Literaturnachweis - Detailanzeige
| Autor/inn/en | Schwartz, Robert M.; Cramer, Ronald L. |
|---|---|
| Titel | Planning Process Lessons: A Guide to Independent Learning. |
| Quelle | (1989), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Class Activities; Class Organization; Classroom Techniques; Elementary Secondary Education; Independent Study; Instructional Effectiveness; Lesson Plans; Process Education; Student Improvement; Teaching Methods |
| Abstract | Lesson planning can be divided into three types--content, process, and context. Each type helps to organize classroom activities, and together they establish the ambiance of the learners' journey. Content plans focus on information students should know. Instructional strategies designed to introduce or elaborate the content presentation should be included. Process plans help students learn how to perform cognitive skills or procedures. Process skills include procedural knowledge that supports independent learning. Context plans set the larger framework in which content and process lessons occur. Context plans can include decisions about grouping, discipline, and grading. The instructor can develop process lesson plans in six steps: (1) decide what process changes would improve student performance; (2) help students understand the purpose of the lesson; (3) help students connect prior knowledge to new process information; (4) break instruction into incremental steps to help students develop their performance theory; (5) provide meaningful practice in the process; and (6) extend the lesson by making applications to other areas. The process lesson format contributes to the goal of creating more meaningful learning contexts by facilitating instructional planning. Well-structured content and process plans will help insure that all students make progress in acquiring the knowledge and skills that support cultural literacy. (Twenty-two references are attached.) (MG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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