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NTeQ Lesson Plan Template
Lesson plans demonstrating the integration of technology tools into the classroom will be prepared on a variety of topics as shown on the course schedule. The following template provides guidance for creating a lesson plan that is problem-based and dependent on technology to reach a solution. For the template in a Word file, click here. Other samples can be found on the Web and on the NTEQ web site, especially the Lesson Plan Builder.
- The Division of Teaching and Learning of the State Department of Education has placed "A BLUEPRINT FOR LEARNING: A Teacher's Guide to the Tennessee Curriculum" on their Web site. This guide is a book in a PDF file that will be very helpful in developing your lesson plans.
- For Tennessee state curriculum standards, click here.
Lesson Title:
Subject area(s): Grade Level: _________
What learning objectives will your students achieve from completing this lesson? Describe observable behavior. Avoid terms like "know" or "learn."
For example, By the end of this lesson, the students will classify leaves as simple or complex.
By the end of this lesson, the students will:
Materials
What materials and resources will the students need to solve the problem (achieve the learning objective)? Sample items: CD-ROM encyclopedias; Internet resources; email correspondence with experts or students in other states or countries; data collected from student experiments, newspapers, magazines, interviews of fellow students, local professionals, family members or neighbors. Also list handouts students will use during the lesson. Include a "Think Sheet" of questions that require students to use critical thinking skills. For an example, see a sample lesson plan and accompanying Think Sheet.
Materials:
. . . . . . . . . . . .
Questions for "Think Sheet" 1.
2.
3.
ETC.
Match Objectives to Computer Functions
The objective can be matched to various computer functions by comparing the learning tasks required by the objective with the functions of the computer. It is important to emphasize the "action" portion of the objective when aligning it with the computer. Briefly describe the computer function(s) and the supporting application (e.g., write - word processing, sort - database; calculate percents - spreadsheet, etc.).
Computer Function Computer Application . . . . . . What problem will your students be solving?
Write the problem statement in the language you will use with your students. For example, "What is the most common leaf shape in our playground?" Remember that the solution of the problem should also result in students' attainment of the learning objectives.
Problem Statement for Students:
Now you determine specifically how students will use the identified computer functions to help solve the problem. Think carefully about the problem to be solved and how the data need to be manipulated to find a solution. Briefly describe each manipulation activity. Include
- Computer Function
- Computer Application
- Data Manipulation
For example:
Computer Function Computer Application Data Manipulation Sort information Database
- Students will use a database to sort descriptive information about the leaves they collect (color, type, etc.).
Write Word processing
- Students will use word processing to write a report describing how they determined the most common leaf type.
Briefly describe how the students will present their results or solutions to the problem. The results can consist of a written report, slide show, poster, or a variety of other formats.
Results Presentation:
Multidimentional Activities
Briefly describe the lesson activities.
Activities while using the computer
Begin by planning what the students will do while using the computer. For some lessons, you may want to create a sample student product to make sure your directions are clear, that the planned resources are suitable, and that the time allotted is adequate. An evaluation rubric will serve a similar function. As you plan the activities that students will do at the computer, keep the lesson objective and problem statement in mind. Reexamine the functions of computer applications and determine which ones can be used effectively to help your students achieve the objective.
Activities prior to computer use
After you have identified the types of activities your students will do at the computer, you need to plan the activities that will prepare them for the computer work. This preparation can involve from one to several activities. These activities can include brainstorming sessions to clarify the problem they will be solving, listing key words for Internet searches, or collecting data from hands-on experiments.
Activities after using computer
These activities guide students in reaching solutions and describing why the solutions were reached. Think Sheets, which have questions that guide critical thinking about the information the students worked with, or questions that have them predict what might happen if circumstances were different, can be used for these activities. Think Sheets also provide an excellent opportunity for creating links across disciplines.
Supporting Activities
As you plan lessons that integrate student use of computers you must keep in mind that the computer is just one of several tools that should be used to assist the students in achieving the objectives. The supporting activities are not intended to replace computer-related activities, but are to be used in conjunction with planned computer activities. There are three primary types of supporting activities:
- Review of Prior Learning
- Required Research/Reading
- Enrichment Activities
Evaluation/Assessment
The last component of planning an NTeQ lesson is the evaluation. Rubrics provide an excellent means of assessing student productivity on content standards according to predetermined performance standards. Content standards define the subject knowledge and skill students should reflect. Performance standards indicate to what level a student presentation meets the content standard. Prepare an assessment rubric for your lesson.
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