Assignment:

Draft a version of a lesson plan using one of the outlines provided (or your own). Provide clear detail about what you expect to happen during the lesson, including what your students will do and what you will do. Also include plans for a) what students should have done beforehand to prepare for the lesson, b) what students should be able to do by the end of that lesson, and c) what assignment(s) will follow for the next lesson.

Note:

You can do this assignment on a completely new lesson or you can revise a previous lesson plan. If you revise an old lesson plan, please remember that you will learn more by challenging yourself to reflect and substantially improve that lesson.


Post to the website by Tuesday, August 28.

To Post Your Assignments Please:

  1. Make sure you are a MEMBER of the wiki first. Join the wiki by clicking "Join Now" at the very top of this page. You will need to confirm your e-mail and receive a confirmation from us.
  2. Make sure to save your assignment as yourlastname.workshop1 (or workshop2 or workshop3 depending on which workshop).
  3. Click on the edit button at the top of this page.
  4. Type your name.
  5. Type the title of your assignment.
  6. Click on the "File" button on the tool bar above. Click on the "Upload" button. Select your file to upload.
  7. Double-click on your uploaded file.
  8. Click "Save" on the top tool bar.

To Comment on Assignments Please:

  1. Please comply to the basic guidelines of courtesy for providing feedback: write in complete sentences, be constructive without being overly critical or harsh, be sure to give both positive feedback and suggestions for improvement, and be detailed.
  2. Click on the edit button at the top of this page.
  3. Type your name below the posted assignment.
  4. Type your comments.
  5. Press "Save" on the top tool bar.

If you have any issues you can email your assignment to tac@ucdavis.edu and we will post it on the discussion board for you.

Uncommented Assignments (Please respond to these assignments first)


Nhi Chung - Lesson plan


Dear Nhi,

I thought you created a comprehensive and well-organized lesson plan. Your learning objectives are clearly stated and your comprehensible input and guided practice class activities directly relate to the achievement of the learning objectives. I am sure your students greatly appreciate the time you take to review the previous lesson’s material; it also might be helpful to demonstrate to the students how the previous material relates to and informs the material you’re covering during the current lesson. Additionally, your use of pictures and the short video to visually demonstrate the process of fertilization is excellent, as fertilization can be a challenging process to visualize and understand. Furthermore, I thought the in-class quizzes are great forms of assessment, as they encourage students to keep up with the material, which seems particularly crucial in classes where the material builds on itself, such as in reproductive physiology. In regards to the homework reading assignment, I thought it might be helpful to provide your students with specific page numbers to read and focus on in each chapter. I have found that students are less likely to review and pre-read if they are told to read an entire chapter, whereas they are more inclined to read if they are told to read specific pages within a chapter. I was also curious about your reflection; in particular, how do you know if the lesson was successful? Are there certain goals you are trying to achieve during the lesson?

Your class sounds very interesting and I thought your lesson plan was excellent. Thank you for sharing your lesson plan!

Sincerely, J Weil

Assignment: Adama P. Traore: French lecture lesson plan



Summer Session 2 Assignments

Gabby Domingo: Lesson Plan for Intro to Microeconomics



Shannamar Dewey
This seems like a well thought out lesson plan. Personally, I find this outline a little too cluttered and vague. However, I think that you did a nice job of filling out each category. One thing that I've been taught in various teaching courses is that learning goals need to be defined very specifically. For example, you say that your students need to "know" certain things. What does "knowing" look like? Can they match it with its definition or could they teach someone what it is or write a paper on it? I would also personally want a more detailed breakdown of the presentations that I needed to give. But if you know the topic very well then that level of breakdown would not be necessary. I liked that you included several forms a assessment during the class period. Overall, it seems like you've done this before!


Nancy Carlisle: Lesson Plan for Factorial Designs in Psychology: Research Methods



Michael Collins
Asking students to review results from a clicker seems like another good way to employ that tool. It's also interesting to know that your self-evaluation in your lesson plan indicated that some students required more preparation before they participated in class. I've found myself in similar difficulties, and it can be disappointing to find students unprepared to address what you have planned. Perhaps have them complete a short quiz or assignment online before coming to class in order to make certain they have the background? In any case, I think your reflections will come in handy the next time you plan a similar lesson.



BAYU KRISTIANTO: Lesson Plan Preparation


Elena Manea
I was impressed. Your plan is very well organized. Every time a had a question, you answered it in the next paragraph.
I have to recognize I am not familiar with the subject you discuss in your class. I like your idea to put your students to create a poem using a certain point of view, but, from my point of view, giving the same scores to everybody will determine your students to not focus anymore on their future tests. They will find no reason to be competitive. I would encourage students to find a situation simillar to that used against Native Americans and to write a poem about it

Geoff Benn: Lesson plan for plant physiology discussion section




Comment: Nancy Carlisle on Geoff Benn:
I really like how explicitly you have connected each learning objective to a specific period of the class section and to a specific way of assessing student's understanding. For part II, Leaf and Root Anatomy, it might be beneficial to give all the students the opportunity to label the sections (maybe make their own drawing) before individuals come up to label. This would make sure all the students are engaged in the learning activity, rather than just the eager few who are willing to volunteer. Looks like a fun class with lots of variety and clearly defined goals!

J Weil, The Brachial Plexus: Anatomy and an Art Lesson




Nhi Chung:

It is a very detailed and nice lesson plan. All my questions for the class were actually answered in your plan. The ratio between the time for the instructor and the students was reasonable. Students had a chance to come up and do something in class. I also would like to have them some small homework or quiz for the next class. Overall, this is a good lesson plan.



Summer Session 1 Assignments



Bronwyn Harrod - A General Chemistry Lecture on Exothermic/Endothermic Reactions
This is a lesson plan for a single class lecture in a General chemistry course. Please keep in mind that it would occur part way through the first semester of a Gen Chem course, and the students would have some additional chemistry experience not actually listed in the lesson plan (such as lab experience). Thanks!

Amanda Schrager
Looks like an interesting lecture with the demonstrations. I might be a little concerned that having three demonstrations within a single (50 minute?) class period might be a little distracting and take time away from getting your information across. I like that you plan to spend some time working through problems on the chalkboard rather than rushing through the problems in a powerpoint format. I also like that you expect student input during the lecture using a variety of formats, which should help keep them involved and thinking.