1 / 33

Session 2

Session 2. Planning for Instruction. Units & Lessons. Planning. Vital and basic skill for effective teaching Helps you feel organized and prepared Is only a guide: not carved in stone Allows for review of and reflection on lesson. Instructional Unit.

maggy-schultz
Download Presentation

Session 2

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Session 2 Planning for Instruction Units & Lessons

  2. Planning • Vital and basic skill for effective teaching • Helps you feel organized and prepared • Is only a guide: not carved in stone • Allows for review of and reflection on lesson.

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

  4. Interdisciplinary Unit-Concept Map

  5. How Do I start Planning a Unit? • Gather and locate all resources • Such as State Standards • Textbook • Media • Technology Resources • Trade Books • Community Resources • Etc…..

  6. Now Begin the unit… • Look at the textbook… • Decide on your goals and objectives… • Alignment….. • Backward Design

  7. Textbook • Should every unit get major emphasis? • Are there some you can “skim” to enable more time for others? • What activities are recommended? • What other activities can you imagine?

  8. Be prepared to change things….. • If the student’s lack the prior knowledge for a unit, what do you need to do? Plan to use some instructional strategies to find out what they know, such as KWL charts, concept mapping, etc..

  9. Goals and Objectives • Goals are broad statements of educational intent • e.g. To know the three theories pertaining to the extinction of the dinosaurs • Objectives arethe 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.

  10. Alignment • Instruction with state and local standards in methods, materials, and assignments. • The instruction and the evaluation based on the objectives. (Curriculum Alignment)

  11. Backward Design • Innovative Approach to Planning based on the work of Grant Wiggins and Jay McTighe (Understanding by Design) UbD • Three Main Stages • Desired results (big ideas, enduring understandings, essential questions) ?

  12. Assessment evidence (How will students demonstrate what they have learned or can do)? • Learning Activities (What opportunities will the student have to learn)

  13. Holy Family Unit Plan • Subject Area • Grade Level • Unit Title • Estimated Time • Student Population

  14. Stage 1—Desired Results • Standards –Which will be addressed? • Understanding (s)- What are the big ideas? What specific understandings about them are desired? • Essential Question (s)- What question will foster inquiry, understanding and transfer of knowledge

  15. Attitude(s) and Value(s) – Attitudes and Democratic values to be developed • Skills – What skills related to acquring, organizing and using information; what technology skills; what interpersonal skills

  16. Stage 2- Assessment Evidence • Performance Task –What authentic performance task • Other Evidence – quizzes, observations, journals

  17. Stage 3- Learning Plan • Learning Activities (8-10 lessons) • References- APA • Reflection

  18. Take A Look at a Sample • http://Jdahl.wikispaces.com

  19. Lesson Plans The Holy Family Lesson Plan Format

  20. 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

  21. 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.

  22. 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”

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

  24. Blooms Taxonomy • Remembering • Understanding • Applying • Analyzing • Evaluating • Creating

  25. Remembering: can the student recall or remember the information? • define, duplicate, list, memorize, recall, repeat, reproduce state • Understanding: can the student explain ideas or concepts? • classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase • Applying: can the student use the information in a new way? • choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

  26. Analyzing: can the student distinguish between the different parts? • appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. • Evaluating: can the student justify a stand or decision? • appraise, argue, defend, judge, select, support, value, evaluate • Creating: can the student create new product or point of view? • assemble, construct, create, design, develop, formulate, write.

  27. 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

  28. 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

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

  30. 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

  31. 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

  32. 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 Verbs for Cognitive Domain Instructional Objectives

  33. 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/

More Related