. Emphasize what is important to a biologist.

Assignment/Follow-up:

Students immediately perform a laboratory exercise using light microscopes to observe the similarities and differences between these cell types.

What student misconceptions were revealed by the formative assessment and how did you address them?

There was considerable improvement between the first and second iterations of the formative assessment question. After the lecture on this topic, most students in the second round were able to list "a true, membrane-bound nucleus" as the defining trait of eukaryotes (success!), but they also listed some "false" differences as well (for example, several thought that only prokaryotes have cell walls, even though cell walls hadn't even been discussed). I was also surprised how much trouble the students had in coming up with similarities of these 2 types of cells. Many left the overlap area on the Venn diagram blank, or filled it with incorrect structures such as mitochondria. They didn't think of obvious common structures such as cytoplasm and the plasma membrane. I reinforced correct understandings and repaired misconceptions by selecting 5 student responses to display anonymously to the class and opened it to discussion. This seemed to be a necessary step for some students to master this learning objective.

After receiving the InkSurvey responses from your students, what insights did you gain into their thinking?

For many semesters, I have asked on the unit exam, "Compare and contrast prokaryotic and eukaryotic cells." This semester, the results were markedly better...stellar, in fact! Also, on the next unit exam, two students asked if they could use a Venn diagram to answer an essay question. Since the InkSurvey question was the only time we had used Venn diagrams in class, and no one had ever asked me that question before, I interpret it to mean that the students found it to be a handy tool to have in their student toolbox.

Refections on how this has or has not changed practice? How has this changed your thinking about teaching?

This lesson reminded me that even though a concept seems simple and obvious to me, it needs to be approached multiple times, even in a single lesson, before some students can incorporate it into their understanding. Without the real-time formative assessment input from the students, it would have been easy to gloss over this and have little learning occur.