1.

Lesson Plan Information

Subject/Course: Algebra II Name: Adam Mesewicz
Grade Level: 10-11 Date: 1/3/2018
Topic: Habits of Mind: Applying Past Knowledge to New Length of Period: 50 min
Situations

2. Standard(s)
Habits of Mind: Applying Past Knowledge to New Situations

3. Content
What do I want the learners to know and/or be able to do?
Today learners will: Understand what it means to apply past knowledge to new situations, and explain how this
Habit can be exhibited in Algebra II.

4. Assessment
Based on the application, how will I know students have learned what I intended?
After the PowerPoint presentation that highlighted the differences between 20/20 hindsight and the Habit of
Applying Past Knowledge, I will use brief formative assessment in the form of a Plicker quiz. This Plicker quiz,
which will ask students to identify whether several scenarios are an example of 20/20 hindsight or an example of
Applying Past Knowledge to New Situations, will allow me to determine whether or not students explicitly
understand the Habit.

As a final assessment for the lesson, students will work in groups to generate a list of different contexts where they
believe they could use the habit in class. The content students put on these lists, along with the descriptions they
give in their presentation will inform the teacher whether or not students have mastered the intended learning
target.

5. Learning Context
The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
Students have been introduced to the concept of the Habits of Mind during the Managing Impulsivity lesson.
Unfortunately, many students do not see the habits exhibited by individuals at home or in the community. The only
experience students have with learning about their behavior is a districtwide classroom management system titled
CHAMPS. In this system, students are given explicit instructions and are expected to follow them, no questions
asked.

(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all
learners? (Must include where applicable accommodations and/or modifications for learners identified as
exceptional.)
Students will be grouped heterogeneously by personality type. This grouping will allow members from each team to
see how people who think differently than them interpret the habit.

B. Learning Environment
Classroom

C. Resources/Materials
ASCD Introduction Video: https://www.youtube.com/watch?v=oI5eRQ8ENBY&t=5s
20/20 Hindsight vs. Applying Past Knowledge to New Situations Powerpoint
Plickers
Chart Paper & Markers

6. Teaching/Learning Strategies

INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge,
activities, procedures, compelling problem)

The teacher will start the lesson with a review over the Habits of Mind. This brief review should touch on the
following points taught in the Managing Impulsivity lesson:

• Researchers from top universities have focused on “intelligent behaviors” over the last thirty years.
• These “intelligent behaviors” have been identified as those thinking “habits” or “behaviors” that that have a
strong correlation to success in relationships, school and the workplace.
• Thousands of successful people have been studied to see which of these intelligent behaviors contributed
most to their personal success and happiness.

After this review, the teacher will introduce the new Habit, Applying Past Knowledge to New Situations, and ask
students to individually brainstorm idea for how they could exhibit this habit in Algebra II as well as in their other
classes. The teacher should give students approximately 5 minutes to brainstorm, and should solicit responses
from volunteers after the brainstorm time is over.

MIDDLE:
Teaching: How does the lesson develop?
How will you teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and
guided instruction).

After students have had the opportunity to brainstorm idea for what they about the Habit of Applying Past
Knowledge, the teacher will show the ASCD video which explicitly introduces the habit, and provides examples in
an academic context.

After this video, the teacher should begin probing the class for examples of where they could Apply Past Knowledge
in an Algebra II class. When students respond with answers such as “learning from our mistakes” or “not missing
the same question on the final exam” the teacher should begin a discussion covering the difference between 20/20
hindsight and the Habit of Applying Past Knowledge to new situations. At this point, the teacher should deliver the
PowerPoint to clarify these differences, followed by a Plicker Quiz to determine whether or not students were able
to follow along.

Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice,
and gradual release of responsibility.)

Students will be broken into heterogeneous groups with regard to personality type identified at the beginning of the
year. They will be given a marker and a piece of chart paper for supplies. Their task is to generate a list of
previously used math concepts that we have used to learn the content we have already covered in Algebra II.
Groups will be given 5 minutes to write down any skills that come to mind. After the 5-minute period of generating
lists, each team will present their list of skills, and will be expected to explain how they were used to learn the new
skill.

CONCLUSION: How will I conclude the lesson?

Having internalized the habit of Applying Past Knowledge to New Situations by participating in the activities and
discussions in the lesson, students will conclude by assessing their current progress with regards to their
development of the habit. These initial assessments will be saved by the teacher and returned at the end of the
year to show students their growth.
7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?
Generate a list of all of the past skills that are used in Algebra II. Have students keep this list in their binder, and when
a new concept involves one of the previously learned concepts, explicitly refer to the list.

Do HOM lessons at the start of the year, and make common theme throughout daily coursework. Have students do an
in depth reflection of their progress developing the habits several times throughout the year to keep the habits at the
forefront of their mind.