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Key Principles
Step-by-Step Lesson Planning with Prompts and Tips
Lesson Plan Format
A Final Word


Lesson Plan Format

image Lesson plans for cooperative groups are often typed on one page for each hour session. They show exactly what goals you are after (stated in clear, specific performance objectives) and identify what specifically students will do in the cooperative groups to achieve that goal. You will want to know if students really learned the material, so the key is to relate each component to a set of clear, observable objectives. Using consistent lesson plan formats for each of the cooperative-learning lessons can help ensure that the student groups really learn the material well.

Lesson plans for cooperative groups typically include:

. Unit title
The title is usually the umbrella topic (e.g., "Graphs").

. Overall question
Identify one overall unit question on each lesson plan (in the graph example, "How can graphs help me to defend my position?").

. Related lesson question
This should frame each specific lesson and relate to the overall unit question listed.

. Learning standard addressed
Find and list specific state, local, or national standards.

. Performance objectives
List ONLY one or two for each lesson, briefly stated in terms that show student performances, using bullets that begin "TLW" ("The learner will...").

. Set
Introduce this hook or motivator at the beginning of every class to engage and interest students for each lesson. Your "set" should run for about three minutes (it can be longer if the material requires, however). This is the overall guide to the subject, where you present the main material that students will need when they start group work.

. Learning and teaching strategies
This is the body of your lesson. How will you engage students in obtaining, applying, and making decisions about the content of your lesson? This section has to be carefully planned so that students are guided in ways that make sense for learning each topic. All materials must relate specifically to the performance objectives for the lesson.

. Assessment task
How will you determine if students know the material? Assessment tasks should vary and should be related to how they learned and demonstrated their knowledge of the content. So, if you are doing speeches or essays, you would not give multiple-choice questions as an assessment task, for example. The task must fit the learning if it is to be fair.

. Closure
This is a final wrap-up of the ideas and, like the "set", only requires three or four minutes. But it must be tight and well related to the opening and body of the lesson. It leaves the students with a take-away after a good lesson where they actively learned quality material.

1. 0.. Reflection
This is where the teacher and students reflect on the lesson's effectiveness. If portions were not effective, make revisions for next time.



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Workshop: Cooperative and Collaborative Learning
Explanation | Demonstration | Exploration | Implementation

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