Are you looking to construct a lesson plan that will help K-12 students master new content, concepts, and skills? Lesson Planning: A Research-based Model for K-12 Classroomscan help by guiding you in the selection of research-based instructional strategies and types of materials designed to consider all learners' needs.  Part Iestablishes the theoretical foundations of the ideas used in the lesson planning process. Part IIis a step-by-step guide to developing direct and inquiry-based lesson plans. Meeting the Needs of all learners ; woven throughout each chapter, the authors address the diverse needs of students. INTASC Standards Correlation Guideappears on the inside front cover to help readers quickly identify the lessons that meet each standard.  Connections to the INTASC Standardsare woven throughout each chapter's content and activities. Unit Connectionsexplain how the chapter's content is used in the development of a unit Technology in Education (TiE) ; a feature throughout the book provide practical help in the lesson planning process including rubric generating sites, lesson plan templates, ideas for lesson activities, and links to useful classroom materials. Reality Check, a feature in each chapter, provides advice from practicing classroom teachers who represent a range of subjects and grade levels. Your Turnfeature at the end of each chapter helps you create your own standards-based lesson plan in both direct and indirect instruction formats.

 

Melinda Schoenfeldt earned her doctorate in Curriculum and Instruction from Kansas State University. Prior to earning her doctorate, Schoenfeldt taught elementary, middle, and high school courses in public and private schools. She is now an associate professor in the Department of Elementary Education at Ball State University. While at Ball State, she has taught undergraduate courses in lesson planning and classroom management in addition to supervising student teachers in the United States and Germany. She has also served as the faculty coordinator and instructor of study abroad programs in England, Denmark, and Mexico. Schoenfeldt won a dissertation award from the National Council for Geographic Education, was a visiting scholar in geography education at Silkeborg Seminarium in Silkeborg, Denmark, was a fellow at the Virginia Ball Center for Creative Inquiry, and is currently an Enhancing Student Learning Initiative fellow. Schoenfeldt is one of three members of the Learning Assessment Model Project (LAMP) development team.  LAMP earned the 2005 Christa MacAuliffe Award for Excellence in Teacher Education. Schoenfeldt currently teaches graduate courses for Ball State University’s online master’s degree program in Elementary Education.

 

 

Denise Salsbury is an assistant professor at Ball State University in the Elementary Education Department of the Teachers College where she teaches instructional planning, classroom management, and integration of technology in core curriculum courses. She is PDS liaison to The Children’s Museum of Indianapolis and Minnetrista Cultural Center.

Salsbury received her Ph.D. from Kansas State University in Curriculum and Instruction with an emphasis in both elementary social studies and geography education.  Her research interests include various aspects of geography and technology education for elementary students. Her first degree is in music education.  While in Kansas, she was an active member of the Kansas Geographic Alliance, which gave her the opportunity to attend geographic education and leadership institutes at the National Geographic Society. Salsbury received a dissertation award from National Council for Geographic, and is currently Chair of the Geography Literacy Task Force for the organization. She has taught in grades K-6, specifically fourth grade for ten years, and had many opportunities to write thematic science and social studies curriculum for the school district.