Planning the Lessons

1. Planning the Lessons

2. Curriculum Planning • Wiggins and McTighe –Understanding by Design • Plan backwards--- • identify the desired results • how will you assess it to know if you reached the desired results • plan the learning experiences and instruction This takes good unit planning…..

3. Instructional Unit • Series of lessons centered on a theme, topic, or major concept • Thematic unit • Interdisciplinary • Combines disciplines

4. Planning the Unit • Select a theme • Set length (week, month, semester..) • Link to standards • Select the goals • Select the objectives • Set lessons and instructional strategies • Plan pre and post assessment • Gather materials Interdisciplinary Unit—share load with team members

5. Concept Mapping for Interdisciplinary Unit

6. Lesson Plans Sometimes called Instructional Plans

7. Designing the Lesson Plan • Pennsylvania Academic Standards • Goals for Understanding • Instructional Objective • Student Behaviors • Sources of Evidence • Criteria for Evaluation • Teaching to the Objective • Introduction/Motivation/Prior Knowledge • Developmental Activities (Differentiation) • Closure • Assessment • Follow Up • Materials/Resources New Lesson Plan ‘08

8. Pennsylvania Academic Standards • Standards define what each student should know and do in a core set of subjects. They give students a solid foundation in the basics and provide consistent targets for students, teachers and parents. Standards allow schools to measure student achievement. • Aligned standards and assessments provide the ability to see how well students are performing and how much they are improving. http://www.pde.state.pa.us

9. Objective • Whatthe students will learn as a result of the learning activity • Written in behavioral terms Students will be able to…..

10. Goals are broad statements of educational intent e.g. To know the three theories pertaining to the extinction of the dinosaurs Objectives are the educational outcome defined in behavioral terms e.g. Given a list of dinosaurs, students will be able to arrange them in their various groups with 80% accuracy.

11. Writing Instructional Objectives Behavior Audience Given a list of dinosaurs, students will be able to arrange them in their various groups with 80% accuracy “condition” “degree” “measurable”

12. Words to Avoid • Understand • Learn • Know • Enjoy • Appreciate • Value They are vague and are not observable or measurable because there is no product involved. Bloom’s Taxonomy

13. Teaching to the Objective • Introduction • Sets the tone; “hook”;check what they already know • Developmental (Student-Centered )Activities • Instructional Strategies • Closure • Summarizes; ties it all together

14. Materials/Resources • Books • Handout • Supplies • Technology • Videos • Individuals

15. Differentiation • Adjust the content, process and product based on students readiness, interests and how they learn (modalities), maximizing growth and individual success • Utilizing a variety of instructional and management strategies • Special considerations made for students with • learning disabilities; • IEP’s • Visual/hearing problems • 504 accommodations

16. Differentiation of Instruction Is a teacher’s response to learner’s needs guided by general principles of differentiation such as Ongoing assessment and adjustment Respectful tasks Flexible grouping

17. Teacher can differentiate Process Product Content According to students’ Interest Learning Profile Readiness Through a range of instructional and management strategies such as

18. Taped material Tiered lessons Learning contracts Small group instruction Independent study Literature circles Lecture Questioning Teacher centered Cooperative learning Inquiry based learning Student-centered projects Interest centers Compacting Varied questioning strategies Varied homework

19. Delivery Mode Lecture Questioning Teacher centered Access Mode Cooperative learning Inquiry based learning Student-centered projects Direct or Indirect Instruction With students use both modes…. which lead to acquisition of knowledge and improved self esteem

20. Assessment • How will you assess how well a student is learning (formative) and has learned (summative) • Formative– questions you ask & students ask during class • Summative – independent practice or an activity at the end, or test

21. Follow-Up • What’s next …. • A continuation of the lesson • A spin off of the lesson • A related activity

22. Websites • http://www.umuc.edu/ugp/ewp/bloomtax.html --Using Bloom's Taxonomy in Assignment Design • http://www.pde.state.pa.us– standards and other information

23. http://glossary.plasmalink.com/glossary.html#M – glossary of instructional strategies • http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html - Guide to Writing Objectives • http://www2.gsu.edu/~mstmbs/CrsTools/cogverbs.html -Observable VerbsforCognitive Domain Instructional Objectives

24. Differentiated Instruction • http://www.ascd.org/cms/index.cfm?TheViewID=350 • http://www.scusd.edu/gate_ext_learning/differentiated.htm • http://www.teach-nology.com/tutorials/teaching/differentiate/planning/