Planning and Organizing for Teaching

How will you plan and organize for teaching?

*planning for teaching

*organization is central to effective teaching

Think/Pair/Share

*In a typical school day, what activities/events must be planned by the teacher?

*With a partner, compare your lists.

*Share insights with the whole group. What surprised you about the lists generated?

Categories of Classroom Time

• Mandated time

• Allocated time

• Instructional time

• Time on task

• Academic Learning Time

Time Wasters

• Starting classes

• Excessive use of films

• Discipline time

• Early finishes

• Extracurricular activities

Curriculum: Defined

“…all the planned and unplanned learning experiences that students undergo while in a school setting.”

Identify desired results.

Stages in the Backward Design Process

(Wiggins and McTighe, 2005)

Determine acceptable evidence.

Plan learning experiences and instruction.

Subject-Centered Curriculum

(Direct Instruction)

• Focus on Subject Matter• Centered on Subjects• Subject Matter Organized by Teacher before

Instruction• Emphasis on Facts, Knowledge, and Information• Generally Lower-Level Learning• Emphasis on Uniformity of Exposure• Emphasis on Direct Strategies

Student-Centered Curriculum

• Centered on Learner Needs -Determination of

Subject Matter• Centered on Cooperative • Emphasis on Variability in Exposure to Learning• Emphasis on Skills• Emphasis on Immediate Meanings of Learning• Emphasis on Indirect Strategies

The well-planned curriculum will…

1. Reflect the needs of students, society, and the subject itself.

2. be structured around state

standards (sometimes called

skills, outcomes, or benchmarks)

Instructional Planning

Teachers are responsible for…

• organizing the state-mandated curriculum-or mastery curriculum.

• planning generic lessons.

• planning enrichment activities.

Instructional Planning (cont.)

• 60-75% of instructional time should be allocated to the mastery curriculum (Glatthorn, 1987).

• Generic lessons comprise interpersonal and intrapersonal attitudes, beliefs, skills, and knowledge

• Enrichment activities include things that are nice to know but not essential for all students.

Planning Your Course

• What major topics (chapters) will be covered? Can you justify your selections?

• Should the class textbook content (chapters) be supplemented?

• How should the topics (chapters) be grouped to form units of study? Why?

• In what sequence should the planned units be taught? Why?

• How much emphasis should each unit receive? In a 35-week course, how much time should each unit receive (in weeks and fractions of weeks)?

Course Plan

• The course plan should be flexible.

• Analyze textbook to determine important content.

• Plan for time allotments based on method and procedure.

• Include extra time in the plan-for review, enrichment, or instruction.

Multicultural Education

• Make the curriculum more inclusive of different cultural perspectives and contributions.

• Raise the academic achievement of minority groups.

• Improve intergroup relations.

• Help students understand and deal with social and structural inequities in society.

Differentiated Instruction(individualized instruction)• Instructional approaches should vary and be

adapted in relation to individual and diverse students in the classroom.

• Teachers can differentiate at least 4 classroom elements:

content process

products learning environment

Multiple Intelligences (Gardner, 1983)

• Linguistic

• Logical-mathematical

• Spatial

• Bodily-kinesthetic

• Musical

• Interpersonal

• Intrapersonal

• Naturalist