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# EDU250LessonPlan

Date:October27,2015

Name:HannaSpruill

LessonTitle:EstablishingBaselineforSAFISubject:Math

TimeFrame:30min

LearningCentralFocus

CentralFocus

Whatisthecentralfocusforthecontentin
thelearningsegment?

ThecentralfocusforthislessonwillbetoestablishbaselinestousefortheSAFI
methodwiththemultiplicationanddivisionflashcards.

CommonCoreStateStandards

Whatstandard(s)aremostrelevanttothe
learninggoals?

NYSCommonCoreLearningStandardsforMathematics:
3.OAUnderstandpropertiesofmultiplicationandtherelationshipbetween
multiplicationanddivision.
5.Applypropertiesofoperationsasstrategiestomultiplyanddivide.
6.Understanddivisionasanunknownfactorproblem.
3.OAMultiplyanddividewithin100.7.Fluentlymultiplyanddividewithin100,
usingstrategiessuchastherelationshipbetweenmultiplicationanddivision(e.g.,
knowingthat85=40,oneknows405=8)orpropertiesofoperations.Bythe

StudentLearningObjective(s)
edTPA1:1

EvidenceBasedPractice(s)

divisionproblemsfrommemorybothcorrectlyandwithinatimelimit.

EvidenceBasedPractices:

DirectInstructionwillbeusedthroughouttheSAFImethod.
ComputationFluency(SAFI)willbeusedinthislesson.

Archer,A.&Hughes,C.(2011).
Explicitinstruction:Effectiveandefficientteaching.

NewYork,NY:TheGuilfordPress.
Hulac,D.,DeJong,K.,&Benson,N.(2012).Canstudentsruntheirown
Psychology
intheSchools,49,5
26538.

edTPA1:3

TheSAFImethodisbasedinboththebehavioristtheoryandthesocialcognitive
theory.Behaviorismisrootedintheideathatastudentlearnsthrough
reinforcement.UsingtheSAFImethodwiththeseflashcardswillprovidethe
studentwithconstantreinforcement.Ifthegetitrighttheywillbepraised,ifthey
isbasedinmasterylearningwhichisapartofbehaviorism.Thesocialcognitive
theoryisalsoalargepartoftheSAFImethodbecausewhenthestudentgetsa
andlookattheinformationonapagemultipletimetheinformationisencoded
moreefficiently.

Kearsley,G.(2009,January).Thetheories.

TheTheoriesintoPracticeDatabase.
Archer,A.&Hughes,C.(2011).
Explicitinstruction:Effectiveandefficientteaching.

NewYork,NY:TheGuilfordPress.

andRequisiteSkills
edTPA1:2

multiplicationanddivision,whattheymeanandhowtodothem.

AgapinknowledgewhichIknowexistswiththestudentishislackofbasicmath

Descriptionofwhatwillyoubedoingand/orwhatthestudentswillbedoing.

Assessments:
Describethetools/proceduresthatwillbeusedin
thislesson
tomonitorstudentslearningofthelessonobjective(s).Attachacopyoftheassessmentandthe

Typesof
tests/probes:

Diagnostic

Formative

Summative

Descriptionof
tests/probes

Diagnostic:Divisionandmultiplicationactivitiesto
assesshisskilllevel.

Formative:MultiplicationandDivisionflashcardsto
assesswhichfactsheknowsanddoesnotknowat
thispoint
Summative:SummativeassessmentforSAFIwill
comeattheendofthesemester

Testing
Accommodations

andModifications NONENEEDEDFORTHISTEST
Differentiation/

UniversalDesignforLearning
Accommodationsand

Modificationstothe
test/probesothatall
studentscoulddemonstrate
theirlearning.

Spanish

EvaluationCriteria
Whatevidenceof
studentlearning
(relatedtothelearning
objectivesandcentral
focus)doesthe
test/probeprovide?

Studentswill
demonstratemasteryif
alloftheflashcardsare
intheknownpilebythe
endofthesemester.

Planned
Support

Modifications:

Multiplemeans
ofPresentation

Multiplemeans Multiplemeans
ofEngagement ofResponse

Division
problems
writtenon
flashcardsand
paper.
Problems
spokenby
teacher.

Studentswill
Studentswill
questionsorally orally.
withflashcards.
Studentswill
watchas
teachermodels
process.

Strategiesforrespondingto
commonerrorsand
misunderstandings(where
isthelearningbreaking
down?).

Studentsmayhavetrouble
lookingatthedivision
problemsasunknownfactor
problems.TohelpthemI
willexplainitusingthe
manipulatives.

Whatareyour
studentsabilities
withregardtothe
oralandwritten
language
associatedwith
thislesson?
edTPA1:4
edTPA3:14

Tier1words:Groups,tell,question,help,watch,move,quick,time

Materials

Theteacherneedsdivisionflashcards,timer,andsomewhereto
recordresults.

Studentneedsnothing.
Anticipatory
Set

_1______
Minutes

Howwillyou
startthelesson
toengageand
motivate
studentsin
learning?

Iwilltellthestudentthatwearegoingtogothroughflashcards.I
willtellhimthatifhefocusesanddoeshisbesthewillgeta
rewardattheend!

Instructional
Steps
_1328_______
Minutes

Howwillyou
determineif
studentsare
meetingthe
intended
learning
objectives?

Teacher
1. Iwillexplaintothestudenthowwewillusethe
flashcardsthroughoutthesemesterandIwilltellhim
thatbytheendofthesemesterheshouldhaveallof
2. Iwillshowthestudenthowwewillgothroughthe
flashcardsusingtheteachingassistantasthe
student.
begin.
4. Iwillgothroughthemultiplicationflashcardswiththe
studentseparatingthosethatheknowsfromthose
thathedoesnotknow.Thestudentonlyhas5

Student
12.Studentis
activelylistening
anyquestionsthey
mayhave.
4.Studentwill
multiplication
problems.
5.Studentwill
problems.

Teaching
Assistant
1.Partnerrecords
teacher
2.Partnerisacting
asstudent
3.Partneris
questions
4.Partneristiming
studentastheygo
through
multiplication

Howwillthe
Teaching
Assistant
engage
instructionally?

5. Iwillgothroughthedivisionflashcardswiththe
studentthesamewaythatIwentthroughthe
multiplicationflashcards.
Iamteachingthislessontodevelopabaselinefortheuseof
theSAFImethod.Weneedtoknowwhichproblemsthe
studentknowsanddoesnotknowtobeabletoaccurately
measurehisprogress.

flashcards
5.Partneristiming
studentastheygo
throughdivision
flashcards

ReEngage
edTPA3:12

Closure

(ifapplicable)
__1________Minutes

Praisestudentforgoodwork!

AnalysisandReflectionofTeaching
Tobecompletedafterthelessonhasbeentaught

Whatworked?

Modelinggoingthroughtheflashcardsforthestudentworkedwell.Heunderstoodthetimelimitandwasnot
confusedwhenwestartedgoingthroughtheflashcards.

Whatdidnt?
Howdidyou
reengage?

breakandIshowedhimthatheknewamajorityoftheflashcards.Thisservedtomotivateandreengagethe
studentinpreparationfortherestoftheflashcards.

Evidenceof
Student
Learning
edTPA3:11

Notapplicable,thislessonservedtoestablishbaselinesforongoingassessment.

edTPA3:15

Afterdoingthislessonweknowthatbothmultiplicationanddivisionneedtobepracticedmore.Thestudent
hasmoredifficultywithdivisionhowever,soweknowthatmoreworkisneededwithdivision.

Proposed
Changes.