“Teaching”…Chapter 11 Planning For Instruction

1. “Teaching”…Chapter 11Planning For Instruction 1 1

2. Key Terms / Vocabulary 2

3. Education Standards statements of what students are expected to know and be able to do at certain points in their education. They are set by national organizations, states, and many school districts. Sometimes called instructional goals. 3

4. Course Plan a detailed outline of what a particular teacher will teach throughout a course based on curriculum but adapted to the characteristics of the teacher, students, and teaching circumstances that typically includes as series of instructional units. 4

5. Instructional Units related topics that are grouped and taught together over a period of time. 5

6. Lesson Plans detailed outlines for teaching a specific topic or skill, including what will be taught, how it will be taught, why it is being taught, and how learning will be evaluated. 6

7. Instructional Objectives clear statements of what students will achieve as a result of a lesson that will be shown in an observable way. 7

8. Learning Activities the learning experiences used to help students learn the content and reach the instructional objectives. 8

9. Transitions smooth ways to move from one part of a lesson to the next. 9

10. Guided Practice an activity designed to reinforce and apply learning that includes feedback from other students or the teacher. 10

11. Independent Practice an activity designed to apply and reinforce recent learning that students complete on their own. 11

12. Standards: What Should Students Know? 12

13. Educational Standards are statements of what students are expected to know and be able to do at certain points in their education. 13

14. Curriculum: What Will Be Taught? 14

15. Curriculum development involves a team, including administrators, teachers, and others. It generally determines which topics and skill are most important to teach and how much emphasis each receives. 15

16. Curriculum Development TEACHERS PARENTS ADMINISTRATORS INDUSTRY EXPERTS STUDENTS CURRICULUM DESIGN SPECIALIST

17. Course Planning: How Will Learning Be Organized? 17

18. Putting together a course plan involves many influences and variables • class and school schedules, • characteristics of your students, • instructional units, opportunities for • learning, teacher characteristics 18

19. Lesson Plans: How Will Learning Take Place 19

20. Lesson plans serve three important purposes • They document what is being taught and how that matches curriculum guidelines and standards. • Developing a lesson plan helps teachers think through what and how they will teach. • Lesson plans allow a substitute teacher to step in and continue the learning process. 20

21. The three most basic parts of a lesson plan are • Instructional Objectives 1. specify observable behavior 2. identify an action or product 3. describe any conditions, indicate 4. acceptable level of performance 21

22. Learning Activities are the learning experiences used to help students learn the content and reach the instructional objectives. Possible types of activities range from discussions, labs, hands-on activities, debates, problem solving, and field trips.

23. C.Assessment Strategies must link directly back to those identified in the instructional objectives. It is how you evaluate whether the learning you specified has taken place. 23

24. Other Lesson Plan Elements Include • title, • topic, • standards, • students/participants, • time period, • introduction, • step-by-step procedures, • guided/independent practice, • summary, materials and equipment, • adaptations for students with special needs, notes 24

25. Teachers can make lesson plans come alive by Capturing students’ interest and attention and engaging them in learning; presenting a choice of activities; Incorporating an unexpected element into an important lesson to make it memorable; taking into consideration different learning styles, abilities, and interests; being enthusiastic; practicing the presentation to gain confidence 25

26. Teachers find interesting ideas for lesson plans by taking notes about teaching ideas and accumulating materials that could be used to enliven future lessons, sharing ideas with one another, team planning 26

27. Teachers often evaluate a lesson by making notes about what worked well and how they might modify their lesson plan to make it better 27

28. Strong Verbs for Instructional Objectives • add debate judge predict sort • alphabetize define label prepare list spell • apply defend present subtract • arrange demonstrate locate produce suggest • assemble describe make rank summarize • build define match rate tabulate • Categorize draw measure read throw • combine estimate modify reconstruct time • compare evaluate multiply reduce translate • compute explain operate remove underline • contrast graph order revise verify • construct identify organize select weigh • correct illustrate plan sketch write

29. Madeline Hunter Lesson Plan Method

30. Explanation of Steps in lesson plan format

31. Anticipatory Set (focus) Focus learner's attention on the instruction that is about to begin. This could be a teacher demonstration, video, story, puzzle or a handout prior to the actual lesson. This is also known as a "grabber" and it's a way to get your students' attention and interest.

32. Purpose (objective) A clear explanation of what learners will understand and be able to do as a result of the lesson. This section should answer the question: "Why is this important to learn?"

33. Instructional Strategy What content and skills need to be taught to accomplish this task? And what are the best teaching strategies needed for this instructional task (lecture, activity, video, group work, etc.)?

34. Modeling (show) Provide learners with examples or demonstrations of competencies associated with the lesson.

35. Guided Practice Monitor learners as they apply new information. Provide individualized or small group practice as needed. This is the step where you differentiate to meet the needs of all learners in your classroom--from the highest levels who need challenging to the beginners who need reteaching (flexible grouping).

36. Check for Understanding Evaluate whether learners have the information needed to master the objective.

37. Independent Practice Assign learners to work independently, without direct teacher assistance. This is another place where you can pull students aside and tutor, re teach or provide more guided practice if needed while others work independently.

38. Closure close the lesson with a brief review or summary. if students are able to provide the summary, so much the better, for it shows they have really understood the lesson.

39. Reflections this is done AFTER the lesson is over. ask yourself: how effective were the strategies I used today? were my students engaged with the material? what seemed to motivate them the most? how did I assess my students' learning today? would there have been a better way to measure their learning? how well did the students grasp the main points of today's lesson? do I need to re-teach some of these concepts?