Session #3 - Lesson Objectives

Learning Outcomes:

CLO 5252.1 Identify and implement the California Board of Education Common Core State Standards (CCSS) for English Language Arts and Literacy in History/Social Studies along with the California History-Social Studies Content Standards (TPE 1b, 8, 9, 12 & 13).

CLO 5252.2 Plan and write lessons and activities for all learners to maximize their ability to meet and/or exceed the CCSS (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 11, 12 & 13).

CLO 5252.3 Demonstrate an understanding of oral, written, and visual literacy and the ability to promote and instruct on oral, written, and visual literacy in the teaching of social studies and history (TPE 1b, 2, 4, 5, 7, 10).

CLO 5252.5 Create and implement lessons, assignments, assessments, and other learning tools that provide challenging educational experiences and opportunities for all learners (TPE 1b, 2, 3, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).

Information:

1. Online meeting. Sign in below.

2. Reading: Drake & Nelson, Chapters 1-3: “Teaching History,” “The History of Teaching History,” & “Historical Thinking”

3. Creating lesson objectives

Study: Bloom’s taxonomy and Costa’s Levels of Questioning

Note: The levels of learning are the depth you want your students to pursue. The temptation is to skip the lower and achieve only the higher order skills. But students really need a combination of all levels. For example, if your students cannot simply recall what the industrial revolution was, how would they evaluate its effects on society? You really need a combination of levels of understanding.

Be sure that all your class lessons (and lesson plans) have all three levels of questioning.

Bloom's Taxonomy shows that there are levels of learning. At the very basic level is simply recall of facts, Bloom noted that the highest from of learning is the ability to evaluate and to create something new with the learning. Costa's Levels of Questioning suggests that deeper levels of learning can be achieved with the asking of better or higher questions. At the basic level are questions which ask students to identify or to define. The middle level asks questions which compare, classify, and contrast. The highest level of questioning involves asking the student to evaluate. The two systems are comparable. These systems both involve depths of knowledge (DoK). Another good way to see Depths of Knowledge.

Start viewing at 1:55 (the video is part of AVID training video.) Link to Video in case you have problems viewing.

Resources: DoK Question Stems

Bloom's Question Stems

Common Core Stems

Speaking and Listening

Production:

1. Participate in our online discussion on Tuesday. (There is no make up for this if you miss the session.)

At the time of the online class, go to https://lmusoe.zoom.us/j/7972079735 to join the class. Meeting ID: 797-207-9735. An app will download and you need to run the program. There is an iPhone and iPad app if you wish to use these devices instead of a computer. Chromebooks will not work.

2. Reading Log: For each chapter you read in Zevin and in Drake & Nelson, select at least ONE topic that stood out and tell HOW you will use it in your teaching.

Next Steps:

Due Next Week: LMU Lession Plan #1 "Backwards Design Lesson Plan" - Post also in Live Text

Using the LMU Lesson Plan Format, create a lesson using the Backwards Design process. (Use template below.)