Teaching Method
Unit Overview
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Unit Overview Chart
The chart is at the bottom of this web page.
It is available as a Word file, so you can download it and you can then enter information directly into it. If you are not happy with using tables, you can print this chart, (using the Word file or the PDF file) and photocopy as many as you need. Then you can write (with pen) in it. If you use WordPerfect, and are comfortable with tables, make a WordPerfect table that contains all this information.
A lesson is a coherent whole which addresses one or more integrated objectives. If your lesson seems to make a natural break to address another objective, then that would be another lesson. The decision about what is a “natural break”, what is a “coherent whole” is always going to have a somewhat arbitrary nature. Thus, it is a matter of your judgement. Once you have decided what objectives and activities constitute a particular lesson, determine how long you think it will take. You might have two lessons in one sixty minute time, or one, or you might have two sixty minute time periods for one lesson.
For each of your lessons, estimate the class time you think it will take. I have a little better idea than you of how long a transactional or transformational lesson will take, but … it is so context dependent! Remember that a timing survival technique is to plan more than you think you will have time for. I suggest you break each lesson into three components, and plan the next two lessons which will come from this one (a 3X3 rule). If your lesson takes much longer than you thought, then you can draw it to a close after one third or two thirds of it. If your lesson goes much more quickly than you thought, then you have two more lessons if needed.
Please include a descriptive title for your lesson and the ordinal number for its location in the unit.
When you list the CELs, abbreviate them in an easy to understand manner. I think the most common abbreviations I have seen are: COM, NUM, CCT, PSVS, IND, TL
For naming the instructional method, remember, this is instructional method, not strategy. The instructional methods which I teach you are described on the course web page.
For activity, write one short paragraph as a summary. The short paragraph should include enough information that I can tell that the activity is indeed the method you have claimed. If the activity and the method are in sync, I need less information.
Assessment Tool (rubric, anecdotal comment, will be on test, etc.) All assessment tools should be included in your assessment and evaluation section at the end of the unit.
Materials (you can number the materials on the materials list, and include the number of them here).
| # | Time | LO &/or FSL | CELs | Instruct Method | Activity | Assess | Materials |
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