Use the Educational Neuroscience Lesson Plan template which includes strategies outlined in the Tomlinson & Sousa’s (2020) article to develop a differentiated lesson plan for a diverse set of learners. The lesson plan must incorporate current state standards.
The following questions/guidelines will be incorporated into the existing template. These are based on recommendations from: Tomlinson, C. A. & Sousa, D. A. (2020). The Science of Teaching. Educational Leadership, 77(8) p. 14 – 20.
This section provides a brief overview of the lesson in terms of topic focus, activities, and purpose.
- Define the time needed to successfully complete this lesson.
- How can this content be presented in a novel way (thereby increasing the likelihood of retention)?
- What content or skills must students have mastered prior to the material presented in this lesson?
- What are the pre-requisite knowledge and skills for learning the new material?
The lesson will be the part of the introduction to Educational Neuroscience and it will be dedicated to the anatomy of the human brain as the first part of the lesson cycle. It will include listening and creative activities along with group and classroom discussions, answering questions, and a small test for the evaluation of students’ understanding of the material. The purpose of this lesson is to introduce the basis of Neuroscience within the framework of elementary science, biology, and anatomy on a way appropriate for 4th-grade students.
The successful completion of the lesson requires 40-50 minutes depending on students’ understanding. In order to increase the likelihood of retention, the content will be presented in various ways to address children’s all types and ways of learning. Prior to the lesson, students should obtain reading and writing skills, ability to focus attention, analyze provided materials, and make conclusions. In addition, for learning the new material, students should already have general knowledge related to the parts of the human body and their functions.
- Grade Level.
- Number of Students in Classroom.
- ELL Students – number and levels.
- Students with Disabilities – number and nature of disability.
Create a table of student data that will be used to develop this lesson. This can include achievement scores, diagnostic tests, previous classwork/assessments, or interest inventories.
- Explain who the learners are. Why is the level of rigor appropriate for this group of students?
The lesson will be provided for 4th-grade students (9-10 years old). In the classroom, there are 20 students; there are 5 ELL students of Hispanic origin, however, their level of English is from upper-intermediate to advanced. In addition, there is one child with a physical disability who cannot walk and move sitting in a wheelchair and two children with moderate signs of ADHD (neurodevelopmental disorder).
- Achievement score: 7/10
- Diagnostic tests: The level of development corresponds to the age.
- Previous assignments: Human body, parts of the body and their functions.
- Interest inventories: Environment, creativity.
The students are nine/ten-year-old children whose level of development corresponds to the age regardless of the disabilities of the several of them. They are from middle-class families, and their interests include knowledge of the surrounding world, creativity, and the aspects of modern culture, including cartoons, films, Internet videos, books, and songs. While students intensively use modern digital types of communication, they easily support face-to-face communication in the classroom. They have a high level of understanding and grade-determined proficiency in reading and writing. In addition, they have multiple intelligences, including naturalistic, musical, spatial, bodily-kinesthetic, and interpersonal ones. At the same time, all students have different ways of learning, including auditory, visual, and kinesthetic, that should be considered (Tomlinson & Sousa, 2020). In addition, some students have issues with attention concentration and one student with physical disabilities, and their inclusion on the lesson’s activities should be adapted as well.
Standards and Objective
- What current state-standard(s) does this lesson address?
- What is the objective of this lesson? (Use ABCD format)
- “Determine the main idea of a text and explain how it is supported by key details; summarize the text” (Common Core State Standards Initiative, n.d., para. 2).
- “Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text” (Common Core State Standards Initiative, n.d., para. 3).
- “Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area” (Common Core State Standards Initiative, n.d., para. 4).
- “Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears” (Common Core State Standards Initiative, n.d., para. 7).
- Students should learn the basic anatomy of the human brain
- Students should become familiar with the brain’s parts, know their names, and be able to show in the picture or video
- Students should learn the functions of the brain’s parts.
- Students should receive the basic knowledge related to the human brain to be ready for subsequent aspects of Neuroscience.
- What formative assessments will be used to monitor learning?
- How will you use ONGOING assessment throughout your lesson to ensure student success?
- What might be some cues that you need to reteach a concept?
- How is your assessment aligned with your learning goals or standards?
- How, specifically, will you a) elicit feedback from students to gauge their level of understanding during each part of the lesson (formative assessment)?
- How will you gauge student learning after the lesson’s completion (summative assessment)?
- How will you allow students to be involved in the creation of a productive learning environment?
- How can the student assess his/her own learning? How will the student demonstrate mastery?
Provide concrete examples of the assessment(s) to be used.
Formative assessments will include a small test at the end of the lesson, the review of tasks made in the classrooms, and homework in the format of a brief presentation that will be sent to a teacher in order to demonstrate the understanding of materials. At the same time, the on-going assessment that will be used throughout the lesson will be short questions to students and group discussions to assess their knowledge. In turn, poor outcomes would demonstrate the necessity to review the concept.
In general, the assessment will allow to evaluate the efficiency of the lesson plan and the ability of students who follow it to reach learning goals. If students demonstrate the understanding of given materials and provide correct answers to a teacher’s questions, transmit appropriate information related to the topic to each other, and include valid data in their presentations connecting its aspects logically, it is possible to state that they learn the topic. At the same time, students may assess their own learning by seeing the results of the classroom test and homework assignment. Moreover, students may be involved in the creation of a productive learning environment through answering questions that require reflection or imagination, proposing to suggest the topic of the next lesson, and asking to provide feedback at the end of the lesson.
The learning outcomes will be demonstrated through correct answers that will reflect students’ understanding regardless of their activities. Students will watch the video and answer a teacher’s questions on its basis, discuss materials in groups, make exercises to demonstrate the functionality of the brain, color the image with its parts, and make its model using modeling clay – in all these ways, they will be able to demonstrate knowledge creating authentic products. While students are diverse, their intellectual abilities allow to assess the results using the same criteria. The slightest exception may be made for students with ADHD as their casual lack of attention may impact the results, however, it does not indicate the general level of understanding.
Develop a sequence of multiple learning experiences that ensures coherence and content mastery. These experiences should require students to demonstrate a variety of skills and competencies.
- How will you address varied levels of readiness among students?
Be sure to create differentiated learning experiences that allow for accessibility for your diverse students. Also, create differentiated learning activities that allow the instructor to work with groups and individuals as needed during the lesson.
- What will you do to create an emotional connection between the students and the content? This can be done through personal stories and connections, art, acting something out, or other affective approaches.
- How can you present the material in a novel way, thereby increasing the likelihood of retention?
- Include an instructional activity that encourages meaningful collaboration among groups of students.
- List the clear step-by-step procedures for the lesson below.
- Teacher will introduce the topic and ask what students know about the brain.
- Students will watch a short video dedicated to the brain’s parts.
- Teacher will write all new terms on the board asking questions related to the content.
- Students will demonstrate the parts’ functions (raise hand – it is due to the cerebellum).
- Teacher initiates classroom discussion in the format of brainstorm and reflection (for example, “what could happen if people did not have the cerebrum?”). Student may discuss answers in groups.
- Students will be provided with the printed images of brain to color its different parts.
- Students will be provided with modelling clay to make the model of the brain and its parts.
- Students will have a short test and receive homework.
These activities allow to reach learning goals serving the needs of diverse students. On the other hand, this plan provides the inclusion of all students regarded of their peculiarities as it contains assessable tasks. On the other hand, the variety of activities ensures students’ learning regardless of their types. In particular, visuals will learn from watching the video and drawing, auditories will learn from listening to the video and the teacher, kinesthetics will learn from modeling and physical activities, and social learners will perceive new information through the communication with peers. In additional, the teacher will be responsible for the creation of supportive environment to stimulate children’s motivation, wish to help peers, and stay involved.
Remediation and Accommodations
List the appropriate ESOL strategies, ESE strategies, remediation strategies, and home learning based on your learner profile.
- ESOL Strategies: speak slowly, the use of body language, simple sentence structures, step-by-step explanation when necessary
- Accommodations/Modifications: provide visuals, introduce new concepts, provide verbal praise, make learning fun, alternate learning activities
- Remediation: provide precise instructions articulating the purpose of assignments
- Home Learning: classroom video will be accessible for home learning and homework.
School of Education Portfolio Reflection
The Educational Neuroscience lesson was dedicated to the anatomy of the human brain as the introduction to this discipline adapted for elementary school students. The intended audience is 4th-grade students (9-10 years old) with the general level of development that corresponds to this age. Applied learning practices presuppose the use of diverse activities to address students’ various needs and demands. The main focus is on the addressing students’ different ways of learning.
In general, the plan provided successful results as the majority of students demonstrated a high level of understanding. Students accepted drawing and modeling activities with a great enthusiasm. At the same time, ELL students faced major challenges related to the understanding of the video regardless of a relatively high level of English and the teacher’s subsequent explanations. In this case, it is essential to review and correct the lesson plan in order to make it more diverse. In particular, ELL students may be provided with printed materials where main terms will be provided in their native language.
From a personal perspective, the creation of the lesson plan was a highly beneficial experience. First of all, I have learned to analyze various aspects of the educational process to address them during the lesson appropriately. In addition, I have learned that the learning experience of every person is unique and it is highly challenging to ensure the same outcomes. At the same time, for students’ understanding, it is essential to consider their peculiarities and specific needs to support the academic progress.
Common Core State Standards Initiative. (n.d.). English Language Arts Standards » Reading: Informational Text » Grade 4. Common Core State Standards Initiative. Web.
Tomlinson, C. A. & Sousa, D. A. (2020). The science of teaching. Educational leadership, 77(8), 14 – 20.
Educational Neuroscience Lesson Plan Rubric
|Aligns instruction with state-adopted standards at the appropriate level of rigor||There is no evidence of this FEAP indicator in the assignment.||There is an attempt to align instruction to state-adopted standards at the appropriate level of rigor, however significant components are missing.||Instruction is mostly aligned with state-adopted standards at the appropriate level of rigor, however some modifications are needed.||Instruction is aligned with state-adopted standards at the appropriate level of rigor.|
|Sequences lessons and concepts to ensure coherence and required prior knowledge||There is no evidence of this FEAP indicator in the assignment.||There is an attempt to sequence lessons and concepts and/or elicit prior knowledge, however significant components are missing||Lessons and concepts follow a sequence and prior knowledge is elicited; however minor modifications are necessary.||Lessons, activities, and concepts are sequenced to ensure coherence. All prior knowledge is elicited to promote learning.|
|Designs instruction for students to achieve mastery||There is no evidence of this FEAP indicator in the assignment.||Instructional design does not promote mastery of the content.||Instructional design partially promotes mastery; however, modifications need to be made in order for students to master the content.||Instruction is designed for students to achieve mastery.|
|Selects appropriate formative assessments to monitor learning||There is no evidence of this FEAP indicator in the assignment.||Formative assessments are selected, but they are not used to monitor student learning.||Formative assessments are selected to monitor student learning; however, they are inappropriate for this content or need revision.||Formative assessments are appropriate for monitoring student learning.|
|Uses diagnostic student data to plan lessons||There is no evidence of this FEAP indicator in the assignment.||There was an attempt to use student data to plan the lesson, however the data is inaccurate, insufficient, or inappropriate.||Diagnostic student data is used to plan the lesson, however some of it may be insufficient or irrelevant.||Appropriate and sufficient diagnostic student data is used to plan the lesson.|
|Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies||There is no evidence of this FEAP indicator in the assignment.||There was an attempt to develop varied learning experiences, however they need significant modifications to demonstrate a variety of applicable skills and competencies.||Learning experiences are developed that demonstrate a small variety of applicable skills and competencies. Revisions or additions are needed.||Learning experiences are developed that require students to demonstrate a wide variety of applicable skills and competencies.|
|Learner Profile||There is no evidence of learner profile information.||There is an attempt to provide learner profile information, however most of the information is missing or incomplete.||Learner profile information is mostly provided, including student data and demographics. Minor additions or revisions needed to be complete.||All learner profile information is included and complete, including thorough data and demographic information.|
|Standards and objectives||No evidence of standards, or objectives.||There is an attempt to include either standards or objectives, however it is incomplete or incorrect.||Standards and objectives are included but may need minor revisions.||Standards and objectives are included, appropriate based on the learner profile, and in alignment with each other.|
|Procedures||No evidence of procedures.||There is at least one sequenced learning experience that requires students to demonstrate a reading component. The delivery includes limited engagement or /challenges. Revision is needed to deepen/enrich students’ understanding through content area text/literacy strategies, verbalization of thought, and/or application of subject matter.||There are at least two sequenced learning experiences that require students to demonstrate a variety of applicable reading components. The delivery includes some engagement or challenges. Minor revisions are needed to deepen/enrich students’ understanding through content area text/literacy strategies, verbalization of thought, and application of subject matter.||There are at least four sequenced learning experiences that require students to demonstrate a variety of applicable reading components. The delivery is engaging and challenging as it deepens/enriches students’ understanding through content area text/literacy strategies, verbalization of thought, and application of subject matter.|
|Assessment||No Evidence of Assessment||An attempt at creating an assessment is made, however it is not in alignment with the standard or objective. It does not accurately measure student performance.||An assessment is developed to measure and monitor student performance; however it requires modification.||An assessment is developed to measure and monitor student performance. It is in alignment with the standard, objective, procedures, and learner profile.|
|Remediation and accommodations |
(ESOL strategies, ESE strategies, Remediation, Home Learning)
|No evidence of remediation and accommodations||An attempt to include remediations and accommodations is made, however some components are missing.||Remediation and accommodations are included, but they need some revision, or one component is missing.||All remediation and accommodation sections are complete and in alignment with the learner profile, standards, objectives, and procedures.|