LESSON PLAN
DATE: 02 Oct 11 NAME: Capt Phinney
PO/EO: M409.03 TOPIC: Describe Learner Needs
LESSON PURPOSE: The purpose of this lesson is to teach cadets about the various ways of making learning more meaningful for cadets, the developmental periods, and learning styles.
STUDENT OUTCOMES:
Students will be able to select an appropriate method of instruction bases on learner needs.
PRIOR KNOWLEDGE:
Cadets should already be familiar with some of the various methods of instruction and how to create a positive classroom environment.
Assess prior knowledge using a popcorn activity. Have each cadet stand up. Each cadet should name a type of problem trainee and how they could try to deal with them while maintaining a positive classroom environment.
LESSON:
Part I: Introduction
The importance of appreciating different learning styles – to meet learner needs
You should be aware of the developmental periods to plan lessons.
Why might you use various styles of instruction for various groups of cadets? (use ball for discussions)
Part II: Instructional Strategies
TP 1: The importance of making material meaningful and providing processing time
Use powerpoint – display tiger cartoon
Steps in the Learning Process
· Relevant – determine if the material is necessary to know
· Meaningful Learning – cadets understand the material and store it in their brains. They need to engage in three processes:
o Reflecting on Prior Knowledge
o Relating to Real-Life Experiences
o Applying Knowledge in Future Experiences
Retention- the ability to remember material after it is presented
- The more it is repeated, the more likely students will remember
Types of memory and attention span
- Think time
Distribute learning pyramid – annex B
QUESTIONS:
Q1. What does relevant mean?
Q2. What three processes involve the learner to have a meaningful learning experience?
Q3. What is retention? How is it increased?
Instructional Strategies:
TP 2: Developmental Periods
- Consider the physical, emotional and social development of the cadet
Experienced-based DP 1 (12–14 years):
- understand what is concrete / real not abstract;
- have mastered reflexive responses;
- require close supervision;
- want interaction and activity in lessons; and
- are very "me" oriented.
Developmental DP 2 (15–16 years):
- in a transition period—moving from understanding the concrete to understanding the abstract;
- beginning to use higher level thinking skills and are comfortable with the concrete;
- want to practice and explore new thinking skills;
- begin to understand cause and effect relationships;
- concerned with fairness—value system kicks in—need for equality for all; and
- asking questions like "how do I fit in?" and "how does this affect me?"
Activity – Use DP Confirmation Strips – have each cadet take a strip (or more), read it, tape it to the board and explain which DP it describes
TP 3: Learning Styles
- Hand out learning styles information sheet and read together
- Hand out learning styles survey and have cadets complete it
- Ask all cadets who had a dominant kinesthetic learning style to move to the front of the room, those with visual to the left, and those with auditory to the front. Compare results of annex d handout.
- Hand out letter size paper, 3 square sticky notes, and a 4x6” sticky note
For this activity, have the cadets use the letter size paper. Read the following directions
aloud to the cadets on how to make a paper boat:
1. Fold a piece of paper in half, from top to bottom.
2. Fold the right corner into the middle of the paper.
3. Fold the left corner into the middle of the paper.
4. Fold the bottom of the paper up against both sides.
5. Insert thumbs into the bottom to make a square.
6. Fold the bottom corners over each other to create a triangle.
7. Insert thumbs into the bottom to make a square.
8. Hold the paper with flaps down.
9. Fold the corners to the top point.
10. Pull the middle out to form a square.
11. Pull the two triangles at the top apart to create a boat.
Discuss how easy or difficult this was.
Have cadets perform how to make a jumping frog activity
Use handout and discuss how easy it was.
Use how to make a triangle box handout and demonstrate. Use post-it. Discuss
CLOSURE:
TP 4 – Identify Ways to Meet Different Learning Styles in a Lesson
- Break cadets into two groups with flipcharts on separate sides of the classroom
- Handout worksheet I to group 1 and K to group 2
- After 2 minutes hand out answer to groups
- Have cadets pair up and move to one of the workstations and explain to each other how both work and put on flipchart paper
AUTHENTIC STUDENT ASSESSMENT:
Lesson success will be evaluated based on cadet response and participation as well as their PO check at the end of the PO.