Pre-teaching conceptualization: This assignment is designed to simulate the planning
process you ideally would complete before beginning any week of instruction. This
assignment focuses on understanding at the synthesis and evaluation levels and will require
you to transfer what has been learned in class to the process of developing instruction for
students. To complete the assignment, you must identify a concept that you might wish to
teach students (specify approximate age) and develop a plan for teaching them. If you wish
to revise your plan, it must be submitted by the date listed on the schedule of events and the
original draft must be submitted with the final draft if the original was submitted as
hardcopy. Students who submit drafts typically earn one grade higher on the final paper
than those who do not. The assignment must be word processed and double-spaced. Proper
grammar and spelling are expected. A major key to successfully completing this assignment
is the development of relevant instructional activities described in a detailed manner with
specific content examples (e.g., students will be required to classify foods as being
healthy or unhealthy, for example an apple would be considered healthy while fried
chicken would not). The paper should be between 9 – 10 pages and MUST BE DIVIDED
INTO SECTIONS AS OUTLINED BELOW; SECTION TITLES SHOULD NOT BE
MODIFIED. The numbers in parenthesis at the end of each section indicate that section’s
possible number of points. Total score for the sections equals twenty-two. A score of one,
two or three is assigned for the overall quality of the lesson.
Concept: Decide what it is you want your students to know two years from now about what
you’re teaching them. Identify at least two levels where this falls on Bloom’s cognitive
taxonomy with examples. It must be at the Application level or higher (2 points).
Structure: Consider traditional classroom scheduling, list your lesson’s activities and outline
how you will structure those activities in an appropriate and logical manner to facilitate
learning. This will identify each day’s learning activity (s) for a period of one week.
Secondary teachers should focus specifically on their content are in developing the activities
for each period. For elementary teachers the activities should each last approximately 40
minutes and can focus on one subject or can combine subjects. Each activity must have a full
description including the materials to be used or, if this information is provided in another
section of the paper it may be referenced here (e.g., see Creativity Section for a full
description of this activity and its materials) (2 points).
Prior Knowledge: How will you determine what your students already know and how their
information is organized? Stating that prerequisite knowledge was learned in prior lessons
and/or grades is not sufficient. What do they know upon which you can build? (2 points)
Developmental Level: Where are the students developmentally according to Piaget and how
will your lesson(s) accommodate these developmental characteristics (2 points)?
Anticipatory Set: The anticipatory set will likely be closely related to prior knowledge. It
should (1) inform students of the objectives of the lesson (2) create an interest in the concept
and (3) encourage students to recall any information that is relevant to learning the concept
Motivation: This section should consider behavioral processes and how you will sustain the
learning process, including how you will make the concept relevant to your students, which
learning activity(s) will be motivating (2 points).
Discovery: Concepts that are “discovered” rather than taught are typically better understood.
Identify how your concept lends itself to discovery learning, how you will incorporate it, and
what students will be discovering.
Creativity: Identify how (1) will you use creativity in your instruction compared to a
“traditional lesson” on your topic and (2) how you are allowing your students to be creative
Exceptionality: Your students will likely vary in ability and rate of learning. Identify how
you will accommodate these differences in performance, such as more capable students
finishing assignments early and needing additional learning activities, and less capable
students requiring more time, lesson modifications and/or resources to learn the essential
requirements of your lesson. Pairing faster learners with slower learners can be an effective
strategy but is not sufficient. Thus, this section must focus on additional and modified
learning activities. (2 points).
Measurement and Evaluation: How will you determine if your students have learned what
you intended to teach them. You must provide and describe at least one example of
assessment and justify why it is appropriate for determining that learning has occurred. The
example must be at the Application level or higher of Bloom’s Taxonomy and labeled as
such (2 points). For example, based on fat content, order these three foods from least to most
healthy: energy bar, fried chicken, and an apple. (2 points)
Application and Transfer: Describe the activity(s) that will require students to go beyond
initial mastery of the fundamentals of your concept in a way that will also reinforce that will
reinforced what has been learned while also learning something new. For transfer, describe
how your concept can be integrated with one other subject area. For example, if you have
chosen a science concept, describe how it can be related it to social studies. Again, examples
should be specific (2 points)
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