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The lesson plan aims to teach students how to improve their presentation skills. Students will analyze intentionally incorrect portions of the teacher's presentation and identify what is wrong and why. Questions will be asked at different levels of Bloom's Taxonomy to gauge student understanding. Accommodations are made for visual, auditory, and kinesthetic learners. Closure involves a discussion to summarize key points, but time ran short. Students will be assessed through a discussion to see if they met the objective of learning better presentation skills.
The lesson plan aims to teach students how to improve their presentation skills. Students will analyze intentionally incorrect portions of the teacher's presentation and identify what is wrong and why. Questions will be asked at different levels of Bloom's Taxonomy to gauge student understanding. Accommodations are made for visual, auditory, and kinesthetic learners. Closure involves a discussion to summarize key points, but time ran short. Students will be assessed through a discussion to see if they met the objective of learning better presentation skills.
The lesson plan aims to teach students how to improve their presentation skills. Students will analyze intentionally incorrect portions of the teacher's presentation and identify what is wrong and why. Questions will be asked at different levels of Bloom's Taxonomy to gauge student understanding. Accommodations are made for visual, auditory, and kinesthetic learners. Closure involves a discussion to summarize key points, but time ran short. Students will be assessed through a discussion to see if they met the objective of learning better presentation skills.
Objective Students to improve at presentation skills and
(State the observable skill that you want your know how to draft a strong thesis. students to learn.)
Materials Microphone. (List the materials and equipment that you use in the lesson.)
Set Use a hook of Cats Vs Dogs to engage the
(Use a hook to engage the learner, and relate students, complete with pictures and videos the learning to the learner.) of my animals.
Process Students will state what’s wrong with some
(State step by step what the learner will do to intentionally incorrect portions of my master the objective.) presentation. They raised their hands and said what they saw that was wrong and why.
Questioning “What is wrong with this slide and why?”
List at least four questions you plan to “What makes this a good slide?” incorporate into your lesson, each on a “Why might you want visual aids on their different level of Bloom's Taxonomy. Label slides?” each of the questions to indicate the level of “How could I change this slide to make it Bloom’s Taxonomy stronger?”
Accommodations Stand next to unwieldy students.
● Provide for students with physical, For a student with a physical disability, social or personal challenges (if any position her directly in front of a screen so are known). that she does not need to adjust her chair. ● Provide for at least two of the three: visual, auditory, kinesthetic learners. Visual - I had pictures and videos on my slide (state the ones for which you to give examples of what was expected of the planned.) students. ● Provide for at least two of the Multiple Auditory - I had a video attached and we have Intelligences. (State the ones for a microphone system so that auditory which you planned.) listeners are accommodated for.
Closure I hoped to close with a quick class-wide
(Provide a logical ending for your lesson - conversation on good presentation skills and perhaps summarizing or talking about the use poor presentation skills. We ran short on time, of the skill. Involve the learners in this but a “Think, pair, share” was the goal closing.)
Assessment The assessment was through a discussion
(create a means by which you can see the that was supposed to happen, where I would learners have met the objective. Evaluating see the growth of the students after the the learner's’ work.) presentation.