![]() Links to this information are not provided it would be helpful if they were. There are occasional suggestions of where to find off-site information related to the lesson, such as College Board Curriculum Modules and this blog. This is then firmed up in the “Debrief” and “Important Ideas” parts of the plan and practiced in “Check Your Understanding.” The “Activity” leads students up to the new concept(s) presented. The EFFL lessons at Calc-Medic are more of a discovery approach. This works for classes that are primarily lectures. There is the old generic lesson plan: (1) Tell them what you’re going to tell them, (2) Tell them, and (3) Tell them what you’ve told them. They explain their philosophy in “How Do We Assign Homework?” from the blog. This allows you to adapt them to your textbook and situation. Nor are the lessons linked to any textbook. The lessons do not include any homework assignments. To help the teacher, answers are in blue, and annotations are in red. Teachers can use the annotated answer sheet to help decide what to present to the students and help them make their notes. Practice questions are in the “check your understanding” part of the lesson. The activity includes a box for student notes (summarized in the answer key). Regardless of the way the question is presented, student writing is usually included. These are often close to AP format and have questions based on analytic, graphic, tabular and/or a written stem. It begins with a set of questions that will lead the students to the topic of the lesson. The entire lesson is in the activity handout. Student Misconceptions – a discussion of things that may confuse students or that they may overlook.Įach lesson has a handout in PDF or DOCX (so you can adapt it) and an annotated Answer Key to the activity. Teaching Tips – items you should be sure to mention with hints.Įxam Insights – notes on how the topic may appear on the exams and reference to specific AP exam questions. Quick Lesson Plan: Each lesson consists of four segments: (1) an activity – 15 minutes, (2) debrief – 10 minutes, (3) Important Ideas – 10 minutes, and (4) check your understanding – 20 minutes. Success Criteria: One or more succinct first-person statements of what students should be able to do: “I can use …”, “I can determine …”, “I can reason …”, “I can distinguish ….” Learning Objectives: A statement of what the lesson will teach. Each of the Calc-Medic EFFL lesson plans is organized like this: They call their approach “Experience First, Formalize Later” (EFFL). It discusses lesson planning, and I am sure it will be helpful whether you follow their lesson or write your own. BUT there is a lot more.īefore you continue, I suggest you read Tips for Lesson Planning from the Calc-Medic Blog. If nothing more, they are a good pacing guide. (BC lessons are planned, but since all AB topics are also BC topics, the plans will help BC teachers as well.) The lessons are free and available to AP Calculus AB teachers. There are 150 daily lesson plans closely following the AB Calculus Course and Exam Description. Also, a good idea.Īll this came to mind when I was asked to look at a website that offered FREE lesson plans for AP Calculus AB. An even better idea.Īs time went on and lecturing got a bad name, you were supposed to include activities (other than copying down what you wrote on the board) in your lesson. Schools started to require the teacher to write these on the board at the beginning of the class, so students would know what they were expected to learn to do. The suggested structure came to include “behavioral objectives:” brief statements of what the student should be able to do once the lesson was taught. Even though no one ever checked up on us, I soon started including more in my lesson plans. Principals could collect these (although they rarely did) and check up on you. We had to have plans written for at least two weeks in advance. ![]() A lesson plan consisted of something like “Product and Chain rule” or “Factor perfect square trinomials” or even just “Section 4.7.” Also, you were expected to include the homework assignment. We were expected to write our lesson plans in the squares. For each week of the year there were two facing pages ruled into thirty two-inch squares. A half-dozen decades ago (really!), when I first started out teaching, we were given a large grade book that included pages for lesson plans. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |