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Reflective Planning for Learning (RPL) (40 points):
You will demonstrate your understanding of development, learning and motivation by
analyzing, reflecting on, and modifying a lesson plan for a chosen grade level and subject.
You will choose a lesson plan from the collection on the Share my Lesson website found at
https://sharemylesson.com/. You will have to sign up for a free membership to this site.
Your membership should serve you well as you advance throughout your career. At this
website, you will choose a lesson plan for a specific subject and grade level. Make sure you
include the link to your lesson plan on your final submission.
This assignment will be done in three parts and you may choose to work with a partner or
individually. The three parts include:
1. Learning theory – Identify the learning theories employed in your lesson plan by
analyzing the instructional strategies. Evaluate their effectiveness and propose
modifications based on your understandings of current learning theory.
2. Motivation – Identify the motivational aspects of the instruction in your lesson plan and
relate them to motivational theory. Evaluate the effectiveness of the lesson and propose
modification based on your understanding of motivation.
3. Management – Identify the aspects of your lesson that need to be managed well in
order to optimize learning time and opportunity. Propose methods of management that
are effective.
You can type your information directly into the organizers below, but please delete the
instructions before submitting. You can expand the forms to have enough room for your
responses. You will then submit the organizers to the assignment Dropbox. If you are
working with a partner, each individual will need to submit an assignment to the Dropbox.
Make sure your name is submitted on the completed assignment, including your partner, if
applicable. The rubrics for each part of the RPL are listed at the end of the document.
Become familiar with this rubric before you start each part so you are familiar with the
expectations for this assignment.
I.
Reflective Planning for Learning -Part I Learning Theories & Instruction
Part I Directions: Analyze your lesson plan in terms of the learning theory
represented by the instruction and then propose modifications to the instruction based
on your understanding of the effective application of learning theory to instruction.
Again, you will be considering the lesson plan as is and then propose modifications (if
you choose to do so) and explaining the learning theory behind those modifications. If
you believe that the instruction in the lesson plan is effective as it is written, state this
and explain why. Be sure to use the key vocabulary associated with the learning
theories you cite and discuss. Using the terms appropriately helps indicate your
understanding.
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EDUC 2130
Name(s):
Grade Level and Content Area of Lesson:
Copy and Paste a Link to the Lesson Plan Here:
Analyze the Lesson Plan as Written:
1. Identify and Describe the learning Theory(ies) in the Lesson Plan:
List and describe the learning theory(ies) associated with the instructional
methods that demonstrate the application of that theory in the lesson plan. (Use
key vocabulary from class discussions and readings. If you have listed two learning
theories, there should be a description associated with each one.)
State Modifications to Lesson Plan:
Changes made informed by Learning Theory(ies) in the Lesson Plan
1. List and describe any learning theory(ies) that guide the instruction that you’d
modify in your lesson plan. In what ways (if any) would you change the
instruction in this lesson to make it more effective by incorporating learning
theory(ies) from above? Describe your instruction. If you would not change the
instruction, state this and explain why.
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EDUC 2130
II. Reflective Planning for Learning: Motivation Concerns
Part II Directions: Answer the questions below. Be sure to use key vocabulary
from class discussions and readings as appropriate.
1. What about the lesson is motivating to students and why? (Create a detailed and
descriptive list relating to at least one of the following: Behavioral, Humanistic,
Cognitive, or Sociocultural) Include relevant motivational theory. (Use key
vocabulary.)
2. What would you do to add to the motivational strategies in this lesson? Describe
your strategies using appropriate application of material from class and from your
book explaining in terms of Behavioral, Humanistic, Cognitive, or Sociocultural (Use
key vocabulary.).
3. What parts of the lesson addresses differentiation? (Consider each of the 4
methods)? How do you know?
4. How could you further differentiate the instruction? How can you make sure special
needs and diverse students are accommodated?
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EDUC 2130
III.
Reflective Planning for Learning: Management Considerations
Part III Directions: Analyze the lesson plan as written considering elements of
classroom management that we have discussed in class and that you have learned
about through your readings. You will be answering questions on each topic two times:
1. Answer the questions describing the lesson plan as written. (If an issue is not
explicitly addressed in the existing plan, simply state that it is not.)
2. Then, describe how you would modify the lesson (if you choose to modify it at all, it
might be fine as written) and what you would do to manage the lesson in your
classroom.
Note whether or not you would have established procedures when appropriate and
describe the applicable procedure. If you think the lesson is effective the way it is written,
state this and thoroughly explain why you think it is effective and how the plan relates to
what you have learned.
YOUR GOAL IS TO DEMONSTRATE YOUR KNOWLEDGE AND UNDERSTANDING
OF COURSE CONTENT.
1. Grouping: Description of lesson plan AS WRITTEN
Describe the different groupings of students throughout the lesson. (Whole-group,
small groups, individual work, etc.)
2. Grouping: Modification & Management
How would you modify and manage the grouping in the lesson? (How would you
assign small groups, if used? What would you do to monitor individual work? How
would you monitor whole class discussion? Etc.)
3. Materials: Description of lesson plan AS WRITTEN
What materials are needed for the teacher and the students? (Handouts,
manipulatives, etc.) What materials will the teacher provide for the students, if any?
(Assume that all students know to bring paper, pencils, books.)
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EDUC 2130
4. Materials: Modification & Management
What materials, if any will you add to or taken away from the lesson? What will you
do with students who do not have materials for which they are responsible?
5. Discussion: Description of lesson plan AS WRITTEN
What type of discussion will occur during the lesson – whole group, small group,
both?
6. Discussion: Modification & Management
How would you modify the discussion if at all? How would you manage the
discussion to minimize noise yet maximize participation and formative (ongoing, onthe-fly) assessment opportunities?
7. Movement: Description of lesson plan AS WRITTEN
Describe opportunities in the lesson for the teacher and students to move around –
getting into and out of groups, visiting centers, monitoring student learning and
behavior, etc.
8. Movement: Modification & Management
How would you modify the movement in this lesson, if at all? How would you
manage this movement as described to minimize crowding, chaos, and intrusion and
yet maximize efficiency?
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EDUC 2130
Partner Contributions: If you worked with a partner, please state whether your partner
contributed very little, made a small effort and/or made an adequate amount of effort. If you
worked by yourself, do not worry about this section.
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EDUC 2130
Evaluation: Rubric for Learning Theories and Instruction: 14 points
Criteria
Not Present
No Response
List the learning
theory(ies) applied to
the instruction in your
lesson plan.
All or most
learning theories
not identified or
misidentified. 0
pts.
For each theory,
describe the
instructional
methods that
demonstrate the
application of that
theory.
Relationship
between
strategies
described and
identified learning
theory(ries)
wholly or mostly
inaccurate.
Misunderstanding
of learning
theory(ies) clearly
indicated.
0 pts.
Identification
of learning
theory(ies)
accurately
supported
with
description of
instructional
strategies. 2
pts.
In what ways (if any)
would you change the
instruction in this
lesson to make it
more effective and/or
to incorporate other or
different learning
theory(ies)?
Methods
described in plan
were effective
and consistent
with appropriately
applied learning
theory, yet
changed so that
they are less so,
or changes to
methods reflect
poor or
misunderstanding
of appropriately
applied learning
theory. 0 pts.
Changes as
described
reflect
accurate
knowledge of
learning
theory as
applied to
create
effective and
appropriate
instruction. 2
pts.
Somewhat
Present
Poor
Response
One learning
theory
correctly
identified. 1
pt.
7
Mostly
Present
Acceptable
Response
All but a few
learning
theory(ies)
correctly
identified. 2
pts.
Description of
instruction
provides
evidence of
understanding
of how
learning
theories are
employed in
instruction.
3 pts.
Instructional
modifications,
or decisions
not to make
any
modifications,
demonstrate
an
understanding
of how
students learn
and
application of
learning
theory to
instructional
decisions. 3
pts.
Fully Present
Excellent
Response
Learning
theory(ies)
correctly
identified.
3 pts.
Description of
instruction
provides clear
evidence of
thorough
understanding
of how
learning
theories are
employed in
instruction.
Elaboration,
accuracy, and
detail
demonstrate
deep
understanding.
4 pts.
Instructional
modifications,
or decisions
not to make
any
modifications,
demonstrate a
thorough
understanding
of how
students learn
and
application of
learning theory
to instructional
decisions.
4 pts.
EDUC 2130
List the learning
theory(ies) that guide
the instruction in your
modified lesson plan.
All or most
learning theories
not identified or
misidentified. 0
pts.
One learning
theory
correctly
identified. 1
pt.
All but a few
learning
theory(ies)
correctly
identified. 2
pts.
Learning
theory(ies)
correctly
identified.
3 pts.
Somewhat
Present
Poor
Response
Description of
motivational
strategies (or
lack of them)
in the lesson
as it exists is
clear.
Motivational
aspects, if
present, are
correctly
identified.
Mostly
Present
Acceptable
Response
Some
subtleties of
instruction and
activities in the
lesson are
identified as
motivational
aspects as
appropriate.
Insight
indicates
understanding.
Fully Present
Excellent
Response
1 pt.
1.5 pts.
2 pts.
Reasons why
strategies
identified in
lesson are
motivating to
students are
valid. Clear
evidence of
understanding
of
motivational
theory and its
application.
Details and
description
indicate
understanding
of motivational
strategies and
theory. 2 pts.
Details and
description
indicate deep
understanding
of motivational
strategies and
theory. 3 pts.
Modifications to
lesson
Modifications to
lesson are
Evaluation: Rubric for Motivation Concerns: 13 points
Criteria
Not Present
No Response
What about the
lesson is
motivating to
students? (If
there is nothing
motivating about
the lesson, state
this.) Provide
examples or
illustrations of
your lesson.
Motivational
strategies of
lesson not
identified or
misidentified.
0 pts.
Why do you
believe these
aspects of the
lesson are
motivating?
Explain citing
information
learned in class
and in your
reading. Include
relevant
motivational
theory. (Use key
vocabulary.)
Application of
knowledge of
motivation is
applied
incorrectly.
Evidence of poor
or
misunderstanding
of motivational
theory and
application.
What would you
do to increase the
Lesson not
modified if
0 pts.
Subtleties of
instruction and
activities in the
lesson are
identified as
motivational
aspects as
appropriate.
Insight
indicates
thorough
understanding.
1 pt.
Modifications
to lesson to
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EDUC 2130
motivational
strategies in this
lesson? Describe
your strategies
using appropriate
application of
material from
class and from
your books. (Use
key vocabulary.)
needed and/or
proposed
changes are
inappropriate
and/or not
supported with
accurate
knowledge of
motivational
theory.
increase
motivational
strategies are
appropriate
and
supported by
knowledge of
motivational
theory.
representing an
understanding
of motivational
strategies and
theory. 1.5 pts.
creative and
innovative,
representing a
deep
understanding
of motivational
strategies and
theory. 2 pts.
Strategies that
indicate
differentiation
of instruction
(or lack of it)
are usually
correctly
identified.
Strategies that
indicate
differentiation
of instruction
(or lack of it)
correctly
identified.
1 pt.
0 pts.
Which of the 5
ways to
differentiate a
lesson are
included in your
lesson plan? How
do you know?
Some or most
differentiated
activities not
identified or
incorrectly
identified.
Moderate
discussion on
the strategies
used for
differentiation.
1 pt.
0 pts.
2 pts.
1.5 pts.
How could you
add or further
differentiate the
instruction?
Proposed
methods for
differentiating
instruction are
inappropriate
and/or not
supported by
accurate
knowledge.
0 pts.
Proposed
methods for
differentiating
instruction are
valid and
supported by
knowledge of
learning
styles and
multiple
intelligences.
Proposed
methods
extend the
creativity of the
instruction.
Differentiation
by product,
process, or
content is
evident.
Proposed
methods
extend and
enhance the
creativity of the
instruction.
Differentiation
by product,
process, or
content is
evident. 2 pts.
1.5 pts.
1 pt.
How are special
needs and diverse
students
accommodated in
the lesson? Why
did you choose
your strategies to
differentiate?
Methods for
accommodating
special
populations are
not identified or
incorrectly
identified. No
explanation.
Some
explanation
provided for
differentiation.
1 pt.
Methods for
accommodating
special
populations are
usually
correctly
identified.
Methods for
accommodating
special
populations are
correctly
identified.
2 pts.
1.5 pts.
0 pts.
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EDUC 2130
Evaluation: Rubric for Management Concerns: 13 points
Criteria
Not Present
No Response
How will instruction occur
in the lesson? Totally
whole group? Small
group? One-on-one?
Different groupings?
No reference to
existing lesson
plan or plan not
included or only
a partial plan is
included. 0 pts.
How would you manage
the grouping as described
in the plan? Would you do
any different kinds of
grouping? What would you
do and how would you
manage it?
Methods
described are
not appropriate
and/or
modifications
are
inappropriate.
Information
indicates
misunderstandi
ng of
management
concepts. 0
pts.
What materials are needed
for the teacher and the
students? (Handouts,
manipulatives, etc.) What
materials will the teacher
provide?
Needed
materials are
not identified
and/or
discussed.
0 pts.
How will you manage
these materials, making
them available and/or
distributing them? What
will you do with students
who do not have materials
for which they are
responsible?
Materials
distribution is
not addressed
or is not
managed well
and may
disrupt
instruction and
learning.
10
Somewhat
Present
Poor
Response
Instruction in
plan
mentioned,
but not clear.
Assessor
had to refer
to lesson
plan. .5 pts
Methods
described
are
appropriate.
Any
modifications
made are
described
clearly an
area
appropriate.
.5 pts
Mostly
Present
Acceptable
Response
Existing
lesson
described
clearly.
.75 pts.
Fully
Present
Excellent
Response
Existing
lesson
described
clearly and
consistently.
1 pt.
Methods
described
suggest an
understandin
g, insight,
and “with-itness”.
Modifications
to groupings,
if made, also
serve to
facilitate
instruction.
.75 pts.
List of
materials
seems
incomplete.
Assessor
had to refer
to plan.
.5 pts
Discussion of
materials
distribution
takes into
account
appropriate
management
consideration
s
List of
materials
needed
seems
complete
and justified.
.75 pts.
Methods
described
suggest a
clear and
consistent
understandin
g, insight,
and “with-itness”.
Modifications
to groupings,
if made, also
serve to
facilitate
instruction.
1 pt.
List of
materials is
complete
and justified.
1 pt.
Discussion of
materials
distribution is
is minimally
disruptive to
instruction
and learning.
Students
assume
Discussion of
materials
distribution is
creative and
innovative
and
minimally
disruptive to
instruction
EDUC 2130
0 pts.
.5 pts
responsibility
as
appropriate.
.75 pts.
How will you manage the
collection and restocking of
materials for the next class
if needed?
The collection
of materials is
not addressed
or is not
managed well
and may
disrupt
instruction and
learning. 0 pts.
Discussion of
the collection
of materials
takes into
account
appropriate
management
consideration
s.
.5 pts
Discussion of
materials
collection
and
restocking is
minimally
disruptive to
instruction
and learning.
Students
assume
responsibility
as
appropriate.
“With-it-ness”
apparent.
.75 pts.
What type of discussion
will occur during the lesson
– whole group, small
group, both?
No reference to
existing lesson
plan or plan not
included.
0 pts.
Instruction in
plan
mentioned,
but not clear.
Assessor
had to refer
to lesson
plan.
.5 pts
Existing
lesson
described
clearly.
.75 pts.
How could you manage the
discussion to minimize
noise yet maximize
participation and formative
(ongoing, on-the-fly)
assessment opportunities?
All or most of
the methods
described are
inappropriate.
Information
indicates
misunderstandi
ng of
management
concepts.
0 pts.
Methods
and/or
modifications
are
appropriate.
Information
indicates
understandin
g of
management
concepts.
Any
modifications
made are
Methods
and/or
modifications
describe a
safe
classroom
climate that
facilitates
student input
appropriate
to the lesson
without
disruption.
.75 pts.
11
and learning.
Students
assume
responsibility
as
appropriate.
1 pt.
Discussion of
materials
collection
and
restocking is
creative and
innovative
and is
minimally
disruptive to
instruction
and learning.
Students
assume
responsibility
as
appropriate.
“With-it-ness”
apparent.
1 pt.
Existing
lesson
described
clearly and
consistently.
1 pt.
Methods
and/or
modifications
describe a
rich and safe
classroom
climate that
facilitates
maximum
student input
appropriate
to the lesson
without
disruption.
EDUC 2130
Describe opportunities in
the lesson for the teacher
and/or students to move
around – getting into and
out of groups, visiting
centers, monitoring student
learning and behavior, etc.
No reference to
existing lesson
plan or plan not
included.
0 pts.
How would you manage
this movement as
described to minimize
crowding, chaos, and
intrusion and yet maximize
efficiency?
Methods
described
and/or
modifications
are wholly or
mostly
inappropriate.
Information
indicates
misunderstandi
ng of
management
concepts.
0 pts.
With the population of your
hypothetical classroom in
mind, what, if any, are the
management
considerations that would
help meet the needs of all
learners?
Management
considerations
for special
needs and
diverse
populations are
not addressed
or are mostly
incomplete.
Methods
suggested are
mostly or
entirely
inappropriate
and/or
unsupported.
Misunderstandi
ng of
management
concepts is
indicated. 0
pts.
12
described
clearly.
.5 pts
Instruction in
plan
mentioned,
but not clear.
Assessor
had to refer
to lesson
plan.
.5 pts
Methods
described
are justified
and/or
modified
appropriately
indicating
understandin
g of
management
concepts.
Any
modifications
made are
described
clearly.
.5 pts
All
management
consideration
s for special
needs and
diverse
populations
are
addressed.
Methods
suggested
are
appropriate
and
supported
with
information
that indicates
an
understandin
g of
1 pt.
Existing
lesson
described
clearly.
.75 pts.
Existing
lesson
described
clearly and
consistently.
1 pt.
Methods
described
indicate
efficiency
and
minimum
disruption to
instruction
and put
responsibility
on students
as
appropriate.
.75 pts.
Methods
described
indicate
maximum
efficiency
and
minimum
disruption to
instruction
and put
responsibility
on students
as
appropriate.
1 pt.
Management
consideration
s for special
needs and
diverse
populations
are
addressed
and serve to
create and
facilitate a
heterogeneo
us effective
learning
environment
for all
students.
1.5 pt.
All
management
consideration
s for special
needs and
diverse
populations
are
addressed
and serve to
create and
facilitate a
heterogeneo
us effective
learning
environment
for all
students. 2
pts.
EDUC 2130
management
concepts.
.75 pts.
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EDUC 2130
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EDUC 2130

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