planning for instruction chapter 6 nc teaching standard iv

Planning for InstructionChapter 6

NC Teaching Standard IV

1. LEARNING OUTCOMES

2. ASSESSMENT3. TEACHING

4. TECHNOLOGY

DEVELOP MATERIALS

Buy – Adapt - Develop

TEACH LESSONS AND UNITS

What do you know about your classroom?Content, Learners, Context

What have you learned about teaching?Reflection and Action Steps

ANALYZE

DESIGN

DEVELOP

IMPLEMENT

EVALUATE

1

24

3

1What will

students learn?

LEARNING OUTCOMES

2How will you know

if students learned?

ASSESSMENT

3How will you assist students to learn?

TEACHING

4How will

technology help students to learn?

TECHNOLOGY

How will technology use help you to re-examine outcomes,

assessment, and teaching?

Views of Teaching

Teaching models

Content-specific strategies

General strategies

Instructional Events

Teaching Strategies

Internal, external conditions

Nine instructional events

Learners

States of mind,

Mental processes

Internal Conditions

ParentsPeers

Teachers

Instruction

External Conditions

Instruction is defined as a set of external events designed to support internal learning processes.

These processes include attending, learning, remembering, appreciating, physically coordinating, and problem solving.

Gagne identified characteristics of all instruction that can assist in the development of these mental processes and called these “instructional events.”

Readying for new instruction1. Gaining attention2. Informing learner of objective3. Stimulating recall of prior learning

New instruction4. Presenting new “content”5. Providing learning guidance6. Prompting student performance7. Providing feedback on performance8. Assessing performance

Applying learning9. Enhancing retention through practice, examples

Find a lesson plan in your general grade level and subject area www.learnnc.org

Highlight or circle each of the nine instructional events and write the name of the event (for example, “Presenting the new content”.)

If the plan does NOT include one of the nine events, write in your own suggestion at the place in the lesson plan where you think it should occur.

Turn in on Oct. 26.

Copyright © Allyn & Bacon 2006 9

Teaching models

Content-specific strategies

General strategies


Direct Instruction Discussion Cooperative learning

Think-Pair-ShareJigsawRoleCooperative Work Groups


1. Review2. State objectives3. Present4. Guided practice5. Independent practice6. Review and feedback

Direct Instruction Model NC Six Step Lesson Plan

Review Focus and Review

State objectives Statement of Objectives

Present Teacher Input

Guided Practice Guided Practice

Independent Practice Independent Practice

Review and Feedback Closure

Lesson Design Menu

Appetizer

(Exploration)

Main Course

(Concept Development)

Dessert

(Concept Application)

Focus and ReviewStatement of Objective

Teacher Input Presentation

Guided Practice

Independent PracticeClosure

PurposeActivate prior knowledgeDraw students into the lessonFocus students’ attention on task with clear

purpose

Children ask: “Why is this important?” Knowing what is expected is important Must be linked to prior knowledge and

lessons Generally comes last during

introductory sequence Focuses student attention

This is the main learning experience

This is III. Teacher Input or Presentation

Key Questions: What basic concepts or skills are to be

taught? What learning materials should be used? How can the teacher help students construct

key concepts and skills? What strategies can be used to ensure that

students understand and master the skill?

1 Provide Information Explain the concept Define the concept Provide examples of the concept Model

2 Check for understanding Pose key questions Ask students to explain concept/definition in their own

words Encourage students to generate their own examples

Community Wilmington Washington, DC Tokyo

Mountain Mt. Everest Mt. Fuji Grandfather Mountain

Island Hawaii Cuba Wrightsville Beach

Justice Taking turns Writing down rules Applying rules equally

to everyone

Two types of questions: Purposes? Closed Open-ended

Art of Questioning (Dewey) p. 297 Framing questions and “Wait time”

Ask question Pause 3 – 5 seconds Call on someone to respond Pause 3 – 5 more seconds to give think time

Opportunity to apply and practice new skill or concept through special projects or independent activities

Two parts:Guided Practice Independent Practice or Functional

Application Should result in constructing deeper

meaning

Many kinds of practice for new learning Use of concept mapping/graphic

organizers Thinking Maps

Independent Activities – (different activity from Guided Practice!)

Focus on creativity and choice Provide for extension, application,

relevance, and usefulness

Involves summarizing, sharing, reviewing, extending the concept

Additional opportunity for application May provide transition to new lesson or

learning


1. Read material and prepare questions2. Cluster basic follow-up questions3. Introduce Discussion and assign

reading4. Conduct discussion using questions5. Review and summarize student

contributions


1. Teacher poses question2. Students think individually THINK3. Student discusses answers with

another student PAIR4. Students share answers with the class

SHARE


1. Choose appropriate situation2. Select teams3. Assign problem4. Teams assign roles5. Teacher assigns tasks to observers6. Teams act out!7. Teams discuss their performance8. Class and observers discuss performance9. Teacher evaluates


1. Interdependence2. One-to-One accountability3. Individual accountability4. Social skills5. Group processing


1. Reading and Language Arts2. Science3. Social studies4. Mathematics


1. Reteaching Fig. 6.152. Teacher modeling Fig. 6.163. Task structure and instructions4. Observations5. Feedback6. Homework7. Study skills

planning for instruction chapter 6 nc teaching standard iv

Documents

technology help students

teacher help students

feedbackcopyright allyn

lessonfocus students

learning outcomes2how

learning guidance6

internal learning processes

main learning experiencethis