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Strategic Lesson Planning

This course is designed to assist teachers in public and private schools in creating more effective lesson plans for their students. These lesson plans address both the structure of the lesson and appropriate assessment tools and rubrics. Lesson plans are a teacher's self-created guide to content presentations that maximize mastery by the student, and can be optimized to create an environment for the most successful possible learning outcomes. This course combines current action research and applies it into skills teachers can actually use in their classrooms. Strategic Lesson Planning uniquely examines procedures to maximize student content retrieval. At the end of the course, participants will be able to create lesson plans that are both efficient and effective.

Carlow University ED 666 • Madonna University EDU 5830.22 • Mercy University EDUT 543

The required text for this course is Powerful Teaching: Unleash the Science of Learning, First Edition, by Pooja K. Agarwal and Patrice M. Bain.

ISBN-13: 978-1119521846

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

Professional
Development

Course Schedule

2/13/24 - 5/14/24
4/9/24 - 7/9/24
6/11/24 - 9/10/24
8/13/24 - 11/12/24
10/8/24 - 1/14/25
12/10/24 - 3/11/25

Course Schedule

Textbook List FAQs

Outline
Objectives
Partner Universities
Important Information
Student Academic Integrity

Print Online Course Outline Print Face To Face Course Outline

Outline

Session/Module 1: Introduction and Overview, Direct Instruction: Modeling and Practice

Contents:

Master the four phase process for maximizing instruction
Plan a direct instructional lesson
Utilize the command strategy

Session/Module 2: Inductive Instruction: Key Concept Identification

Contents:

Teach identification & categorization
Determine methods of grouping
Plan an inductive learning lesson

Session/Module 3: Reading for Meaning: Ten Key Statements

Contents:

Prepare focused guiding statements
Support, preview, predict & identify strategies

Session/Module 4: Concept Attainment: Conceptual Clarity

Contents:

Identify key concepts
Recognize critical attributes

Session/Module 5: Compare and Contrast: Four Organizers

Contents:

Identify similarities and differences
Facilitate the use of Comparison Organizers

Session/Module 6: Reciprocal Learning: Peer Problem Solving

Contents:

Initiate student pairing
Enhance learning through peer coaching

Session/Module 7: Decision Making: Questions, Dilemmas, and Situations

Contents:

Enable informed decision making
Apply decisions
Organize ideas and testing conclusions

Session/Module 8: Task Rotation: Differentiated Presentations

Contents:

Objectives: Identify dominant learning styles
Differentiate assessment
Rotate teaching styles

Session/Module 9: Creating the Lesson Plan: Selecting the Strategy

Contents:

Engage multiple styles simultaneously
Build reflective skills through note taking
Increase meaningful discussions

Session/Module 10: Metaphorical Instruction: Self-Expressive Learning

Contents:

Encourage making connections and comparisons
Stimulate reflection on past experience and knowledge
Optimize the introspective use of vocabulary
Improve comprehension through the use of similes and metaphors

Objectives

Create a lesson matrix
Summarize a command lesson
Distinguish inductive learning is a critical skill for students to master
Construct a content appropriate lesson to introduce tinductive learning
Identify a lesson that would most benefit from the Reading for Meaning statements
Formulate one question for each of the five Reading for Meaning Statements
Summarize a Concept Attainment lesson
Select lessons that lend themselves to a Concept Definition Map
Select lessons that lend themselves to a Concept Analysis Matrix
Summarize two lessons that will incorporate of the comparison organizers
Summarize learning expectations for specific graphic organizers

Describe the functions of Reciprocal Learning
Create a lesson incorporating Reciprocal Learning
Develop an introductory question or statement
Identify the sources of information available to the students for an introductory question or statement
Summarize a lesson that can be used with all four learning styles
Assess the impact of task rotation on high stakes tests
Create a lesson addressing student weaknesses reflected in standardized tests
Summarize a review lesson which lends itself to creating a content metaphor or simile
Create a set of three similes and three metaphors students could create in your area of instruction
Discuss the powers and pitfalls of Metaphorical Lessons as part of your instruction

Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.