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UTALESSONPLANFORINSTRUCTION

LESSONTITLE:COGNITIVE COURSE:PSYC355
DEVLOPMENTAL T HEORY
NUMBEROFSTUDENTS:50
CREATEDBY:ROSEVILLATORO
LESSONDATEANDTIMEFRAME:4/4@
66:30PM
PURPOSEOFTHELESSON
LessonsGuidingQuestion:
Whylearningtheoriesareimportantfordevelopmentalpsychology?(Instructorstatedquestioninclass)

LearningObjective(s):
By the end of the 25-minute segment of the midterm review session, PSYC 355 students will be able to
demonstrate a deeper understanding of the five cognitive theories of child development learned in
lecture by correctly answering mock test questions for each of the theories.

ASSESSMENTOFLEARNING
Product(s)Description:
Shortexaminationthatwillteststudentsontopicsrelatedtolecturesforthesecondmidterm.

Producttobe EvaluationCriteria PointsPossible Evidenceof PointsEarned/


Assessed fromLearning StudentLearning Notes
Objective(s)

Multiple Knowledgeofcognitive 10 Correctlyanswerthefirst


choice Development 3questionofthequiz
quiz

Survey Toseeifstudentfeelthatthe 0 Answerthatthesessiondid


before reviewishelpful helpthemwithunderstanding
andafter
class
LEARNERCONSIDERATIONS

PriorKnowledge CommonErrorsandMisunderstandings
Whatknowledge,skills,andconceptsmust Whatarecommonerrorsormisunderstandings
studentsalreadyknowtobesuccessfulwiththis studentsexperiencerelatedtothislesson?
lesson? Studentsmightidentifyaconceptwithawrong
Definitionandnameofcognitivedevelopment theory
theories Howwillyouaddresstheseforthisgroupof
Familiarwithexampleofsuchtheoriesin students?
research Iwillmakechartandoutlinetosimplifythe
mainpointandthetheorytheyrelatewith.

ResponsiveTeaching ActiveLearningStrategies
Whatstudentinformationishelpfultoconsiderin Whatactivelearningopportunitieswillbe
theplanningofthislesson?(studentsinterests, offered?
backgrounds,tendencies,etc.) Studentswillbeabletoanswereachothers
Studentsbackgroundwithclickerquestion questionsandworktogetheranswerthe
relatedtocognitivedevelopmentandto multiplechoicequiz
PSYC100(classneedtogetintothisclass) Whydoyoubelievethesestrategieswillworkfor
Howwillthelessonrespondtotheunique thisgroupofstudents?
perspectivesofthisgroupoflearners? Byallowingstudentstoanswereachother
Spendmoretimeonmaterialrelatedtoclicker questionitgivesthemachancetorecallinfo
questionsthatmoststudentdidntgetcorrect thataidedintheirownunderstandingof
informationandseethematerialfroma
differentpointofview.Alsobyworkingin
groupsitallowsfortheretobeadiscussionof
thematerialbetweenpeerssotheycanbetter
understandtheinformationinacontextsimilar
tothemidtermexam

RESOURCESFORLESSON
Vocabulary&TermsusedinLessonwithDefinitions:
PiagetStages,InformationProcess,CoreKnowledge,SocialCultural,Dynamicsystems
InstructionalMaterialsandSupplies(ex:handouts):
Handoutforconfidencemeasure/survey

Technology(ex:computer,projector,clickers):
Computer,projector,cellphone,tablet
DigitalResources(ex:websitelinks,linkstoslides):
Linktoslide,linktoquiz

LEARNINGEXPERIENCE

Sequenceof Procedures,Activities,Questions,&Transitions
Events

Logintoclassroomcomputer
SETUP PullupGooglePowerPoint
PullupELMSwebsite
(Approximate Setupprojector
TimeFrame): Handoutsurveytostudentastheycomein(Thesurveyisaskingthestudenthowprepare
2 mins theyfeelbeforesession)

Givestudentsaminutetofilloutthesurvey(Theywillfilloutanothersurveyatthe
endofthesession)
LAUNCH
Showaslidewithchartdescribingallthecognitivedevelopmentaltheoriesandthe
(Approximate mainpointforeach(Iwillnotgointodeepdetail,butIwilltellthestudentsitwillbe
availableinthePowerPointforthemtousewhentheyarestudyingandthatIwillbe
TimeFrame):
talkingmoreaboutchallengingtopicsofeachtheory)
5 mins ShowasummaryslidedescribingwhatIwilltalkaboutforthenext30minssothey
knowwhatinformationwillbeprovidedtothem
PullupslideandexplainthemainpointofPiagetstagetheoryusingatable(Iwillnot
spendalotoftimeonthespecificofeachstagebutIwillspeakabouttheimportant
experimenttalkedaboutinclassrelatingtocurrentstudies)
(Approximate TalkaboutInformationprocess:Iwillexplainwhyitrelatedtocomputermetaphor
TimeFrame): (slidewillhaveapicturetohelpexplaintopic)
Talkaboutcoreknowledge:Iwillexplainthedifferencebetweendomainspecificsand
7-10 mins
domaingeneral(exampleandpicturessoIcandemonstratethedifference)
Answeranyquestionsorallowstudentstoaidoneanotheronthetheoriesjustexplain

TalkaboutSocialcultural:Iwillexplainintersubjectivtyanddifferencebetween
VgotskyandPiaget(Iwillshowatablewithdifferenceandquicklygooverthemost
importantbutremindthestudentsitwillbeonthePowerPointforthemtolookover
(Approximate afterthereviewsession)
TimeFrame): TalkaboutDynamicSystemTheory:IwillexplaintheAnotBerrorbasedonthe
7-10 mins dynamictheory(Showthemaexampleusingavideoorpicture)
Answeranyquestionsorallowstudentstoaidoneanotheronthetheoriesjust
explained

Compareandcontrastdifferenttheories(Chartwiththedifferentmetaphorsthatrelate
CLOSURE toeachtheory,butagainIwilltellthemtheycouldjustreaditontheirown,sinceI
alreadywentoverthemainpointsearlierinthepresentation)
(Approximate Askforfinalquestionandallowfellowpeerstoanswerquestions
TimeFrame):
5 min

APPENDIX(additionalmaterialstobeusedinthelesson)
The presentation will extend due to the fact that 2 other TA will also
present. The multiple choice questions quiz with the survey question
will be given at the end the whole presentation around 7:20pm.