Micro-Lesson

Assignments

2000/2001

 

Pre-service Elementary Teacher Education, OISE/UT
Science & Technology Assignment
EDU1420 & 1450
(Bencze)

Introduction

To provide you with a bit of practice prior to each of your practice teaching blocks, you are being asked to conduct a short science & technology lesson with a few children from a local elementary school.

The Oct. 12 lesson should focus on 'content' - i.e., S&T Concepts and Relating Concepts to the World Outside the School - while your Feb. 6 lesson should focus on 'processes' of S&T; i.e., Skills of Inquiry, Design & Communication.

 

 

Assignment Requirements

  1. Prior to the Oct. 12 and Feb. 6 classes, prepare a lesson plan (with one other person in your class) that contains the components itemized in figure 1. You also should refer to the "Things to Consider" on the sheet, "Lesson Planning in Science & Technology Education." Your lessons should last about 20 minutes and not take more than 30 minutes, including clean-up. Resources for lesson plans are linked to the course
  2. Web site. Submit a request to me (by e-mail is good!) for equipment and materials you will need by Oct. 9 and Feb. 4.
  3. On Oct. 12 and Feb. 6, conduct your micro-lesson with a small group of children (about 5). Due to lack of blackboard space, overhead projector use, etc., you must also prepare visuals your 'class' can read. Arrange for your partner to hold these while you talk and vice versa. They could also be temporarily affixed to a wall.
  4. Two other pairs of students will observe your lesson, take notes about it, and provide positive suggestions - using the attached sheet. You and your partner will do the same when it is the other pairs' turn to teach. You should collect these feedback sheets and take them into consideration for your lesson report.
  5. Submit to the Science folder on TEC an e-mail message with your lesson plan attached in a form other students can download and, if they want, use in their teaching. These are due on-line by Oct. 16 and Feb. 12, respectively. Each lesson plan report should consist of: i) Lesson Plan, including the elements listed in figure 1 and ii) Lesson Resources; i.e., visuals, handouts, etc. It will be assessed on the basis of the attached assessment form.
LESSON PLAN ELEMENTS

PRELIMINARY INFO

  • Lesson Title/Topic(s): Give a title & name the unit.
  • Overall Expectation(s): Choose one or two of these.
  • Specific Expectation(s): Choose a few of these for each Overall Expectation.
  • Equipment/Materials Needed: List these.
  • Teacher Preparation Needed: Describe any, if applicable.
  • Safety Precautions Needed: Describe any, if applicable.

    LESSON SEQUENCE
  • Introduce the lesson purpose(s): Summarize the expectations and tell the students about this intention.
  • Help students to express their ideas: This may be short, conducted as a Mental Set, or a little longer.
  • Get students to share their ideas: This can be accomplished as children express their ideas.
  • Teach students some new ideas: This is the Input of a lesson and should be the major part of this exercise (lesson). Check for student understanding.
  • Get the students to practise new ideas: Give the students a short activity, with hands-on materials, to gain experience using the ideas you provided in the Input phase.
  • Closure: Encourage students to express what they feel they learned.

 

Pre-service Elementary Teacher Education, OISE/UT
EDU1420 & 1450 (Bencze, 2000-2001)

Micro-lesson Assessment Form

Students' Names:


ITEMS

 Marks/Comments/Suggestions

 Totals

Preliminary Info. in Lesson Plan

These are assessed for inclusion:

Lesson Title/Topic(s)
Overall Expectation(s)
Specific Expectation(s)
Equipment/Materials
Teacher Preparation (if applicable)
Safety Precautions (if applicable)

 1—2—3-—4----5 (X1)

 

Lesson Sequence in Lesson Plan
These are assessed for inclusion and effectiveness in addressing Expectations:

Introduce the lesson purpose(s)
Help students to express their ideas
Get students to share their ideas
Teach students some new ideas
Get the students to practise new ideas
Closure

 1—2—3-—4----5 (X3)

 

Lesson Resources

These are assessed for inclusion and effectiveness in addressing Expectations:

Visuals

Handouts

 1—2—3-—4----5 (X2)

 

Note: 1=Very Poor, 2=Poor, 3=Average, 4=Good, 5=Very Good

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Micro-lesson Assignment

 

PRESENTER’S NAME __________________________________________

PRESENTER’S NAME __________________________________________

PRESENTER’S NAME __________________________________________

 Lesson Components

Comments/Suggestions

 Lesson Introduction 

 

Helping students express their ideas: 

  

 

 Getting students to share ideas 

 

 

Teaching students new ideas:

Getting students to practise new ideas:

Closure:

Feedback provided by: