Instructional Assignment-Effective Instruction

Model—FORMAT

This assignment will demonstrate your skills in planning, and organizing as you design a model
for effective secondary instruction.
· Select an effective instruction model from chapter 11: direct instruction; flipped instruction;
cooperative learning; mastery learning; problem-based learning; and differentiated instruction.
· Identify a subject and grade level you want to teach in the secondary schools.
· Select a concept from that subject as the focus of the instruction.
· Develop a 60 min instructional plan following the format below:

Overview of the Assignment Format: A detailed explanation of the

format for each section of this assignment is provided in the Model of
Effective Instruction PowerPoint in the Canvas EDU 202 course

1. Standards: one subject standard selected from Nevada Core

Curriculum Standards for the subject and grade level selected.

8th Grade Mathematics: 8.EE

B.6: Use similar triangles to explain why the slope m is the same between
any two distinct points on a non-vertical line in the coordinate plane; derive
the equation y = mx for a line through the origin and the equation y = mx +
b for a line intercepting the vertical axis at b.

2. Observable objectives: write 1-2 observable objective written using

Bloom’s Revised Taxonomy verbs.

The student will derive the equations y=mx for a line through the origin and
y=mx+b for a line that intercepts the y-axis at b. The student will interpret
graphs of linear equations and make predictions based on the contextual
situations represented by the graph.
3. Instruction-learning process: Write a detailed instructional outline
of the teaching and learning process following the instructional model
selected.
• Do First: How subject/concept is introduced?
In this flipped classroom lesson, students will first view an instructional video I create to
introduce the lesson. The video will introduce how students derive the equations y=mx and
y=mx+b and graph linear equations of these forms.
• What the teacher does/says to teach the lesson objectives and concept?
In the video, I will also demonstrate how the graph of the lines do not have to go through the
origin. I will demonstrate how they rewrite linear equations given in other forms in
slope-intercept form (y=mx+b) and graph the equation of those lines as well. I will define
linear equation, slope-intercept form, y intercept form, slope, define, derive, and undefined.

• What the students do to actively participate in the learning process?

In class the next day, students will arrive having watched the video (this was homework) and
pick up an entrance ticket with 5 practice questions. Questions will include vocabulary which
they will be asked to discuss with a partner. Each partner will give their interpretation of the
meaning of the word as they remember it. If a student did not watch the video as homework,
they have to spend class time watching the video to catch up. Students will complete the
practice problems with a partner in class while I circulate the room. The flipped instruction is
demonstrated in the practice time occurring in class with one on one assistance available by
the teacher to provide differentiated instruction.
• Within the instruction, how will students demonstrate learned information, skills, etc.,
achieved the lesson standard-objective?
Once students have worked with their partner to work through entrance ticket problems and
the teacher has circulated the room to evaluate understanding, students will complete an
exit ticket.
• Exit slip: How will the students quickly show their learning?
Exit ticket is a single problem asking the student to graph a word problem where the student
has to identify the slope of the line and to find the equation to find y and x.

4. Resources: In APA format list all resources used.

5. Reflection: Evaluate the effectiveness of your Instructional Model

assignment.

[See Grading Rubric for the Instructional Assignment is in Syllabus and the lesson plan
Dropbox.]