Teaching to Learn, Learning to Teach

4. Guard against doing the work for the student. Students must be allowed to struggle a
   bit in order to learn proper microscopy.


5. Evaluate student drawings to make sure they know how to use the microscope before
   proceeding.


6. Close lesson with review of lesson and preview of next lesson.

GUIDED PRACTICE: Students will:

1. Examine an area the size of a period under low power and high power using a slide
   containing microorganisms.


2. Draw what they see under each power setting.


3. Count the number of organisms they see within an area the size of the period.


4. Review and integrate calculations, paying special attention to using estimation as a
   guide to evaluating the accuracy of answers.

INDEPENDENT PRACTICE (ASSESSMENT): Students will:

1. As a homework assignment, calculate the size of the organisms they saw using the
   size of the period they identified in class.


2. For additional credit, identify the specific types of organisms they saw and diagram
   their drawing.

III.c. Outline for Hunter’s Approach to Lesson Planning

ANTICIPATORY SET

OBJECTIVES

(STANDARDS)

INSTRUCTIONAL INPUT

MODELING

CHECK UNDERSTANDING

GUIDED PRACTICE

INDEPENDENT PRACTICE

(ASSESSMENT)

IV. Format for a Streamlined Activity-Based Lesson Plan

Student teachers are often overwhelmed by lesson planning, especially once they become
responsible for a full teaching program. In our reflective practice seminar for student teach-
ers we played around with ideas for a simplified, minimalist format for activity-based les-
sons. It is organized around questions that basically ask, “What do you want to achieve in
this lesson?” and “How will you do it?”

IV.a. Ingredients for a Streamlined Social Studies Lesson Plan

Unit: Where does this lesson fit in the curriculum?

Lesson: What topic or skill will students learn in this lesson?

PLANNING 81