ED5301 Capella University Formal Researched Based Lesson Plan Paper USE ATTACHED TEMPLATE TO COMPLETE GRADING RUBRIC MUST BE FOLLOWED Design a formal Res

ED5301 Capella University Formal Researched Based Lesson Plan Paper USE ATTACHED TEMPLATE TO COMPLETE

GRADING RUBRIC MUST BE FOLLOWED

Design a formal Research-Based Lesson Plan that will:
Identify the learning objectives and align them to applicable standards.
Develop a formative assessment strategy aligned to the objectives.
Explain the specific content knowledge that will be presented.
Develop clearly defined tasks in which students will engage with the content.
Explain the context of the lesson within the larger unit of learning and students’ needs and specific considerations.

2. Determine how the theories and models from professional literature are demonstrated in your lesson plan. This is more than what you might do in your daily teaching and allows for deeper reflective practice. The lesson explanation will include:

References from the professional literature that support your decisions about the lesson plan in terms of content and instructional approach.
Explanation of how the tasks within the model you have chosen support an equitable, inclusive learning environment in which all students have the opportunity and encouragement to reach their potential.

RESOURCES

THEORIES OF LESSON DESIGN

The resources below provide a examples of theories on lesson design.

Kong, S. C., & Song, Y. (2014). The impact of a principle-based pedagogical design on inquiry-based learning in a seamless learning environment in Hong Kong. Educational Technology & Society, 17(2), 127–141.
Jolley, A., & Ayala, G. (2015). “Living with volcanoes”: Cross-curricular teaching in the high school classroom. Journal of Geoscience Education, 63(4), 297–309.
Wiggins, G. P., McTighe, J. (2012). How not to kill UbD. In The understanding by design guide to advanced concepts in creating and reviewing units (pp. 133–134). Alexandria, VA: ASCD.
Metcalf, D., Evans, C., Flynn, H. K., (2009). Direct instruction +UDL = Access for Diverse Learners: How to plan and implement an effective multisensory spelling lesson. Teaching Exceptional Children Plus, 5(6), 1–22.
National Center on Universal Design for Learning. (n.d.). What is UDL? Retrieved from http://www.udlcenter.org/aboutudl/whatisudl
CAST. (2015). Free learning tools. Retrieved from http://www.cast.org/our-work/learning-tools.html#….
RESEARCH ON UNIVERSAL DESIGN FOR LEARNING

The following resources provide research-based evidence on designing lessons using Universal Design for Learning.

Narkon, D. E., & Wells, J. C. (2013). Improving reading comprehension for elementary students with learning disabilities: UDL enhanced story mapping. Preventing School Failure, 57(4), 231–239.
Johnson-Harris, K. M., & Mundschenk, N. A. (2014). Working effectively with students with BD in a general education classroom: The case for universal design for learning. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(4), 168–174.
Read the literature review from Hayden, S. (2011). Enabling curricula: The development of a teaching observation protocol to address students’ diverse learning needs. Available from ProQuest Dissertations and Theses database. (UMI No. 3498141).
Teaching and Learning Research Guide. 1. Designs and evaluates lesson tasks that support an equitable, inclusive learning
environment.
2. Designs and evaluates learning tasks for engaging students with content.
3. Explains the theoretical foundation of lesson strategies and tasks and identifies
limitations of the theory.
4. Supports lesson tasks and model with references to professional research and literature
and identifies areas of uncertainty in the literature.
5. Aligns standards to objectives and assessments and identifies assumptions on which
alignments are based.
ED5301 Theories of Instruction for 21st Century Learners
Lesson Design
Teacher’s Name
Date
Lesson Title
Grade Level(s)
PK
K
1
2
3
4
5
6
7
8
9
10
11
12
SPED
(“X” all that apply)
Standard
Measurable
Objective:
Anticipated Time
Materials
Subject Areas
Will you be teaching a
cross-curricular lesson?
If so which subject (s)
areas will you be
including?
Lang
Arts/Reading
Math
Science
Social
Studies
Physical
Education
Health
Fine Arts
Other
Technologies Used
By Learners
By Teacher
What other
technology did
you consider?
Instructional
Strategies
By Learners
By Teacher
Theoretical
Foundation for
the Instructional
Model
Implemented
Accommodation /
Modification
Special Needs of Diverse
Learners
What was considered?
What was implemented?
How did you
differentiate your
lesson to include
modifications and
accommodations?
Classroom
Management
Considerations
1
ED5301 Theories of Instruction for 21st Century Learners
Assessments
(“X” to identify type)
Informal
Formal
Formative
Summative
Pre-Lesson Assessment
Lesson Format
Data Assessment
Analysis
Informal
Formal
Formative
Summative
Post-Lesson Assessment
Provide an
analysis of student
scores.
You may provide
a chart, figure, or
table to show
student outcomes.
Consider what
was successful
about your lesson.
What might you
add in a future
lesson?
Reflection
Support your
design decisions
with research
from professional
literature.
2
ED5301 Theories of Instruction for 21st Century Learners
References
3

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