Teachers plan a variety of kinds of lessons in order to meet different instructional goals and objectives. Five contrasting lesson types are described in this section. Each description includes a general outline reflecting the lesson characteristics, examples of topics which might be taught, and a sample observation form which allows checking for characteristics as well as recording descriptive details. It should be noted that most teachers often employ combinations of these lesson types and that observation forms should be customized to accommodate the integrated plans. A summary table highlights similarities and differences:
COMPARISON OF FIVE CONTRASTING LESSONS
Characteristic
Information
Skill
Concept
Inquiry
Values
Tell students what will be learned and how it will be
evaluated.
Yes
Yes
Maybe
No
No
Give specific information or demonstrate and monitor for
understanding.
Yes
Yes
Yes
No
No
Provide practice and continual feedback.
Yes
Yes
Yes
No
No
Pose problem for investigation
No
No
Maybe
Yes
Maybe
Maintain non-judgmental climate
No
No
No
Yes
Yes
Ask question or use activity for discussion which allows
students to form own decisions.
No
No
No
Maybe
Yes
Facilitate growth in using thinking processes and
evaluating results
No
No
No
Yes
No
Do not directly or indirectly influence responses or
explanations
No
No
No
Yes
Yes
Evaluate ability to recall information
Yes
No
Yes
No
No
Evaluate ability to perform skill
No
Yes
No
No
No
Evaluate transfer of learning to new situation different
from that practiced
No
No
Yes
Maybe
No
Assess growth rather than mastery
Maybe
Maybe
Maybe
Yes
No
K. E. Reynolds, SJSU 1986
SAMPLE LESSON PLAN OUTLINES
INFORMATION ACQUISITION
Instructional objectives
Materials, management requirements
Introduction/Motivation/Expectations
Presentation of information
Practice and reinforcement
Assessment and feedback
Evaluation
SKILL DEVELOPMENT
Instructional objectives
Materials, management requirements
Introduction/Motivation/Informing of skill to be learned
Demonstration of skill, steps, information
Monitoring understanding
Practice and reinforcement
Assessment of competence
CONCEPT ATTAINMENT
Instructional objectives
Materials, management requirements
Introduction/Motivation
Presentation of concept or discovery activity
Monitoring understanding
Opportunity to use concept
Feedback
Evaluation of ability to transfer to new setting
INQUIRY OR PROBLEM SOLVING
Instructional objectives
Materials, management requirements
Problem posed
Investigative environment
Facilitation of problem solving strategies
Assessment of learning demonstrated
VALUES CLARIFICATION
Instructional objectives
Materials, management requirements
Presentation of situation or problem
Facilitation of discussion leading to independent decision making
K. E. Reynolds, SJSU 1986
LESSON FOR INFORMATION ACQUISITION
Characteristics of Instruction:
The students are told what they are to learn and how they will be evaluated. The teacher gives specific information and checks for understanding. The students are given practice with feedback. The students' ability to recall the specific information is evaluated as initially described.
Examples
A. LANGUAGE ARTS
Students are given a spelling list of ten words to learn for a test. The teacher reviews them orally checking for correct pronunciation. Students write the words several times and complete a fill-the-blanks worksheet. The teacher gives a trial test and allows the students to check their own answers. The students make up sentences using the words they missed. A final test is given to evaluate the learning.
B. MATHEMATICS
Students are told they are to be able to distinguish between several geometric shapes and be able to recognize and name them on sight. Worksheets allow students to name the shapes as the teacher describes them and gives additional examples. Students, working in groups, then go on a treasure hunt finding and identifying shapes located all over the classroom. Evaluation of learning is through a written test containing items involving shape recognition, identification and comparison.
C. SOCIAL SCIENCES
Students are given a list of states and capitals which they must memorize, be able to locate and be able to spell. Each student receives a blank map of the United States and an atlas. The teacher monitors pairs of students working together and checks for accuracy as students label their maps. Students form small quiz groups and use the computer station for drilling purposes. At the end of the week students are given another blank map to fill in individually from memory.
D. SCIENCE
The teacher tells the students they are going to learn the parts of a flower so well that they will be able to identify the parts in three different examples. Each student is given a tulip to take apart step by step following the teacher's instructions. Together with the class, the teacher reviews the parts on a wall diagram. The class is then shown a series of slides which allow practice in comparing flowers and identifying the parts. Final evaluation is carried out by having students individually identify the numbered parts of three different specimens.
K. E. Reynolds, SJSU 1986
Information Acquisition Lesson
Observation Form
Student Teacher .......................................Observer ............................................
Date ..................... Time .....................
CHARACTERISTICS OBSERVED: EVIDENCE/EXAMPLES/METHODS:
........ Informs students of what is to be learned:
........ Tells how learning will be evaluated:
........ Provides information:
........ Monitors and checks understanding:
........ Provides practice:
........ Checks progress and gives feedback:
........ Evaluates for recall of information:
COMMENTS
Strengths of lesson:
Suggestions for improvement:
Additional comments:
Adapted by K. E. Reynolds, SJSU 1986
LESSON FOR SKILL DEVELOPMENT
Characteristics of instruction:
The students are told what skill is to be learned and how it will be evaluated. The teacher provides a demonstration and necessary explanation of the skill including appropriate steps required to do it successfully. Students are monitored for understanding. Both guided and independent practice are provided with feedback. Students' performance is evaluated as previously described.
Examples:
A. LANGUAGE ARTS
Students are provided dictionaries and told they would be learning how to find appropriate word meanings with this reference and how this skill would be evaluated. The teacher presents a paragraph containing a new term. The teacher leads the class through the procedures for finding the word in the dictionary and selecting the most reasonable definition. Utilizing an interactive questioning technique to monitor understanding, the teacher takes the class through two more examples. The students are then given an additional set of sentences with terms having multiple meanings and worksheets for recording selected definitions. The teacher observes progress and assists those who need extra help. Finally to evaluate competence in this reference skill and the ability to utilize it in a contrasting situation, students are given a reading passage with five underlined words and the task of rewriting the paragraph with appropriate synonyms.
B. ART
Students are shown a picture painted entirely in shades of green and told they would be making a picture painted entirely in shades of purple. First, however, they must learn how to make several shades of purple with water color paints and arrange the shades in order from bluish purple to redish purple. The students are shown how to make purple with red and blue paints. An additional demonstration shows the effects of adding more red than blue or more blue than red. Students are then provided with paints, water, brushes and palettes and allowed to mix colors. A test strip is produced by each student to display a series of purples in order from bluish to redish. Students then design and paint a picture in shades of purple.
C. SCIENCE
Students are told they are to learn safe procedures for lighting a Bunsen burner and would have to demonstrate it to the teacher's satisfaction before being allowed to use it in the laboratory. The teacher demonstrates the steps in lighting the burner safely. The teacher also cites some of the consequences of not following safe procedures and demonstrates first aid steps should accidents occur. The students are questioned for understanding and asked to evaluate additional demonstrations by the teacher. Students are then allowed to practice in pairs and be checked off by the teacher.
K. E. Reynolds, SJSU 1986
Skill Development Lesson
Observation Form
Student Teacher ............................Observer ............................................
Date .......................... Time .....................
CHARACTERISTICS OBSERVED: EVIDENCE/EXAMPLES/METHODS:
........ Informs students of skill to be learned:
........ Tells how learning will be evaluated:
........ Provides demonstration, steps and information:
........ Monitors and checks understanding:
........ Provides practice:
........ Checks progress and gives feedback:
........ Assesses competence in using skill:
COMMENTS
Strengths of lesson:
Suggestions for improvement:
Additional comments:
Adapted by K. E. Reynolds, SJSU 1986
LESSON FOR CONCEPT ATTAINMENT
Characteristics of Instruction
The teacher provides the concept definition or allows students to discover it. Students are provided with practice in recalling the concept definition and in using the concept to make something, explain observations, organize or predict. The teacher monitors and provides appropriate feedback. Students' understanding of the concept is evaluated both for ability to recall the definition and to use the concept appropriately in a different setting.
Examples
A. MATHEMATICS
Students are given small sticks to use to measure their desks. The sticks vary in length and students discover that their individual results are different. The teacher leads the class in a discussion to describe the situation, confusion it can cause, possible solutions and the concept of standardization. Students standardize their sticks, remeasure their desks and compare results.
Students then work in groups to devise other readily available standards in the classroom which could be used to measure length. The teacher monitors and provides feedback. Students are asked to give reasoning for their choices to check their understanding of the concept and are further evaluated by being assigned the task of finding and demonstrating nontraditional standards for measuring volume and weight.
B. SCIENCE
The teacher demonstrates the difference in behavior of a toy truck allowed to coast down a ramp and across the floor when loaded with a heavy weight and with a light weight. The teacher introduces the concept of momentum and defines it. Students are given toy vehicles and materials to make ramps in order to practice controlling momentum. The teacher monitors progress among the groups and gives feedback. The teacher provides examples using other wheeled vehicles to discuss effects of momentum in daily life and ways it is controlled, changed or accomodated. Student responses provide opportunity to evaluate understanding of and ability to recall the concept definition. The teacher provides a set of problem situations involving boats in water to evaluate use of the concept in a different setting.
C. MUSIC
The teacher plays a scale on a portable keyboard and then plays a given pitch. The teacher then hums a note and asks the class to hum the same note, then in a higher note, in a lower note and then the same note again. The teacher introduces the concept of pitch. Several students are then asked to play a note on the instrument in their possession and indicate if it is the same, higher or lower. The students play more notes and describe the results in terms of pitch. Finally the students make rubber band instruments which can be used to produce at least five different pitches.
K. E. Reynolds, SJSU 1986
Concept Attainment Lesson
Observation Form
Student Teacher ............................... Observer ...........................................
Date ..................... Time .....................
CHARACTERISTICS OBSERVED: EVIDENCE/EXAMPLES/METHODS:
........ Presents concept (or allows discovery):
........ Allows practice:
........ Monitors for understanding and gives feedback:
....... Provides opportunity to use concept to explain something, make a product,organize information, or predict:
........ Gives feedback:
........ Evaluates ability to define concept:
........ Evlauates ability to transfer or use concept in new setting (different from practice):
COMMENTS
Strengths of lesson:
Suggestions for improvement:
Additional comments:
Adapted by K. E. Reynolds, SJSU 1986
INQUIRY LESSON TO DEVELOP PROBLEM SOLVING
AND THINKING STRATEGIES
Characteristics of Instruction
The teacher presents a problem for which student investigation will result in finding relationships and explanations, building theories or engaging in other logical processes. A nonjudgmental environment is maintained and students are responsible for their own investigative designs and data gathering. The teacher facilitates students' growth in determining appropriate problem solving strategies and evaluating results but does not directly or indirectly influence nor judge students' explanations and theories.
Examples
A. SOCIAL SCIENCE
Prior to a unit on emigration to the New World, the teacher presents the students with the problem of deciding what personal possessions are most important to take for a permanent move to a far away place. Each "family" is given a cardboard box which represents the amount of space allotted for possessions on a trip to a new settlement on a now deserted island in Micronesia. The teacher establishes certain limitations and allows the students to decide what to take and how to pack for the journey and future survival in the settlement. The teacher then provides specific information, hypothetical situations or events in the simulation which allow the students to evaluate their own decisions.
B. SCIENCE
The teacher provides a variety of small objects, clear containers and several large bottles of clear soda pop and asks the students to find out what kinds of things make the soda pop bubble a lot and only a little. Students are allowed to explore and are encouraged to look for patterns which lead to generalizations. The teacher provides magnifying lenses and other instruments so that students can compare objects in greater detail and adjust their hypotheses and predictions.
C. ART
Students are provided brushes, water, paper and a set of four water color paints and challenged to mix colors to match a sample of brown.
D. PHYSICAL EDUCATION
The teacher gives group of students a ball and directs them to play the new game she has in mind. She referees, blowing the whistle on violations and announcing scored points. Students must figure out the rules. They may ask yes and no questions during designated breaks in play to verify their conclusions.
K. E. Reynolds, SJSU 1986
Inquiry or Problem Solving Lesson
Observation Form
Student Teacher ............................... Observer ..........................................
Date .................... Time .....................
CHARACTERISTICS OBSERVED: EVIDENCE/EXAMPLES/METHODS:
....... Poses a problem:
....... Maintains environment for student investigations:
....... Facilitates students' problem solving strategies:
....... Refrains from directly providing solutions to the problem(s) under investigation:
COMMENTS
Strengths of lesson:
Suggestions for improvement:
Additional comments:
Adapted by K. E. Reynolds, SJSU 1986
LESSON ON VALUES AWARENESS
Characteristics of Instruction
The teacher presents a question for discussion or provides an activity which allows students to make judgments or suggest courses of action and to give reasons for them. Students' reasons and proposed actions are identified as values. A nonjudgmental environment is maintained and encourages open discussion. The teacher encourages responsible attitudes but does not directly or indirectly influence or judge students' responses nor present his own opinion.
Examples
A. SCIENCE
The teacher distributes copies of a newspaper article chronicling the demise of local salt marshes. The teacher reads a letter appealing for funds to support a preservation project and asks for student reaction. Student responses and reasoning are accepted for discussion and values are established. A nonjudgmental environment is maintained and the existence of differing sets of values on the issue is recognized.
B. SOCIAL SCIENCE
After lunch the students are shown the collection of garbage cans with food thrown away during the lunch period. An estimate of the amount is made and the question posed whether or not this represents serious waste. Students are allowed to respond with reasons and identify their values in terms of wasting of resources, food in this case. If there is a consensus that food is being wasted unduly, students are allowed to work in groups to propose courses of action. Plans are posted on butcher paper for comparison and discussion.
C. MUSIC
Students are allowed to listen to a variety of audiotapes to determine which music should be considered happy and which sad. Students give reasons for their responses and sort which judgments are made based on values. Students are allowed to survey other people's opinions of the tapes. They summarize results and look for patterns related to resondants' age, musical training, or other characteristics which might affect individual values.
D. LANGUAGE ARTS
Students are encouraged to collect cartoons and jokes and then sort them according to categories including those related to why people laugh at them. The teacher allows discussion on kinds of jokes, whether all jokes are fun and harmless, and what reasons or values a person utilizes in deciding when to share a joke.
K. E. Reynolds, SJSU 1986
Top of the page
Values Awareness Lesson
Observation Form
Student Teacher ............................. Observer ........................................
Date .................... Time .....................
CHARACTERISTICS OBSERVED: EVIDENCE/EXAMPLES/METHODS:
....... Provides problem, question or activity to allow students to make judgements or propose courses of action:
........ Allows students to report reasons:
........ Provides for establishment of students' reasons as values:
....... Maintains nonjudgmental environment:
........ Encourages open discussion:
....... Refrains from directly providing solutions to the problem(s) under investigation:
COMMENTS
Strengths of lesson:
Suggestions for improvement:
Additional comments:
Adapted by K. E. Reynolds, SJSU 1986