There are many components that make up a CTE lesson plan. They include:
Bell Ringer or Entry Task
Clear learning targets sourced from your framework
Instruction
Activity to reinforce the instruction
Review and/or reflection
Assessment
Bell Ringer or Entry Task
This short warm up activity is completed within the first 5 to 10 minutes of class. They can be used as formative assessments as well as to reorient students to your class. Ideally it should be short in length and long in value. Be consistent with where you are posting them. Try to incorporate higher level thinking skills! A brief list of examples is outlined below. More ideas can be found here.
Vocabulary review
Create a Google form that self grades. Students can see their correct and incorrect answers
Analyze a photo and create 3 observations, 3 inferences, and 3 predictions
Create a trivia question of the day related to the unit you are on.
Learning Targets
Learning targets should be created from the standards outlined in your framework. How they are structured depends on the desired outcome (that is based on the standard). Learning targets should be measurable: avoid the use of the words understand, comprehend, or know. The different types of learning targets are knowledge, reasoning, skill, and product.
Knowledge targets represent factual information and procedural knowledge. Knowledge level learning targets should begin with action verbs such as write, describe, explain, identify, name, define, and recognize among others.
Example: Identify the different components and list the functions of a ruminant digestive system.
Reasoning targets specify the thought process students will demonstrate through their learning. Reasoning level learning targets should begin with action verbs such as determine main idea, draw conclusions, hypothesize, distinguish between, categorize, evaluate, adapt, and combine into among others.
Example: Compare and contrast the digestive systems of a ruminant, monogastric, pseudo-ruminant, and avian.
Skill targets specifically detail what the students needs to demonstrate. Skill level learning targets should begin with action verbs such as participate, demonstrate, and inform.
Example: Demonstrate the flow of feed materials throughout the digestive tract of a ruminant.
Product targets are when the content standards require students to produce a product. Product level learning targets use action verbs such as create, develop, or produce.
Example: Create a three dimensional model of an animal cell.
Most teachers write the day's learning targets on the board and introduce them to the class.
Instruction
This is how you get your information to your students! As a CTE teacher, we have the luxury of incorporating different factors into our instruction. The four main types of instruction are:
Direct
Teacher centered, consisting of direct lecturing and includes repetitive practice and demonstration. This strategy is useful for providing information and developing step-by-step skills.
Interactive
Student centered, consisting of the creation of a learning environment that fosters interactive communication of knowledge. This strategy is useful for collaborative projects and group discussions.
Experiential
Experiential learning occurs when students learn through their experiences. Students are able to understand by experiencing the material. Students can also learn through reflective processes based upon their own experiences. Experiential learning is the hands-on learning for which CTE classrooms are famous!
Independent study
Centered around the student, independent study focuses on student initiative and self-improvement. Students can be part of a small group or work independently. Frequent check ins and reflections are essential to confirm students are synthesizing the material.
Activity
Using hands-on activities in your teaching aids in solidifying learning. Students are able to practice what they have just learned.
Review and/or Reflection
Using a review and/or a reflection allows students to look back on what they have just learned. This encourages students to make a connection with their learning, allowing for greater retention of the material. Reviews and reflections should be relevant to the material covered and can be as simple as a Google form or an entry into a notebook or record book.
Assessment
Formative
This is the evaluation of the learning process. Formative assessments are not graded but are used for the teacher to assess student learning and assess their own teaching effectiveness. Formative assessments focus on the learning goals and cover small content areas. Exit tickets are easy ways to incorporate formative assessments into your lesson.
Summative
These assessments are given at the end of the unit and are an evaluation of learning over time. Summative assessments are results oriented, where work is evaluated and grades are assigned. These can be as detailed as a project or as simple as an exam, where you are evaluating what was learned in the unit or class.