PLANNING FOR INSTRUCTION PLANNING FOR INSTRUCTION

Quality Teachers have a plan: Planning is the hallmark of teaching as an organized activity Quality Teachers have a plan: Planning is the hallmark of teaching as an organized activity

Cooperative Learning- Chap.10 Cooperative Learning- Chap.10

What is CL?,What is CL?, Characteristics? When to use/purpose ..p. 360.. Characteristics? When to use/purpose ..p. 360..

Justin Justin Theories and Educators?... p. 362.. Theories and Educators?... p. 362.. Michelle Michelle Benefits of CL… p.364 .Benefits of CL… p.364 .Codi Anne Codi Anne How do you plan for CL?.How do you plan for CL?.

Teaching cooperation ..382… Teaching cooperation ..382… Crystal/Kayla Crystal/Kayla Selecting appropriate approaches/strategies ..p. 368..Selecting appropriate approaches/strategies ..p. 368..

Teacher & learner roles,.. p. 371 Teacher & learner roles,.. p. 371 Shelby Shelby Conducting a lesson & Problems ..P. 388 – Conducting a lesson & Problems ..P. 388 – Sancho Sancho

Writing your paper Writing your paper

Use conventional writing methodsUse conventional writing methods May use “I” when discussing influences on your May use “I” when discussing influences on your

philosophyphilosophy

Use Casper College Writing CenterUse Casper College Writing Center

Ask somebody to edit your writingAsk somebody to edit your writing Do not plagiarize:Do not plagiarize:

Internet downloadsInternet downloads Excess quotesExcess quotes Borrowing and submitting past student’s Borrowing and submitting past student’s

workwork

References References Resources- use as many as necessary—focus on Resources- use as many as necessary—focus on

qualityquality Use course textUse course text Lecture/discussion (personal communications)Lecture/discussion (personal communications) Interview– mentor or other expertsInterview– mentor or other experts

(R. Slavin, Personal communication, (R. Slavin, Personal communication, September 12, 2008.)… September 12, 2008.)… in text onlyin text only

PowerPointsPowerPoints Slavin, R. (2008).Slavin, R. (2008).The benefits of DI strategy.The benefits of DI strategy. Retrieved Retrieved

January 12, 2008 from January 12, 2008 from http://www.uwyo.edu/kambutu

Handouts… In the D.I. handout (2008), it is clear that… Handouts… In the D.I. handout (2008), it is clear that…

Referencing---APA StyleReferencing---APA Style All academic claims and facts must be All academic claims and facts must be

supported/referenced.supported/referenced. In the absence of social justice, however, democracies In the absence of social justice, however, democracies

ultimately fail (Goodlad, 1994). Public education, then, has the ultimately fail (Goodlad, 1994). Public education, then, has the important mandate to teach for “Puplicness,” that is, teaching important mandate to teach for “Puplicness,” that is, teaching “what it means to be a public” with a “common national and “what it means to be a public” with a “common national and civic identity” (Goodlad, Mantle-Bromley and Goodlad, 2004, p. civic identity” (Goodlad, Mantle-Bromley and Goodlad, 2004, p. 35). Neito (2000), however, argued that public schools in the 35). Neito (2000), however, argued that public schools in the U.S. have failed generally to teach for publicness, opting rather U.S. have failed generally to teach for publicness, opting rather to promote distinct levels of injustice against different groups. to promote distinct levels of injustice against different groups.

ReferencesReferences Goodlad, J.I. (1994). Goodlad, J.I. (1994). A place called school: Prospects for the future. A place called school: Prospects for the future.

New York: McGraw New York: McGraw Goodlad, J.I., Mantle-Bromley, C., & Goodlad, S. (2004).Goodlad, J.I., Mantle-Bromley, C., & Goodlad, S. (2004). Education for Education for

everyone:everyone: Agenda for education in a democracy. Agenda for education in a democracy. San Francisco: Josey San Francisco: Josey Bass. Bass.

Nieto, S. (2000). Placing equity front and center. Some thoughts on Nieto, S. (2000). Placing equity front and center. Some thoughts on transforming teacher transforming teacher education for a new century. education for a new century. Journal of Teacher Journal of Teacher EducationEducation, 51,180-200. , 51,180-200.

References References Direct quotes should be used Direct quotes should be used

sparingly. Indicate page numbers to sparingly. Indicate page numbers to locate quotes.locate quotes.

For example: For example:

D. I. “benefits all learners” (Slavin, D. I. “benefits all learners” (Slavin, 2008, p.2).2008, p.2).

Only published work is included in the Only published work is included in the reference page. reference page.

PLANNING FOR PLANNING FOR INSTRUCTION (chap. 3)INSTRUCTION (chap. 3)

After studying chap 3:After studying chap 3:

What is your position on planning for instruction?What is your position on planning for instruction?

What did you learn about planning for instruction?What did you learn about planning for instruction?

What are the benefits?What are the benefits?

What are the necessary components?What are the necessary components?

What else? What else?

PLANNING FOR PLANNING FOR INSTRUCTION (chap. INSTRUCTION (chap. 3)3)

After studying chap 3:After studying chap 3:

What is your position on planning for What is your position on planning for instruction?instruction?

State the 4 areas that are the focus of good State the 4 areas that are the focus of good planningplanning

State 4 benefits of instructional planningState 4 benefits of instructional planning

Distinguish between linear and nonlinear Distinguish between linear and nonlinear planning?planning?

Define an instructional objective Define an instructional objective

STP is required in any behavioral objective. STP is required in any behavioral objective. What does STP stand for? What does STP stand for?

Instructional PlanningInstructional Planning

““You may have purpose and desire, You may have purpose and desire, but without focus (Planning), activity but without focus (Planning), activity

is easily confused with is easily confused with achievement.”… achievement.”… Source unknownSource unknown

(see p. 99, for example)(see p. 99, for example)

Planning allows teachers to address Planning allows teachers to address the 3 aspects of teaching (p. 26) the 3 aspects of teaching (p. 26)

PLANNING FOR INSTRUCTIONPLANNING FOR INSTRUCTION•Planning is a hallmark of teaching as an Planning is a hallmark of teaching as an organized activity-organized activity-

•Planning is complex and plans are made to be Planning is complex and plans are made to be bent (p. 95)bent (p. 95)

•Teachers spend 10-20% of their time planning Teachers spend 10-20% of their time planning (p. 94)(p. 94)

• But reflective thought or mental planning is an But reflective thought or mental planning is an on-going process ..p. 96 on-going process ..p. 96

Planning Planning

Planning transforms educators into master teachers. Planning transforms educators into master teachers.

Master Teachers:Master Teachers:• Create organized plans (linear and /or non-linear, p. Create organized plans (linear and /or non-linear, p.

95)95)

• Communicate objectives to learnersCommunicate objectives to learners… p. 111; p. … p. 111; p. 116 on Dimensions of Knowledge & 116 on Dimensions of Knowledge & Tables on pp. 116-117 Tables on pp. 116-117

• Have high expectations Have high expectations

Planning for instruction Planning for instruction Planning is preparing an instructional recipe (p. 97)Planning is preparing an instructional recipe (p. 97)

Always plan for somebody else. Therefore:Always plan for somebody else. Therefore:

Make the implicit explicit Make the implicit explicit Be as detailed as possible, i.e.,Be as detailed as possible, i.e.,

Give examples of what you want doneGive examples of what you want done Teacher will ask questions such as… Teacher will ask questions such as… Expected responses are…Expected responses are…

The golden rule- Do to others what you’d like done The golden rule- Do to others what you’d like done to you is the pillar to effective planning. to you is the pillar to effective planning.

PlanningPlanning

We know that every child doesn’t We know that every child doesn’t learn the same way. In my learn the same way. In my classroom, when we are planning an classroom, when we are planning an art project, we will plan in images art project, we will plan in images and in words because we all think and in words because we all think differently. Some think in pictures differently. Some think in pictures and some think in words and some think in words ~ Ellen Taylor, ~ Ellen Taylor, Middle school Art teacher in Kansas~ Middle school Art teacher in Kansas~

PLANNING FOR INSTRUCTIONPLANNING FOR INSTRUCTION

Planning should be informed by: p. 144 Planning should be informed by: p. 144

Planning must address 3 domains- …Planning must address 3 domains- …

Planning must consider levels of knowledge p. 115, Planning must consider levels of knowledge p. 115, 234234

Planning is influenced by: p. 105 Planning is influenced by: p. 105

There is no one widely accepted planning method- p. There is no one widely accepted planning method- p. 97….97….

Planning for Instruction Planning for Instruction Monthly planning… and Weekly Planning… Monthly planning… and Weekly Planning…

Broad--- (may use un-measurable actions…Broad--- (may use un-measurable actions…learn, understand, know, etc.)learn, understand, know, etc.)

goals/outcomes/benchmarks/standardsgoals/outcomes/benchmarks/standards Backward planningBackward planning Thematic unitsThematic units

Daily Planning… Per lesson or up to 3 lessonsDaily Planning… Per lesson or up to 3 lessons Specific--- step-by-step plans Specific--- step-by-step plans

Detailed Detailed Objectives… measurable actions from B. Objectives… measurable actions from B.

Blooms Taxonomy such as… write, Blooms Taxonomy such as… write, describe, draw, etc. describe, draw, etc.

Planning for instruction Planning for instruction

Always plan for somebody else. Therefore:Always plan for somebody else. Therefore:

Make the implicit explicit Make the implicit explicit Be as detailed as possible, i.e.,Be as detailed as possible, i.e.,

Give examples of what you want doneGive examples of what you want done Teacher will ask questions such as… Teacher will ask questions such as… Expected responses are…Expected responses are…

The golden rule- Do to others what you’d like The golden rule- Do to others what you’d like done to you is the pillar to effective planning. done to you is the pillar to effective planning.

MADELINE HUNTERMADELINE HUNTER Anticipatory setAnticipatory set Statement of objectivesStatement of objectives Instructional inputInstructional input ModelingModeling Checking for understandingChecking for understanding Guided practiceGuided practice Independent practiceIndependent practice Other:Other:

ModificationModification Assessment Assessment

HUNTER & D.I. PLANHUNTER & D.I. PLAN

Topic/titleTopic/title Standards or outcomes or Benchmarks or Standards or outcomes or Benchmarks or

ThemesThemes Grade levelGrade level Time requiredTime required Materials Materials

ANTICIPATORY OR ICE ANTICIPATORY OR ICE BREAKERBREAKER

Prepares learners for learningPrepares learners for learning Focuses learner’s attentionFocuses learner’s attention Develops readiness for learning to followDevelops readiness for learning to follow Should be brief & directly related to learning to followShould be brief & directly related to learning to follow

Examples: Examples: Turn light on and offTurn light on and off Brief practice on previously related learningBrief practice on previously related learning Connect to last lesson---Last week we had trouble knowing Connect to last lesson---Last week we had trouble knowing

where to put periodswhere to put periods Play a game Play a game Show a photoShow a photo

                                                  

Confederate prisoners at Gettysburg and the Battle of Fort Hindman, Arkansas

STATEMENT OF OBJECTIVES AND STATEMENT OF OBJECTIVES AND PURPOSEPURPOSE

A statement informing the learner what she/he will be A statement informing the learner what she/he will be able able to do at the endto do at the end of the instruction (P. 111; 305) of the instruction (P. 111; 305)

Therefore, must have Therefore, must have STP:..p.111STP:..p.111 Student Behavior: Student Behavior: What the student will be able to What the student will be able to dodo

after being taught… evidence of achieved objective after being taught… evidence of achieved objective Testing Situation: Testing Situation: The condition under which the The condition under which the

behavior will be observed or expected to occur (time, behavior will be observed or expected to occur (time, materials, teamwork, etc) materials, teamwork, etc)

Performance Criteria: Performance Criteria: Acceptable performance level.. Acceptable performance level.. 90%, 2 out of 3, etc90%, 2 out of 3, etc

Objectives Objectives

Teach from simple to Complex ( p. Teach from simple to Complex ( p. 116---Bloom’s Taxonomy)116---Bloom’s Taxonomy)

By the end of the lesson, learners will be able to By the end of the lesson, learners will be able to list in their notebooks the causes of the civil war at list in their notebooks the causes of the civil war at 95% accuracy. 95% accuracy.

Important Tips: Important Tips:

IMPORTANT TIPSIMPORTANT TIPS

Objectives should address three Objectives should address three instructional domains:instructional domains:

Cognitive, affective & psychomotorCognitive, affective & psychomotor

By the end of the lesson, learners will be able to By the end of the lesson, learners will be able to explain to members of their respective home-teams the explain to members of their respective home-teams the significance of five of the six causes… significance of five of the six causes…

Important Tips Important Tips

Objectives should be as concrete as possibleObjectives should be as concrete as possible

(avoid use of fuzzy words: try, seek, hope, attempt, (avoid use of fuzzy words: try, seek, hope, attempt, etc)etc)

Use verbs to indicate intended actions (Use Use verbs to indicate intended actions (Use Bloom,)Bloom,)

IMPORTANT TIPSIMPORTANT TIPS

Modify until the following is clear:Modify until the following is clear: What do I want learners to doWhat do I want learners to do (match, name, (match, name,

assemble)?assemble)? What are the conditions/constraintsWhat are the conditions/constraints

Materials- Materials- with the aid of a periodic table, the with the aid of a periodic table, the learner will..learner will..

How to accomplish-How to accomplish-memory, using a computermemory, using a computer Time, Time, end of the lessonend of the lesson Location- Location- classroom, library or at homeclassroom, library or at home

IMPORTANT TIPSIMPORTANT TIPS

How well do I want it performed?How well do I want it performed?95 percent95 percent

Nine out of tenNine out of ten

Without grammatical or spelling Without grammatical or spelling

errors.errors.

BACKWARD PLANNINGBACKWARD PLANNING

Involves writing broad Involves writing broad Goals/standards/Outcomes/Benchmarks before Goals/standards/Outcomes/Benchmarks before formulating behavioral objectives(Gronlund, formulating behavioral objectives(Gronlund, 1991).1991). ““Students will Students will understandunderstand the major causes, events, and the major causes, events, and

consequences of the civil war”consequences of the civil war” Behavioral objectives will help meet the stated Behavioral objectives will help meet the stated

goal and are therefore goal and are therefore detailed and specific (list, write, describe, analyze, etc. detailed and specific (list, write, describe, analyze, etc.

topics related to the civil wartopics related to the civil war

INPUT (chap. 4--motivation)INPUT (chap. 4--motivation)

Is the dissemination of new information and activities Is the dissemination of new information and activities necessary to achieve stated objectives. necessary to achieve stated objectives.

Teacher will list six causes of the civil warTeacher will list six causes of the civil war Examples….Examples….

Teacher will explain the significance of each causeTeacher will explain the significance of each cause For example…For example…

Teach to the objectives- simple to complexTeach to the objectives- simple to complex

Input Input

CLARITYCLARITY Please use a variety of teaching strategies (exposition, Please use a variety of teaching strategies (exposition,

cooperative learning, discussions, drama, story telling, cooperative learning, discussions, drama, story telling, brainstorming, centers, etc.)brainstorming, centers, etc.)

Be direct, use simple and organized language.Be direct, use simple and organized language.

Avoid digressions and irrelevant topics.Avoid digressions and irrelevant topics.

Show them (diagrams, advanced organizers, models, Show them (diagrams, advanced organizers, models, pictures, etc).pictures, etc).

Input Input

Explain Explain Use explanatory words (because, in order, Use explanatory words (because, in order,

therefore, consequently, etc.).therefore, consequently, etc.). Give examples, Give examplesGive examples, Give examples ..

Avoid dry, lengthy and boring lectures.Avoid dry, lengthy and boring lectures. Use a variety of instructional strategies, Use a variety of instructional strategies,

activities and illustrations.activities and illustrations. Have a sense of humor.Have a sense of humor.

MODELINGMODELING

Demonstration and/or examples of acceptable Demonstration and/or examples of acceptable finished product.finished product.

Watch me as I list the six causes…Watch me as I list the six causes…

Listen carefully as I explain the significance of Listen carefully as I explain the significance of each cause…each cause…

CHECK FOR UNDERSTANDINGCHECK FOR UNDERSTANDING

Examine student’s possession of the central and Examine student’s possession of the central and essential information to achieve the stated objectives.essential information to achieve the stated objectives. List the six causes of the civil war…List the six causes of the civil war…

In your words, explain the causes of…In your words, explain the causes of…

CHECK FOR UNDERSTANDINGCHECK FOR UNDERSTANDING

Question, Question, Question, Question them.Question, Question them.

Use Socratic method to build thinking skills or to “set Use Socratic method to build thinking skills or to “set their brains on fire.”their brains on fire.”

Create cognitive (mental) dissonance.Create cognitive (mental) dissonance.

Always have Bloom’s taxonomy in mind as you move Always have Bloom’s taxonomy in mind as you move

them from simple to complex types of questions.them from simple to complex types of questions.

GUIDED PRACTICEGUIDED PRACTICE

Close monitoring and direction of Close monitoring and direction of students by the teacher as learners students by the teacher as learners practice the assigned tasks.practice the assigned tasks. List six causes of the civil war…List six causes of the civil war…

Explain the significance of each cause of the Explain the significance of each cause of the civil war… civil war…

INDEPENDENT PRACTICEINDEPENDENT PRACTICE

Continued practice without the Continued practice without the instructor’s monitoring and guidance.instructor’s monitoring and guidance.

When you come to class tomorrow, have the When you come to class tomorrow, have the civil war questions on page 28 completed.civil war questions on page 28 completed.

OtherOther

Lesson modificationLesson modification List strategies to modify your lesson to meet List strategies to modify your lesson to meet

different needs of your learners different needs of your learners

Assessment/evaluation/tests/quiz Assessment/evaluation/tests/quiz Should be based on lesson objectivesShould be based on lesson objectives

11. List six causes of the civil war. List six causes of the civil war 2. Explain in writing the significance of each cause 2. Explain in writing the significance of each cause

of the civil war of the civil war

PLANNING FOR INSTRUCTIONPLANNING FOR INSTRUCTION

Although planning is essential, most of you Although planning is essential, most of you might not engage planned teaching because: might not engage planned teaching because:

Reasons: Reasons: We teach who we are- preference/style We teach who we are- preference/style

We teach the way we were taught- habit & We teach the way we were taught- habit & associationassociation

Planning takes timePlanning takes time

Planning is not easy- least resistance Planning is not easy- least resistance