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Chapter 9: Planning and Grouping Strategies for Special Learners. Presented by David, Abdi, Craig and Adrienne. Sections covered in Chapter 9. David will cover Model of the Planning Process Long-Term Planning Abdi will cover Unit Planning Lesson Planning Craig will cover

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chapter 9 planning and grouping strategies for special learners

Chapter 9: Planning and Grouping Strategies for Special Learners

Presented by David, Abdi, Craig and Adrienne

sections covered in chapter 9
Sections covered in Chapter 9
  • David will cover
      • Model of the Planning Process
      • Long-Term Planning
  • Abdi will cover
      • Unit Planning
      • Lesson Planning
  • Craig will cover
      • An Overview of Instructional Grouping
  • Adrienne will cover
      • Grouping patterns
model of the planning process
Model of the Planning Process

Preplanning

Interactive Planning

Postplanning

preplanning
Preplanning
  • Preplanning involves making decisions about what to teach and how to teach it.
preplanning activities includes
Preplanning activities includes
  • Developing unit or lesson plans
preplanning activities includes2
Preplanning activities includes
  • Identifying resources
preplanning activities includes deciding on instructional methods
Direct teaching

Cooperative learning

Lecture

Lecture with discussion

Panel of experts

Brainstorming

Videotape/Slides

Discussion

Case studies

Role playing

Worksheets

Guess speakers

Preplanning activities includesDeciding on instructional methods
preplanning activities includes3
Preplanning activities includes
  • Gathering the students’ prior knowledge of the topic being taught
interactive planning
Interactive Planning
  • Interactive planning involves monitoring students’ learning while you teach and adapting your plans in response to their needs.
interactive planning1
Interactive Planning

Now remember Jimmy,

eip = cosp+ isinp = -1

  • Teachers check frequently with students to ensure that students are understanding the key ideas or can perform the necessary skills.

Ok

interactive teaching give opportunities for
Interactive Teachinggive opportunities for
  • Reteaching concepts and skills
  • Adjusting the pace of the lesson
  • Focusing more or moving forward on key ideas
  • Ensuring students has mastery of critical material
postplanning
Postplanning

Postplanning is follow-up planning and frequently occurs at the end of a lesson.

That went pretty well for my first day teaching. What should I plan next?

postplanning involves
Postplanning involves
  • Thinking about and evaluating a lesson
      • Did I cover all the material?
      • Does Jimmy really understand the critical point or did he just nodded his head and said ok?
  • Determining how the student needs can best be met in the future
      • Do I need to adjust tomorrow’s lesson plan because of the events of today?
      • Should I access their knowledge by giving a quiz for the next session?
long term planning
Long-Term Planning

Long-Term Planning is planning for the whole school year

Quiz

quickQuiz

Quiz

Quiz

Formal Quiz

Quiz

TimedQuiz

PopQuiz

long term planning1
Long-Term Planning

Course Planning Routine

  • Developed by researchers Lenz & Deshler, University of Kansas
  • A guide for long-range planning
  • Uses seven steps SMARTER
smarter
SMARTER
  • Shape
  • Map
  • Analyze
  • Reach
  • Teach
  • Evaluate
  • Revisit
smarter1
SMARTER
  • Shape the critical content outcomes and consider the district standards and requirements
smarter2
SMARTER
  • Map the organization of critical content

Multiplying & Dividing Fractions

Adding & Subtracting Fractions

Recipricoals

Understanding Fractions

Mixed Numbers

ImproperFractions

Proper Fractions

Mixed Fractions

smarter3
Analyze why the critical course content might be difficult to learn

Quantity of content

Complexity of content

Interest that a students has in content

Student background

Relevance of content

Organization of content

Abstractness of content

External factors

SMARTER
smarter4
SMARTER
  • Reach decisions to address learning difficulties. Consider:
      • The type of routines being used
      • The learning strategies involved
      • The behavioral support techniques implemented
smarter5
SMARTER

Jimmy, let’s try this again. But this time we’ll go slower.

  • Teach strategically by allowing for a fluid connection between planning and teaching. Teachers should respond to student learning by adjusting instruction as needed

Ok

smarter6
SMARTER
  • Evaluate mastery of critical course content

How much did I spend on that learning activity?

Maybe I should give another quiz?

smarter7
SMARTER
  • Revisit course decisions and revise plans for the next unit or the next year

Quiz

quickQuiz

Quiz

Quiz

Watch Edu Movie

Formal Quiz

Quiz

TimedQuiz

PopQuiz

sources
Sharon Vaughn, Candace S. Bos & Jeanne Shay Schumm (2007). Teaching Students Who are Exceptional, Diverse, and at Risk. Pearson Education Inc.

http://www.nps.gov

http://www.hilaryshepherd.com

http://www.westbrookhay.co.uk

http://www.stcharlesbloomington.org

http://oldcomputers.net

http://www.mr-atari.com

http://www1.istockphoto.com

http://www.libcoop.net

http://joybergmann.files.wordpress.com

http://dir.coolclips.com

http://www.qmi.com

http://www.waynokapl.okpls.org

http://www.oxi.net

http://images.businessweek.com

http://www.tapartnership.org

http://www.adprima.com/teachmeth.htm

http://incab.chattanoogastate.edu

http://www.gifanimations.com

http://foxtrotters.tripod.com

http://teacherweb.com

http://images.jupiterimages.com

http://www.aracontent.com

http://www.mediatechpro.com

http://www.math.com

http://www.flickr.com

Sources