Lesson Plan FormatClark County School District Components of an Effective Lesson This document was printed from Document View in the CCSD Curriculum Engine and is intended to support the curriculum of the Clark County School District. Only electronic versions are controlled. Curriculum and Professional Development Division http://curriculum.wiki-teacher.com Page 1 of 1 Rev. 05/19/2011 INTRODUCTION Set the stage for the lesson. Examples of introductory activities may include note-taking, group activities, predicting, posing a questions, predicting, etc. DAILY REVIEWS Provide review for short-term memory of recently taught material. o Provide immediate and meaningful feedback when correcting homework. o Keep reviews and homework checks brief. DAILY OBJECTIVE State and post the objective(s) before introducing the lesson. Have students record the objective(s) when appropriate. CONCEPT AND SKILL DEVELOPMENT AND APPLICATION Teach the big concepts. Provide the “why” for rules. Link concepts to previously learned material and/or real-world experiences. Use a variety of techniques to address student needs, including oral recitation, note-taking, and activities. Hold students accountable for taking notes and keeping records. Use ongoing, formative assessment to make instructional decisions. GUIDED / INDEPENDENT / GROUP PRACTICE Conduct practice at different times throughout the lesson to help students process information. Use a variety of activities and groupings to address student learning needs. Structure classroom time for student reflection, inquiry, discovery, discussion, problem-solving, and analysis. HOMEWORK Assign homework that aligns with curriculum objectives and reinforces skills and concepts taught. Include a variety of activities and assessment items. CLOSURE Review the skills and/or concepts taught. Provide a variety of ways for students to explain what they have learned and how to apply the concepts. LONG-TERM REVIEW Integrate ongoing, periodic review into lessons to maintain student skills, address deficiencies, build conceptual understanding, and prepare for high-stakes tests. |
Blooms TaxonomyClark County School District Revised Bloom’s Taxonomy – Cognitive Process Dimension This document was printed from Document View in the CCSD Curriculum Engine and is intended to support the curriculum of the Clark County School District. Only electronic versions are controlled. Curriculum and Professional Development Division http://curriculum.wiki-teacher.com Page 1 of 1 Rev. 05/13/2011 CATEGORIES COGNITIVE PROCESSES DEFINITIONS REMEMBER Retrieve relevant knowledge from long-term memory. Recognizing (identifying) Locating knowledge in long-term memory that is consistent with presented material Recalling (retrieving) Retrieving relevant knowledge from long-term memory UNDERSTAND Construct meaning from instructional messages, including oral, written, and graphic communication. Interpreting (clarifying, paraphrasing, representing, translating) Changing from one form of representation to another Exemplifying (illustrating, instantiating) Finding a specific example or illustration of a concept or principle Classifying (categorizing, subsuming) Determining that something belongs to a category Summarizing (abstracting, generalizing) Abstracting a general theme or major point(s) Inferring (concluding, extrapolating, interpolating, predicting) Drawing a logical conclusion from presented information Comparing (contrasting, mapping, matching) Detecting correspondences between two ideas, objects, and the like Explaining (constructing models) Constructing a cause-and-effect model of a system APPLY Carry out or use a procedure in a given situation. Executing (carrying out) Applying a procedure to a familiar task Implementing (using) Applying a procedure to an unfamiliar task ANALYZE Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. Differentiating (discriminating, distinguishing, focusing, selecting) Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material Organizing (finding coherence, integrating, outlining, parsing, structuring) Determining how elements fit or function within a structure Attributing (deconstructing) Determining a point of view, bias, values, or intent of underlying presented material EVALUATE Make judgments based on criteria and standards. Checking (coordinating, detecting, monitoring, testing) Detecting inconsistencies or fallacies within a process or product; determining whether a process or product has internal consistency; detecting the effectiveness of a procedure as it is being implemented Critiquing (judging) Detecting inconsistencies between a product and external criteria, determining whether a product has external consistency; detecting the appropriateness of a procedure for a given problem CREATE/SYNTHESIZE Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. Generating (hypothesizing) Coming up with alternative hypotheses based on criteria Planning (designing) Devising a procedure for accomplishing some task Producing (constructing) Inventing a product |