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 An Overview of Instructional Grouping

Adrienne will cover Grouping patterns

Model of the Planning Process

Preplanning

Interactive Planning

Postplanning

PreplanningPreplanning

Preplanning Preplanning involves making involves making decisions about decisions about what to teach and what to teach and how to teach it.how to teach it.

Preplanning activities includesPreplanning activities includes

Developing unit or lesson plansDeveloping unit or lesson plans

Preplanning activities includesPreplanning activities includes

Gathering materialsGathering materials

Preplanning activities includesPreplanning activities includes

Identifying Identifying resourcesresources

Preplanning activities includesPreplanning activities includesDeciding on instructional methodsDeciding on instructional methods

Direct teachingDirect teaching Cooperative Cooperative

learninglearning LectureLecture Lecture with Lecture with

discussiondiscussion Panel of expertsPanel of experts

BrainstormingBrainstorming Videotape/SlidesVideotape/Slides DiscussionDiscussion Case studiesCase studies Role playingRole playing WorksheetsWorksheets Guess speakersGuess speakers

Preplanning activities includesPreplanning activities includes

Gathering the Gathering the students’ prior students’ prior knowledge of the knowledge of the topic being taughttopic being taught

Interactive Planning Interactive planning

involves monitoring students’ learning while you teach and adapting your plans in response to their needs.

Interactive Planning Teachers check

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

Now remember Jimmy, ei = cos+ isin = -1

Ok

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

PostplanningPostplanning

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

well for my first day teaching. What should I

plan next?

Postplanning involvesPostplanning involves

• Thinking about and evaluating a lessonThinking about and evaluating a lesson• Did I cover all the material?Did I cover all the material?• Does Jimmy Does Jimmy reallyreally understand the critical point understand the critical point

or did he just nodded his head and said or did he just nodded his head and said okok??

• Determining how the student needs Determining how the student needs can best be met in the futurecan best be met in the future

• Do I need to adjust tomorrow’s lesson plan Do I need to adjust tomorrow’s lesson plan because of the events of today?because of the events of today?

• Should I access their knowledge by giving a Should I access their knowledge by giving a quiz for the next session?quiz for the next session?

Long-Term PlanningLong-Term PlanningLong-Term Planning is planning for the Long-Term Planning is planning for the

whole school yearwhole school year

PopQuiz

Quiz

Quiz

QuizFormal QuizTime

dQuiz

QuizquickQuiz

Long-Term PlanningLong-Term Planning

Course Planning RoutineCourse Planning Routine Developed by researchers Lenz & Developed by researchers Lenz &

Deshler, University of KansasDeshler, University of Kansas A guide for long-range planningA guide for long-range planning Uses seven steps Uses seven steps SMARTERSMARTER

SMARTERSMARTER

SShapehape MMapap AAnalyzenalyze RReacheach TTeacheach EEvaluatevaluate RRevisitevisit

SMARTERSMARTER

SShape the critical content outcomes and hape the critical content outcomes and consider the district standards and consider the district standards and requirementsrequirements

SMARTERSMARTER

MMap the organization of critical contentap the organization of critical content

Understanding Fractions

Adding & Subtracting Fractions

Multiplying & Dividing Fractions

Proper Fractions

ImproperFractions

Mixed Numbers

Mixed Fractions

Recipricoals

SMARTERSMARTER

AAnalyze why the critical course content nalyze why the critical course content might be difficult to learnmight be difficult to learn

Quantity of contentQuantity of content Complexity of contentComplexity of content Interest that a students has in contentInterest that a students has in content Student backgroundStudent background Relevance of contentRelevance of content Organization of contentOrganization of content Abstractness of contentAbstractness of content External factorsExternal factors

SMARTERSMARTER

RReach decisions to address learning each decisions to address learning difficulties. Consider: difficulties. Consider:

The type of routines being usedThe type of routines being used The learning strategies involvedThe learning strategies involved The behavioral support techniques implementedThe behavioral support techniques implemented

SMARTERSMARTER

TTeach strategically each strategically by allowing for a by allowing for a fluid connection fluid connection between planning between planning and teaching. and teaching. Teachers should Teachers should respond to student respond to student learning by learning by adjusting adjusting instruction as instruction as neededneeded

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

go slower.

Ok

SMARTERSMARTER

EEvaluate mastery of critical course valuate mastery of critical course contentcontent

How much did I spend on that

learning activity?

Maybe I should give

another quiz?

SMARTERSMARTER

RRevisit course decisions and revise plans evisit course decisions and revise plans for the next unit or the next yearfor the next unit or the next year

PopQuiz

Quiz

Quiz

QuizFormal QuizTime

dQuiz

QuizquickQuiz

Watch Edu Movie

SourcesSharon Vaughn, Candace S. Bos & Jeanne

Shay Schumm (2007). Teaching Students Who are Exceptional, Diverse, and at Risk. Pearson Education Inc.

http://www.nps.govhttp://www.hilaryshepherd.comhttp://www.westbrookhay.co.ukhttp://www.stcharlesbloomington.orghttp://oldcomputers.nethttp://www.mr-atari.comhttp://www1.istockphoto.comhttp://www.libcoop.nethttp://joybergmann.files.wordpress.comhttp://dir.coolclips.comhttp://www.qmi.comhttp://www.waynokapl.okpls.orghttp://www.oxi.nethttp://images.businessweek.comhttp://www.tapartnership.org

http://www.adprima.com/teachmeth.htmhttp://incab.chattanoogastate.eduhttp://www.gifanimations.comhttp://foxtrotters.tripod.comhttp://teacherweb.comhttp://images.jupiterimages.comhttp://www.aracontent.comhttp://www.mediatechpro.comhttp://www.math.comhttp://www.flickr.com