A. Formal Place Setting Setting: Begin this lesson in the regular classroom, with round tables (or individual student desks pushed together) and set up like those in a formal restaurant. This can be done as authentic as teacher wishes by using fun extras like table clothes, salt and pepper shakers, flowers or flameless candles, menus and place mats. Each table will have the place setting items: napkin, service plate, soup bowl on liner plate, bread and butter plate with knife, water glass, wine glass, salad fork, dinner fork, dessert fork, knife, teaspoon and soup spoon. Teacher should have this set up done before students come to class so students can walk in to the classroom and immediately experience the formal restaurant environment. Transition/Pre-Lesson Discussion: Greet students and announce that they will be learning how to correctly identify pieces in a formal place setting. Then divide students into groups of two and one group of three. Each table will have 2 sets of place setting items for 2 groups per table. Teacher Prep/Supplies: Diagram handout of place setting items (like the example in IDT assignment sheet), blank note cards or cut up recycled scratch paper, 12 of each place setting item, Power point with slides with only images of items. Lesson Plan:
Reflection/Review: Teacher conducts a review session answering any questions that students may have. B. Making a Grilled Cheese Setting: Classroom kitchen with all ingredients and pans set out. Transition/Pre-Lesson Discussion: Greet students and announce that they will be learning how to successfully make a grilled cheese sandwich in 10 minutes. Lesson:
2. Cognitive Information-Processing Theory Lesson Plan A. Formal Place Settings Setting: Begin this lesson in the regular classroom, with round tables (or individual student desks pushed together) and set up like those in a formal restaurant. This can be done as authentic as teacher wishes by using fun extras like table clothes, salt and pepper shakers, flowers or flameless candles, menus and place mats. Each table will have the place setting items: napkin, service plate, soup bowl on liner plate, bread and butter plate with knife, water glass, wine glass, salad fork, dinner fork, dessert fork, knife, teaspoon and soup spoon. Teacher should have this set up done before students come to class so students can walk in to the classroom and immediately experience the formal restaurant environment. Transition/Pre-Lesson Discussion: Greet students and announce that they will be learning how to correctly identify pieces in a formal place setting. Then divide students into groups of two and one group of three. Each table will have 2 sets of place setting items for 2 groups per table. Teacher Prep/Supplies: Diagram handout of place setting items (like the example in IDT assignment sheet), blank note cards or cut up recycled scratch paper, 12 of each place setting item. Lesson:
Reflection/Review: Teacher conducts a review session answering any questions that students may have. B. Grilled Cheese Setting: Classroom kitchen with all ingredients and pans set out. Transition/Pre-Lesson Discussion: Greet students and announce that they will be learning how to successfully make a grilled cheese sandwich in 10 minutes. Lesson:
Reflection/Review: Teacher conducts a review session answering any questions that students may have. 3. Constructivist Theory Lesson Plan A. Formal Place Settings Setting: Begin this lesson in the regular classroom, with round tables (or individual student desks pushed together) and set up like those in a formal restaurant. This can be done as authentic as teacher wishes by using fun extras like table clothes, salt and pepper shakers, flowers or flameless candles, menus and place mats. Each table will have the place setting items: napkin, service plate, soup bowl on liner plate, bread and butter plate with knife, water glass, wine glass, salad fork, dinner fork, dessert fork, knife, teaspoon and soup spoon. Teacher should have all but the place settings set up before students come to class so students can walk in to the classroom and immediately experience the formal restaurant environment. Place setting items should be placed on the tables but not in the proper formation. Transition/Pre-Lesson Discussion: Greet students and announce that they will be learning how to correctly identify pieces in a formal place setting. Then divide students into groups of two and one group of three. Each table will have 2 sets of place setting items for 2 groups per table. Teacher Prep/Supplies: Diagram handout of place setting items (like the example in IDT assignment sheet), blank note cards or cut up recycled scratch paper, 12 of each place setting item. Lesson:
Reflection/Review: Have each table conduct peer review/ reflective sessions. Discuss what problems occurred and what they felt about the exercise B. Grilled Cheese Setting: Classroom kitchen with all ingredients and pans set out. Transition/Pre-Lesson Discussion: Greet students and announce to that they will be learning how to successfully make a grilled cheese sandwich in 10 minutes. Lesson:
Reflection/Review: As a class, discuss student’s experiences and feelings while making the grilled cheese. Use this reflection activity to reaffirm the construction and use of the class developed step-by-step guide. Have students reflect on how their participation in the development of the guide served to help or hurt their successful product. This reflection may be done verbally in class, in a classroom blog or in student writing journals.
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July 2014
AuthorAs an instructional designer my focus is the design and development of effective online instruction, interactive learning objects, instructional alignment and the visual aspects of instructional materials. Specifically, how the inclusion of visuals within instruction can help facilitate learning. |