Planning for Instruction

1. Planning for Instruction From Framework to Homework

2. Creating The Environment

3. When You Walk Into a School or Classroom • Sights • Sounds • Smells • Interactions • All tell you something about the way the teacher works. • It’s not unlike walking into a business or a restaurant.

4. How One Begins Makes All the Difference • How things look • How relaxed, warm, ready you are • How well you have planned • What happens first • The first things you say and do • Dead Poets Society • The tone of the “pep talk” • Pygmalion

5. The Physical Environment • Seating Arrangement (Theirs and Yours) • What Decorates the Walls • Lighting • Plants, animals, minerals, artifacts, equipment, other stuff • Learning Stations • Compensations for Poor Space • Wallpaper murals

6. The Issue is Reflection • The reflective teacher is always intentional. • He/She asks how will this physical environment effect my students? • Does this seating arrangement stress order, allow for activities, create community? • Reflective teachers know their management style and use it (or modify it) to their students’ advantage

7. Procedures and Effectiveness • Study by Emmer, Evertson, and Anderson 27 Third Grade Classrooms 8 Elementary Schools • All teachers had rules and procedures • The more effective group spent most of the first day and a significant amount of time in the first three weeks training their students in these procedures.

8. State Frameworks • An extended scope and sequence • Thorough and well-conceived • They inform the curriculum plan but are not the plan itself.

9. The Curriculum • Each school or school system should have a written curriculum which is based on the frameworks • When you begin teaching you should be shown a curriculum guide. • From the curriculum guide you will develop units and lessons.

10. The Curriculum Calendar • A graphic representation of the school-year which describes what you will do and when • This is very general and shows general topics.

11. The Unit Plan • This is a fairly detailed chart or outline describing the content, activities, materials and resources in an instructional unit • What is an instructional unit?

12. The Lesson Plan • A detailed plan for a single lesson, usually 20-50 minutes long depending on the level of the students. • Lesson vs. Activity

13. The Unit Plan • This is a fairly detailed chart or outline describing the content, activities, materials and resources in an instructional unit • What is an instructional unit?

16. The Lesson Plan • A detailed plan for a single lesson, usually 20-50 minutes long depending on the level of the students. • Lesson vs. Activity

17. Elements of the Lesson Plan • Modeling • Check for Understanding (usually through) Guided Practice • Independent Practice (also known as homework) • Specific Objective(s) based on previous Diagnosis and learner traits. • Anticipatory Set which helps students Perceive the Lesson Purpose • Learning Activities /Opportunities

18. Elements of #3. Learning Opportunities • Presentation / Content • Lecture • Activitie(s) • Timeframes • Script/Materials/Cues

19. Predicting Possible Outcomes • What If? • Plan B • Experimenting and revising • Grade/ability level issues • Variations in student responses

20. Chunking Instruction • Direct Instruction • Reflective Activity • Rule of thumb

21. Writing Objectives to Fit Goals and Outcome Statements • Goals • Objectives • Strategies • Methods

22. Writing Objectives • Consider Modalities • Visual • Auditory • Kinesthetic • Consider Domains • Cognitive • Affective • Psycho-Motor

23. Objectives • (What will students be able to do at the conclusion of this lesson?)1.2.3.Varying Objectives for Individual NeedsHow will I vary these objectives for students whoa) Don’t understand?b) Have already mastered the concept?C) Are presently learning English?

24. Behavioral Objectives • “After practice-writing the spelling words five times each, the student will write the words when dictated by the teacher, spelling 18 of the 20 words correctly.” • Conditions, Behavior, Criteria • Behavioral Objective

25. A Less Rigid Alternative • Problem-solving Objective • “ When given a battery, a light bulb, and a piece of copper wire, the student will figure out how to make the bulb light.”

26. Sequencing Objectives • Decide the meaning of your sequence • Some skills are prerequisites to others • Some subjects are more flexible • You can always play with the lesson sequence • Whole to part /Part to whole • Past to present / Present to past • Problem to prerequisite skills / Prerequisite skills to problem

27. Bloom’s Taxonomy and Behavioral Objectives • Knowledge-level behavioral objective: When given a meter stick, students will pointto the length of a meter, a decimeter, and a centimeter with no errors. • Comprehension-level behavioral objective: When asked to state a purpose or use for each of the following units of measure, the student will write a short response for meter, centimeter liter, milliliter, gram, and kilogram, with no more than one error.

28. Bloom’s Taxonomy and Behavioral Objectives • Application-level problem-solving objective: Using a unit of measure of their choice, students will measure the length and width of the classroom and compute the area. • Analysis-level problem-solving objective: Students will create a chart showing five logical uses or purposes for each measuring unit in the metric family.

29. Bloom’s Taxonomy and Behavioral Objectives • Synthesis-level expressive outcome: A group of four students will hide a “treasure” on the playground and create a set of instructions using metric measures that willenable another group to locate the treasure. • Evaluation-level expressive outcome: Students will debate their preference for • metric or non-metric measurement as a standard form of measurement.

31. Timing / Duration • Sections should be timed and paced. • Total time depends on activity times. • Things that can effect timing • Some activities are more easily paced than others. • Overlapping can help with timing issues.

32. How do you promote interaction? • Systematic approach • Cards or other cues for you. • Avoiding the “T” • Minimizing the gregarious, maximizing the shy. • Involving reluctant students without “shaming” them. • You might think they deserve it. • Whom and when do you “confront”

33. Issues in Planning • Thematic Units • Alone • With Team Members

35. The “Shared Space” • http://www.mustardseedschool.org/

36. Broad Teaching Strategies

37. Contracts for Independent Learning • Grade Contracts • Honors Contracts • Independent Studies • Alternative Projects

38. Group Rotations • Projects • Centers • In and Out of Class • Writing center in CAK English Department

39. Cooperative Learning Strategies • The point is to learn to work in teams • This is a reflection of the way much of society works. (or should)

40. Cooperative Learning Strategies Some uses you may not have thought of. • Enhancing Achievement (mixed pre-tested groups) • Learning Basic Skills (Throwback to Lancaster Method) • Hands on Science • Literary Groups • Peacemaking (socialization)

41. Technology in the ClassroomThree Uses • Your Teaching • Their Learning • Their Learning of Technology

42. Technology in the ClassroomThree Uses • Your Teaching • Powerpoint / “Clicker Quizzes” / Grading / Flexcam / Web-based • Their Learning • Content / Drill / Reteaching / Enrichment • Their Learning of Technology • Spreadsheets for science. Etc.

43. Technology Beyond the Classroom • Virtual Field Trips • The Proliferation of Home Computers • Research • Satellite Data / Seismology / Weather • Cooperative Projects • Other schools • Other agencies

44. Technology Beyond the Classroom • Online Courses • Enrichment • Dual Enrollment • Courses Small Schools Can’t Offer • Make-up Classes (especially when time is important)

45. Teacher to Teacher Networking • Websites • Message Boards • School / System Planning Sites