Teachers were provided with a variety of materials to aid in their implementation of the lesson, including detailed and condensed lesson plans, poster-sized visual aids, and concrete and virtual manipulatives.
Finally, these components are integrated into the classroom lesson plan by making sure that activities and assessments support the learning objectives, beneficial feedback is provided to support student learning, and situational factors will not hinder implementation of the lesson (Fink 2009).
From watching the full lesson videos, the PD leader learns a great deal about the strengths and weaknesses of the lessons and of teacher implementation of the lessons and uses this knowledge to identify key issues that could be productively examined through video analysis.
During study group sessions, teachers analyze video clips of the implementation of these lessons from their own and their colleagues' classrooms.
The successful implementation of the lessons and the positive student responses indicate that young learners are capable and eager to learn evolutionary science.
Throughout their calm, steady, consistent implementation of the lessons they learned, they achieved their goals.
We learned lessons from that accident, and the implementation of those lessons is the road to take.
The implementation of the lessons was monitored using a checklist for the educators to complete after each lesson, to see whether the lessons were executed completely.
Feedback can be solicited from teachers as they experience the lessons in the professional development workshops and following implementation of the lessons with their students in the classroom.
In phase II, we tested different implementations of the lesson plan with undergraduate students, and collected information on student acceptance of evolutionary theory before and after exposure to the lesson plan.
