Process Lesson Plan
To complete
this assignment successfully, you should:
- Study
the Process/Product reading carefully
- Choose
one chart that you believe might be useful and review it
- Identify
one process skill you will need in your classroom and develop a process
lesson plan.
- Fill in
your Name and Email address
- Send the
Assignment
- Tally
up
 's
for completion of this assignment.
Process/Product Lesson
Plan
Lesson Plans
The multi-dimensional
lesson plan is a natural extension of current lesson planning practices.
It has been divided into three different steps to facilitate learning
the process / product lesson planning idea. The first section of the plan
is called the product portion. It is typical of current teacher planning.
It may identify goal goal or objective, materials and procedures. It is
shown as the first page.
|
Lesson
Plan - Product Overlay
|
|
Product
Objectives: (abbreviated)
Each
student will be able to label sandstone as a form of rock.
* distinguish sandstone from five other types of rock.
*
shape a piece of sandstone as a form of carving art
|
| Process
objectives - see next chart |
| Possible
Thematic Goals Geological formations and how formed, proper
use of tools, expressions of art and beauty, indigenous styles of
carving, using the five senses, work of anthropologists |
| Materials
- appropriate reading materials or research opportunities, small
pieces of sandstone, carving tools, sandpaper, sample carvings |
| Sample
procedures: Discuss geological formations in the Grand Canyon
area. Review history of Native or indigenous people in other cultures
and the carvings made out of stone or wood. Discuss hieroglyphs
made by Native Americans in Arizona and New Mexico. Display and
examine fetish necklaces that show animals cut out of stone. Extend
the discussion to other cultures such as Inuit Indians (Eskimos)
who carved animals out of bone. Have students pick out a stone and
sit with it, look at it and hold it, then carry it around for the
day. They "listen" to the stone and decide what animal
it could resemble. Then they begin carving the stone into that shape.
Assume a persona and attempt to "feel" the sandstone chosen
for carving - the veins of material, the weak and tough parts of
the stone-- even how it became the rock it now is.. |
| Implementation:
Give each student an opportunity to select a piece of sandstone.
When possible, go out to a site and go through this lesson immersed
in geological formations and differing rock areas. Provide time
to discuss rocks, look at them, explore the shapes and colors. Encourage
them to carry the rock with them for a day. Provide tools for carving.
If practical, have someone from the area come in and model the way
he or she carves. |
The second
section of the plan is called the process portion. With experience teachers
learn to think through the processes necessary to present the product
of a lesson. Lessons that don't go well, hit snags, fall flat, frequently
are process failures. By integrating process into the natural flow of
each subject the teacher gains insights into this crucial form of planning
and increases the percentage of effective lessons. The process portion
of the lesson is a natural setting for teaching and enhancing interpersonal
relationships, social skills and learning behaviors. The process portion
of the plan also addresses objectives and procedures.
|
Lesson
Plan - Process Overlay
|
|
Process
objectives -ESW bat
Share
tools in the carving process
use
tools appropriate in the carving
Complete
a carving
Show
concern for others by listening to the ideas of fellow students
|
| Possible
Thematic Goals Interest in the story of others, feeling for
the earth and things they see, reflective listening, proper use
of tools |
| Materials
- worksheets on sharing or listening if this is an intro to these
process skills |
|
Sample
procedures: Pass out and review procedural guidelines:
I
can control myself and be on my honor
Proper
use of tools
Sharing
with others
Listening
to others
Choose
and review consequences
|
Evaluation
and assessment in lesson planning is recommended and taught in effective
teacher programs. It is frequently omitted in practice. It can be a natural
extension of the first two steps in the plan (process and product learning).
It also provides focus for the teacher and students.
The evaluation
portion of the lesson plan is presented as the third page. Note that both
product and process are evaluated. By evaluating the affective portion
of the lesson we afford it value. By noting and recognizing process skills
we give the student a clear message of the importance of life skills and
learning processes. If a student self monitoring procedure is also included
as part of student responsibility that message becomes even more definite.
|
Sample
Process Lists
|
|
Tool
Use: 1) use for intended purpose, 2) use with tender loving
care - stewardship; 3) Keep sharpened and in good condition; 4)
return to proper place when finished, 5) repair broken tools or
stop using them when no longer efficient
|
| Tool
Sharing: 1) Take one tool at a time; 2) return tool to proper
place before getting another; 3) if limited quantities of a tool
are available, and another asks to use the tool, set a reasonable
time and then relinquish at that point; 4) if long term use is envisioned,
be willing to relinquish a tool for a short term task when asked. |
| Consequences
of failure to observe procedures and guidelines: 1) First time
violation - orally review rules and commit to following them; 2)
Second violation within short space of time - limit use of available
tools to those used correctly; 3) repeated failure to use tools
correctly, make restitution and forfeit use until restitution is
completed; 4) possible solution to poor stewardship - bring own
equipment |
| Reflective
Listening and sharing- Choices for Joining In: 1) Focus attention
fully on the presentation of the speaker; 2) Frame ideas in a personalized
manner to get a sense of what is being said; 3) Try to determine
the feeling tone of the speaker - excitement, anxiety, tidiness,
uncertainty, other; 4) Ask for clarification about an idea; 5) Reflect
back what you believe the essence of the presentation was; 6) Move
the idea forward, giving credit to the original notions; 7) Thank
the person for sharing ideas and feelings. |
| Consequences
for failure to communicate fairly: 1) Return to work station
and lose opportunity to participate in small group discussion; 2)
Apologize to presenter before being allowed to resume group work;
3) Identify issues with self and set up goal sheet to change responses. |
The last
portion of the lesson planning is an exciting yet simple concept, the
Student Monitoring Sheet. Asking students to become actively involved
in monitoring concepts and skills motivates students to practice and solidify
learning. It gives students a sense of ownership. It provides a natural
review of materials. It also establishes documentation of the affective
portion of teaching and learning.
|
Student
Monitoring Paper
|
|
Product:
Peer
checking - assignments will vary and may be listed on separate
page
Monday
_______ __________ _____________ ___________ _________
Tuesday
_______ __________ _____________ ___________ _________
Wednesday
_______ __________ _____________ ___________ _________
Thursday
_______ __________ _____________ ___________ _________
Friday
_______ __________ _____________ ___________ _________
|
| Subjects |
English |
Math |
Science |
Discovery |
Social
Studies |
|
|
Process:
Monday
_______ __________ _____________ ___________ _________
Tuesday
_______ __________ _____________ ___________ _________
Wednesday
_______ __________ _____________ ___________ _________
Thursday
_______ __________ _____________ ___________ _________
Friday
_______ __________ _____________ ___________ _________
|
|
Key
to insert type of process skills used
|
| Tool
use = T |
Sharing
= Sh |
Kindness
= K |
Creative
= C |
| Stewardship
= Sw |
Honest
= H |
Expressive
= E |
Empathic
= Em |
| Reflective
listening= Rl |
Good
partner = GP |
Communicate
= C |
Encouraging
= En |
| Cooperative
= Co |
Stewardship
= St |
Share
self = Ss |
Persevere
= Pp |
| Team
member = Tm |
Follow
rules = FR |
Helpful
= He |
Hard
work = HW |
| Self
control = SC |
On
time = Ti |
Honor
student =HB |
Respectful
= R |
| Orderly
= O |
Pride
in work = P |
Friendly
= F |
Do
favor = Df |
| Morale
is high = M |
Extra
Effort = EE |
On
time = OnT |
On
task = OTa |
This is just
a brief example of one format for a student monitoring sheet. Students
enjoy self monitoring and can keep these records in a sheet. Students
enjoy self monitoring sheet to fit the weekly curriculum or their own
personalized course of study. Another way of facilitating self monitoring
is to have students or an aide record them on a computer spread sheet.
The opportunity for computer assisted record keeping and data collection
increases the potential for individualization and self monitoring.
The process-product
lesson plan format facilitates provision of process education with very
little change in the curriculum. It naturally involves the student as
self-responsible partner in the educational arena. The monitoring segment
of the lesson plan provides reporting of student progress, hard copy documentation
which becomes available immediately, allows process to be included as
part of the reporting system to students and parents and naturally involves
students in taking personal responsibility for learning and evaluating
personal progress.
Assignment: Make a brief process lesson plan, including the objective,
materials needed, evaluation, and student monitoring sheet.
|
