Laura Moll
Needs Assessment & Lesson Plan
EDU 655
Professor Heather Caldwell
April 28, 2014
Multiple Intelligences
Students: Students are pre-service teachers in their junior year. Students know how to write a lesson plan, and they have had some classroom observation experience. Students are proficient in educational jargon and understand the criteria for aligning with state standards.
Objective: Students will be able to identify each of the Multiple Intelligences and describe their characteristics. Students will be able to transfer their knowledge into designing a lesson plan that accommodates various intelligences. Upon completion of this lesson, students will be able to design a lesson plan using at least four of the multiple intelligences.
Background: Students know the basic elements for a lesson plan including the following criteria:
- Unit/Topic
- Standard
- Lesson Objectives
- Anticipatory Set
- Guided Instruction
- Independent Work
- Formative or Summative Assessments
Students are also aware of the various learning theories including behaviorism, cognitive learning theory and others. Students have utilized their skills in lesson planning and are to transfer this new knowledge of multiple intelligences to the skills that they have already mastered.
Assessment: Students will be expected to incorporate their knowledge of best practices for lesson planning and incorporate the learning theory that best suites their teaching style. At the end of this lesson, students will be asked to design a lesson plan for the week that incorporates several different intelligences, for one specific subject. Assessments will be graded and assessed based on the rubric below, that has been created and designed by the Education Department based on lesson planning criteria.
Feedback: Students will be informed of their grade via e-mail, with feedback included in the document that they provided. Opportunities for comments, questions and clarification will be provided at the students will via e-mail or phone.
Rubric
Minimal (1)
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Basic (2)
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Proficient (3)
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Exemplary (4)
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Grammar
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Several errors, poor sentence structure, run on sentences
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3-4 errors, simple sentence structure, run on sentences
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1-2 errors, established sentence structure
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No errors. Perfect sentence structure
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Multiple intelligences
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Uses 1 or less multiple intelligences in lesson planning.
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Uses 2-3 multiple intelligences in lesson planning.
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Uses 4-5 multiple intelligences in lesson planning.
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Uses 6 or more multiple intelligences in lesson planning
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Lesson Plan criteria
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Addresses 2 or less of the elements of effective lesson planning. Lesson is staggered and there is little fluency or cohesiveness.
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Address less than 5 of the elements of effective lesson planning. Plans are rigid and hard to understand. Plan has some “flow”, but creative imagery is not created.
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Addresses several of the elements of effective lesson planning. Plans are clear and proficient, but a visual image is not created when reading lesson plan.
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Addresses all of the elements of effective lesson planning with poise and proficiency. Plans are thorough and a visual picture of the classroom can be seen when reading the lesson plan.
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Objectives
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Objectives are not clearly stated. Lesson does not align with state standards.
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Objectives are not clearly stated, although the main goal of the lesson can be determined.
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Objectives are clearly stated, but do not align with state standards.
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Objectives are clearly stated and aligned with state standards.
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