Muskingum University

Teacher Education Programs

Lesson Plan Format

Teacher Brett Carson Subject: Psychology Grade: 11th

School Building Meadowbrook High School

I. Learning Goals
 Identify the new Ohio Learning Standard(s) OR Common Core Standard(s)
addressed in this lesson:

Content Standard 2: Theories of life span development

2.1 Discuss theories of cognitive development

 Describe the interconnections among the components of the content within the
discipline and the relationship of the content to at least two other content
areas. Specifically describe how the content taught in your lesson relates to at
least two other content areas.

As this lesson of psychology, this relates to components of the science section of

reading studies and research that is done and relating them to normal everyday life
and making sense of them.

Resources:
Language Arts
Mathematics
Science
Social Studies

https://education.ohio.gov/Topics/Learning-in-Ohio
Click on the red Ohio’s Learning Standards
Under Explore Learning Standards
click on Language Arts – Mathematics – Science – Social Studies

 What will your students know and be able to do at the end of this lesson?
(Include the student learning target – “I can/am able to …” )
Students will:

 Demonstrate effective verbal, nonverbal, written, and communication

skills
 Summarize the cognitive-development theory
 Discuss how children develop emotionally

I can: explain the four stages of the cognitive-developmental theory

 II. Student Background Knowledge and Experience

 What prior knowledge and skills do students need in order to be successful in

reaching the goals of this lesson?

Students will need to be able to have reading with comprehension skills, which
will turn into communicating with others on the development of children.
Students will need to understand the basic of how an infant grows up through life.

 What are preconceptions, common errors, and misunderstandings related to

the content of this lesson?

That Children at a young age are taught all that they do. Which may seem to be
the case, but at young ages its where children make sense of the world in their
own mind. Which a natural surrounding can play in effect but it’s how the child’s
brain makes sense of itself.

 How do you know if students have the knowledge and skills, they need in
order to be successful?

I have assessed the classroom before in other lessons provided by my cooperating

teacher. Also, I have administered pretest for the students to show prior
knowledge.

 How will you use or accommodate the diverse experiences that your students
bring to class (gender, race/ethnicity, English language proficiency, economic
status, exceptionalities, skill level, learning styles)?

I will provide equal opportunity to both genders so that there will be no gender
bias. I would provide alternate testing options if necessary. For differences in race
and ethnicity, all will be accepted and valued for this lesson does not discriminate.
For English language proficiency all students in the class speak English so that's
how it will be presented. As for economic status this will not be an issue for the
books are provided for the students and I will have paper and a pencil if needed.

III.Instructional Procedures
 Content summary, including concepts and essential understandings:
The main idea is about the thought process of children develop, they begin to think,
communicate and relate with others, and solve problems.

 Teaching methods:

Direct instruction, using PowerPoint and also using videos.

Students will be expected to take notes, I will provide notes to follow along and fill
out as they go but more notes are expected to be filled out for more understandings.

 Academic Language (content vocabulary AND general academic vocabulary

used across the discipline e.g. Bloom’s Taxonomy, key words, phrases, and
 symbols: Note: address each of these specifically listing the academic
language students are expected to learn and use.)

Cognitive development: Intellectual growth that begins at birth and continues

through adulthood

Object Permanence: A child’s realization that an object exists even when he or she
cannot see or touch it.

Four Stages of Cognitive Development: Sensorimotor, Preoperational, concrete

operations, formal operations

IV. Classroom Environment

 Identify the components of the classroom environment (room arrangement,
grouping patterns, learning resources, and materials) needed for teaching the
entire planned lesson. Provide a strong rationale for each of the
environmental decisions made.

The classroom environment would need to be filled with active learners who are
prepared to take notes and answer questions as we go. Notebook and a writing
utensil are essential to this lesson and others as we go.

 Room arrangement (with rationale provided):

Typical classroom setting, desks in rows and students seated in seats best
suited for their learning.

 Grouping patterns (with rationale provided):

No grouping patterns

 Learning resources, including technology (with rationale provided):

i. Computer with overhead projector

ii. High speed internet with the ability to play videos.

V. Instructional Activities
Lesson sequence (include important questions to ask students). Time Allotted
Provide a thorough description of each:

Opening:

This lesson will begin by asking the question “When does a person first begin to
communicate?” and follow up by “When does a person stop learning new
things?”(Students will have the time to share an open discussion) (5-10 minutes).

Possible Answers:
  1 month
 4 months
 1 year
 2-3 years

Main Activities:

Direct Instruction: After the allotted time for the open discussion of the students then
we will dive into the PowerPoint and jump into the direct instruction. I will then
explain in teach who Piaget was and what research he had conducted in order to come
up with the theories of cognitive development.

Closing:
To wrap up our lesson I will answer any questions there still are, and then we'll give
out the summative test for students to take individually.

VI. Assessment/Evaluation
How will you know if each student has met the learning goals?

Formative strategies:

Thumbs up or down If things are making sense, this will help me know if I will need
to go over the material or change examples for it.

I will ask students questions to help make sure they are being active learners. This
will also allow their minds to dive more deeply into the topic

Summative assessment:

The students understanding from this lesson will be conducted through the test I will
administer for them to be doing individually. This will allow me to figure out if the
lesson taught the students the stages of the theory.

Attach assessments and assessment criteria.

VII. Adaptations (e.g. IEP, 504 plans, WEP)

Modifications: If lesson objective and/or significant content learning goals need to be
changed to alter the expectations for a student (e.g. reduced number of problems, or
lower level Bloom’s or for gifted student(s) extensions to advance progress).
Accommodations: If other components such as method, activity or materials of
lesson are changed to help students meet the learning goal (e.g. extended time, scribe,
reader, spell checker, electronic device, or guided notes).

Student Name John

(samples
e.g.gifted,
ELL, special
needs:
physical,
cognitive,
emotional)
What needs are ADHD &
you addressing acting out
for this student causing
in this lesson? distractions
Learning Direct
Goals attention to
(modification as to the important
what student will details of the
be expected to
know or do)
lesson ,
staying on
task , and
staying
involved
without
causing
distractions
Teaching direct
Methods teaching
style.
Reducing
distractions
by placing
them at the
front of the
room or
teacher can
keep a close
eye on them
and make
eye contact
frequently.
Teaching Same
Materials teaching
materials
Academic same
Language academic
(identify variation language
based upon
student needs)
Student same
Activities activities as
the rest of
the group,
maybe so
student is
overwhelmed
talk to them
before class
 and say they
were going
to call in
them 1st and
tell him the
question they
are going to
so they are
prepared
Student same
Materials materials

Assessment/ same
Evaluation assessment
(allows for student however
demonstration of extra time
learning)
will be given
if needed and
also will sit
down with
student to
help make
sure they
understand
what is being
asked.

VIII. Reflection (if lesson is taught):

 What went well? How do you know?
 What did not go well and how do you know?
 If you could teach this lesson again, what would you do the same? Why?
 What would you do differently? Why?
 Which individual or group did particularly well? How do you account for this
performance?
 What will/would you do tomorrow or try in the future with this individual or
group?
 Which individual or group appeared to be having problems? How do you account
for this performance?
Note: justify your next steps with research and/or theorists must provide targeted support to
individuals and groups to improve their learning.
Pretest Test Results:

Education 313 Class:

General comments:

Each student typically showed a very good understanding of these topics already. Most of
the material that was missed was switching a couple vocabulary words up with others.

Field Work Pretests

Students provided very little understanding of what was being asked of them as of now.
Need to go over in the lesson everything about the four stages and the vocabulary words
inside the stages.
March 2019