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PLANNING FOR INSTRUCTION

PLANNING FOR INSTRUCTION. Quality Teachers have a plan: Planning is the hallmark of teaching as an organized activity. Cooperative Learning- Chap.10. What is CL?, Characteristics? When to use/purpose ..p. 360.. Justin Theories and Educators?... p. 362.. Michelle

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PLANNING FOR INSTRUCTION

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  1. PLANNING FOR INSTRUCTION Quality Teachers have a plan: Planning is the hallmark of teaching as an organized activity

  2. Cooperative Learning- Chap.10 • What is CL?, • Characteristics? When to use/purpose ..p. 360.. Justin • Theories and Educators?... p. 362.. Michelle • Benefits of CL… p.364 .Codi Anne • How do you plan for CL?. • Teaching cooperation ..382… Crystal/Kayla • Selecting appropriate approaches/strategies ..p. 368.. • Teacher & learner roles,.. p. 371 Shelby • Conducting a lesson & Problems ..P. 388 – Sancho

  3. Writing your paper • Use conventional writing methods • May use “I” when discussing influences on your philosophy • Use Casper College Writing Center • Ask somebody to edit your writing • Do not plagiarize: • Internet downloads • Excess quotes • Borrowing and submitting past student’s work

  4. References • Resources- use as many as necessary—focus on quality • Use course text • Lecture/discussion (personal communications) • Interview– mentor or other experts • (R. Slavin, Personal communication, September 12, 2008.)… in text only • PowerPoints • Slavin, R. (2008).The benefits of DI strategy. Retrieved January 12, 2008 from http://www.uwyo.edu/kambutu • Handouts… In the D.I. handout (2008), it is clear that…

  5. Referencing---APA Style • All academic claims and facts must be supported/referenced. • In the absence of social justice, however, democracies ultimately fail (Goodlad, 1994). Public education, then, has the important mandate to teach for “Puplicness,” that is, teaching “what it means to be a public” with a “common national and civic identity” (Goodlad, Mantle-Bromley and Goodlad, 2004, p. 35). Neito (2000), however, argued that public schools in the U.S. have failed generally to teach for publicness, opting rather to promote distinct levels of injustice against different groups. • References • Goodlad, J.I. (1994). A place called school: Prospects for the future. New York: McGraw • Goodlad, J.I., Mantle-Bromley, C., & Goodlad, S. (2004). Education for everyone:Agenda for education in a democracy. San Francisco: Josey Bass. • Nieto, S. (2000). Placing equity front and center. Some thoughts on transforming teacher education for a new century. Journal of Teacher Education, 51,180-200.

  6. References • Direct quotes should be used sparingly. Indicate page numbers to locate quotes. • For example: • D. I. “benefits all learners” (Slavin, 2008, p.2). • Only published work is included in the reference page.

  7. PLANNING FOR INSTRUCTION (chap. 3) After studying chap 3: What is your position on planning for instruction? What did you learn about planning for instruction? What are the benefits? What are the necessary components? What else?

  8. PLANNING FOR INSTRUCTION (chap. 3) After studying chap 3: What is your position on planning for instruction? State the 4 areas that are the focus of good planning State 4 benefits of instructional planning Distinguish between linear and nonlinear planning? Define an instructional objective STP is required in any behavioral objective. What does STP stand for?

  9. Instructional Planning “You may have purpose and desire, but without focus (Planning), activity is easily confused with achievement.”… Source unknown (see p. 99, for example) Planning allows teachers to address the 3 aspects of teaching (p. 26)

  10. PLANNING FOR INSTRUCTION Planning is a hallmark of teaching as an organized activity- Planning is complex and plans are made to be bent (p. 95) Teachers spend 10-20% of their time planning (p. 94) But reflective thought or mental planning is an on-going process ..p. 96

  11. Planning • Planning transforms educators into master teachers. • Master Teachers: • Create organized plans (linear and /or non-linear, p. 95) • Communicate objectives to learners… p. 111; p. 116 on Dimensions of Knowledge & Tables on pp. 116-117 • Have high expectations

  12. Planning for instruction • Planning is preparing an instructional recipe (p. 97) • Always plan for somebody else. Therefore: • Make the implicit explicit • Be as detailed as possible, i.e., • Give examples of what you want done • Teacher will ask questions such as… • Expected responses are… • The golden rule- Do to others what you’d like done to you is the pillar to effective planning.

  13. Planning We know that every child doesn’t learn the same way. In my classroom, when we are planning an art project, we will plan in images and in words because we all think differently. Some think in pictures and some think in words ~ Ellen Taylor, Middle school Art teacher in Kansas~

  14. PLANNING FOR INSTRUCTION Planning should be informed by: p. 144 Planning must address 3 domains- … Planning must consider levels of knowledge p. 115, 234 Planning is influenced by: p. 105 There is no one widely accepted planning method- p. 97….

  15. Planning for Instruction • Monthly planning… and Weekly Planning… • Broad--- (may use un-measurable actions…learn, understand, know, etc.) • goals/outcomes/benchmarks/standards • Backward planning • Thematic units • Daily Planning… Per lesson or up to 3 lessons • Specific--- step-by-step plans • Detailed • Objectives… measurable actions from B. Blooms Taxonomy such as… write, describe, draw, etc.

  16. Planning for instruction • Always plan for somebody else. Therefore: • Make the implicit explicit • Be as detailed as possible, i.e., • Give examples of what you want done • Teacher will ask questions such as… • Expected responses are… • The golden rule- Do to others what you’d like done to you is the pillar to effective planning.

  17. MADELINE HUNTER • Anticipatory set • Statement of objectives • Instructional input • Modeling • Checking for understanding • Guided practice • Independent practice • Other: • Modification • Assessment

  18. HUNTER & D.I. PLAN • Topic/title • Standards or outcomes or Benchmarks or Themes • Grade level • Time required • Materials

  19. ANTICIPATORY OR ICE BREAKER • Prepares learners for learning • Focuses learner’s attention • Develops readiness for learning to follow • Should be brief & directly related to learning to follow • Examples: • Turn light on and off • Brief practice on previously related learning • Connect to last lesson---Last week we had trouble knowing where to put periods • Play a game • Show a photo

  20. Confederate prisoners at Gettysburg and the Battle of Fort Hindman, Arkansas

  21. A statement informing the learner what she/he will be able to do at the end of the instruction (P. 111; 305) Therefore, must have STP:..p.111 Student Behavior: What the student will be able to do after being taught… evidence of achieved objective Testing Situation: The condition under which the behavior will be observed or expected to occur (time, materials, teamwork, etc) Performance Criteria: Acceptable performance level.. 90%, 2 out of 3, etc STATEMENT OF OBJECTIVES AND PURPOSE

  22. Teach from simple to Complex ( p. 116---Bloom’s Taxonomy) By the end of the lesson, learners will be able to list in their notebooks the causes of the civil war at 95% accuracy. Important Tips: Objectives

  23. IMPORTANT TIPS • Objectives should address three instructional domains: • Cognitive, affective & psychomotor • By the end of the lesson, learners will be able to explain to members of their respective home-teams the significance of five of the six causes…

  24. Important Tips • Objectives should be as concrete as possible • (avoid use of fuzzy words: try, seek, hope, attempt, etc) • Use verbs to indicate intended actions (Use Bloom,)

  25. IMPORTANT TIPS • Modify until the following is clear: • What do I want learners to do(match, name, assemble)? • What are the conditions/constraints • Materials- with the aid of a periodic table, the learner will.. • How to accomplish-memory, using a computer • Time, end of the lesson • Location- classroom, library or at home

  26. IMPORTANT TIPS • How well do I want it performed? • 95 percent • Nine out of ten • Without grammatical or spelling errors.

  27. BACKWARD PLANNING • Involves writing broad Goals/standards/Outcomes/Benchmarks before formulating behavioral objectives(Gronlund, 1991). • “Students will understand the major causes, events, and consequences of the civil war” • Behavioral objectives will help meet the stated goal and are therefore • detailed and specific (list, write, describe, analyze, etc. topics related to the civil war

  28. INPUT (chap. 4--motivation) • Is the dissemination of new information and activities necessary to achieve stated objectives. • Teacher will list six causes of the civil war • Examples…. • Teacher will explain the significance of each cause • For example… • Teach to the objectives- simple to complex

  29. Input CLARITY Please use a variety of teaching strategies (exposition, cooperative learning, discussions, drama, story telling, brainstorming, centers, etc.) Be direct, use simple and organized language. Avoid digressions and irrelevant topics. Show them (diagrams, advanced organizers, models, pictures, etc).

  30. Input • Explain • Use explanatory words (because, in order, therefore, consequently, etc.). • Give examples, Give examples. • Avoid dry, lengthy and boring lectures. • Use a variety of instructional strategies, activities and illustrations. • Have a sense of humor.

  31. MODELING • Demonstration and/or examples of acceptable finished product. • Watch me as I list the six causes… • Listen carefully as I explain the significance of each cause…

  32. CHECK FOR UNDERSTANDING • Examine student’s possession of the central and essential information to achieve the stated objectives. • List the six causes of the civil war… • In your words, explain the causes of…

  33. CHECK FOR UNDERSTANDING • Question, • Question, Question them. • Use Socratic method to build thinking skills or to “set their brains on fire.” • Create cognitive (mental) dissonance. • Always have Bloom’s taxonomy in mind as you move them from simple to complex types of questions.

  34. GUIDED PRACTICE • Close monitoring and direction of students by the teacher as learners practice the assigned tasks. • List six causes of the civil war… • Explain the significance of each cause of the civil war…

  35. INDEPENDENT PRACTICE • Continued practice without the instructor’s monitoring and guidance. • When you come to class tomorrow, have the civil war questions on page 28 completed.

  36. Other • Lesson modification • List strategies to modify your lesson to meet different needs of your learners • Assessment/evaluation/tests/quiz • Should be based on lesson objectives • 1. List six causes of the civil war • 2. Explain in writing the significance of each cause of the civil war

  37. PLANNING FOR INSTRUCTION Although planning is essential, most of you might not engage planned teaching because: Reasons: We teach who we are- preference/style We teach the way we were taught- habit & association Planning takes time Planning is not easy- least resistance

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