Lesson Plan Redesign Format
Eight Rearrangable Steps
- Type of reasoning the student will do: (historical,
- What is the issue/problem focus?(What are
- What is the logic of student thinking? How
will you capture their interest? (ask these questions)
- Is it better to kiss your girlfriendís on the lips
or lick her armpit?
- Why donít you have to plow your way through road kill
to get to school?
- Where does your breakfast come from, really?!
- What do a bottle of wine, cheese and a compost heap have
- How do we digest food?
- How are vaccines made? (This immediately follows virus unit.)
- What grouping arrangements will you use?
There will be six groups, each being designated to research and
present answers to these questions (focusing on the role of bacteria
in each of these topics - pathogenicity, decomposition, nitrogen
cycle, primary producers, fermentation, symbiosis and genetic
- What sequence will the lesson follow? Which groups will
go when? 1 group, 6 groups, individuals, 1 group:
Initially, I begin with a whole-class Socratic discussion to discover
what we already do know about bacteria. With careful questioning,
these six topics(and perhaps one or two more) can be extracted
from the class. We thus discover we know a little about bacteria
already, but will break up into groups to delve more deeply.
The six groups will then disburse to research on their own until
their presentations are prepared. Individual accountability is
accomplished within the groups and within the class by the measures
listed under "tactics". Closure is reached in a
return to the whole-class format where we ascertain whether bacteria
are actually friend or for to man and, of course, why. Finally
we pick out which items about bacteria are necessary and relevant
for us, as individuals, to retain for the rest of out lives.
- What mode of communication will the students be using?
Speaking, listening, reading, writing....
- What tactics will you use to keep things running?
During the initial questioning session, students will have to
rephrase what other students say to make sure that everyone understands
what is going on. Students will be called on randomly, using shuffled
index cards with names. It keeps them on their toes. During
group work, students will not know until the moment of presentation
which student will be called upon to do which part of the presentation.
This way, each student is accountable for each portion as designated
in the presentation guidelines. During the presentation, students
in the audience will persistently be called upon to rephrase what
they have just heard to be sure of clarity of presentation and
ensure attentiveness. Students will be given assignments based
on what they have heard during the presentations and will be required
to do the work over if it isnít satisfactory, etc...
- What are the criteria and standards you will institute
for this lesson? Clarity, precision, relevance, accuracy, significance,
Engaging students to think deeply about content
Five Aspects used to Assess Results
How to teach students to read actively and analytically
Critical thinking as an integral part of teaching