81 Social Media Lesson Plan Template
Social Media Lesson Plan Template
For additional information on teaching with Social Media, please visit our Teaching Strategies page of the MNSU Instructional Design Services. In order to implement a social-media-based instruction lesson in your classroom, there are a few planning steps to consider. Fill in the blanks with your lesson-specific information in order to plan your social media-based lesson.
1. Develop clear and measurable learning objectives (including cognitive and behavioral objectives) – based on Bloom’s Taxonomy
By the end of my lesson,
- Students will be able to __________________________________
- Students will be able to __________________________________
- Students will be able to __________________________________
Ex: Students will be able to identify the elements of a short story
2. Identify the social media platform you want to use for the lesson or activity. Determine how you want students to interact with the platform. Will they be actively posting or simply researching information? Will they be collaborating or acting independently? It is a best practice to allow them the option to create a second account if they are not comfortable using their personal account for classroom purposes.
- WordPress
- Blogger
- Google Sites
- YouTube
3. Identify whether the social media interaction will take place before, during, or after class time.
4. Identify the learning resources (if any) students will need to access at home before coming to class.
- Worked examples
- Watch instructional video xxx (name of the video) for xx minutes http://www… (for examples of tools you can use to create lectures, visit the MNSU Instructional Design Services)
- Play Game xxx (name of the game) for xx minutes http://www…
- Teacher self-created materials video, game, quiz …
- Reading materials
Ex: Before class on Thursday, please read Chapter 3 of the textbook on collaborative storytelling.
Learning Resources my lesson will include:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
Technology Resources I will need to create the pre-class learning resources:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
5. Specify how the students will need to interact with the pre-class learning activities.
- Prepare questions for the teacher
- Exercise on worksheets, if any
- Suggest other learning resources
Ex: After reading Chapter 3, create a brainstorming list of 10 topics for a short story.
Ways in which students will interact with the learning materials of my lesson:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
Technology Resources my students will need to complete these activities:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
6. Identify in-Class Activities that your students will be completing. Let students know if they need to bring or prepare anything before class. The idea is to create an active learning environment where students actively interact with the content and the instructor acts as a guide.
- Materials preparation
- Address common problems
- Whole group discussion
- Differentiation/Individualization
- Group activities
- Sign up for specific social media account
Ex: For Thursday’s class bring your list of 10 brainstorming ideas, we will use this for the basis for the in-class activity. You will need a mobile device or laptop for this activity. If you do not have one already, please sign up for a free Twitter account at www.Twitter.com. If you are not comfortable using your personal account, please create a second one that you can use for this class. Search for @mnsuwriteprof and request to “follow” that account. In-class, we will choose a topic for our short story. One person will Tweet the first sentence of the story to @mnsuwriteprof, using #comp101F14 to tag the post. That person will pick the next person to add the second line of the story and so forth until the story is “complete.” The story will be graded with the rubric based on the elements of a short story we discussed in the last class.
Activities students will complete during class time of my lesson:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
Technology Resources my students will need to complete the in-class activities:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
7. Create the assessments that you will use for determining students’ mastery of the learning objectives.
- Formative/Summative
- Challenging questions
- Interactive quizzes
Ex: Analyze our collaborative story and identify all of the elements of a short story. Create a diagram of the elements and specify the lines of the story where each element exists.
Assessment(s) I will use in my lesson:
- __________________________________
- __________________________________
- __________________________________
- __________________________________
Technology Resources my students will need to complete the assessment(s):
- __________________________________
- __________________________________
- __________________________________
- __________________________________
8. Verify that your assessments and activities align to the learning objectives. Do they allow your students to demonstrate that they have achieved the learning objectives?
| Objective | Activity | Assessment |
| Ex: Students will be able to identify the elements of a short story
|
In-class, we will choose a topic for our short story. One person will Tweet the first sentence of the story to @mnsuwriteprof, using #comp101F14 to tag the post. That person will pick the next person to add the second line of the story and so forth until the story is “complete.” The story will be graded with the rubric based on the elements of a short story we discussed in the last class. | Analyze our collaborative story and identify all of the elements of a short story. Create a diagram of the elements and specify the lines of the story where each element exists.
|
Resources
