Creating Plans

Macro and Micro

Agenda

Macro Plans

Micro Plans

Motivation

Unit Structures

Lesson Structures

Your Macro Plan

Situation and Context review what is there address gaps

Vision and Broad Philosophy signature of the program based on sound pedagogy

Goals and Specific Objectives keep the end in mind short term and long term

Activities including timeline realistic

Assessment what should be the impact

School Library TimelineDate Action Resources

and checklist of

Responsibility Assessment

Actual date completed

Fall 2007Week 3

Survey faculty

Web q;Permission of Principal;Letter of introduction

Teacher Librarian; teaching assistant

Review of recommendations

Fall 2007

Fall 2007Week 5

Faculty support of survey

Print out of complete report; data projector1 page handout summary

Teacher Librarian

Solicit feedback

Fall 2007 week5

Public Library TimelineDate Action Resources

and checklist of

Responsibility Assessment

Actual date completed

November 2007

•Determine need•review of library procedures

•Permission of supervisor;•Search for collaborators

Youth Librarian; para-professional

Review of recommendations

Fall 2007

December Develop curriculum

Consult with schools;Sketch a timeframe

Youth librarian Solicit feedback

January 2008

TechSoup’s Common Training Mistakes (macro and micro)

Unclear objectives No lead time Do not solicit feedback from stakeholders Training techniques don’t match the

institution Common courtesies Diversions Physical (or virtual) surroundings Ill prepared

Literature on Learning Says

Students come with preconceptions about how the world works. If teachers don’t build on this understanding -> fail to grasp concept

Students must have a deep understanding and comprehension of the facts before they can reorganize it

A metacognitive approach to learning

Report from: National Research Council (2000) How people learn: Brain Mind, Experience, and School

What Motivates Us?

Maslow’s Needs Theory Achievement MotivationCuriosity as MotivationAttribution Theory – Intrinsic or Extrinsic

OrientationExpectancy-Value Theory*Flow Theory*

Expectancy-Value Theory

“Effort” is the motivational outcome

Two requirementsValue the learning taskBelieve in success of

accomplishing the learning

(Vroom 1964; Porter and Lawler 1968; Keller 1983)

(Ruth V. Small, “Motivation in Instructional Design”)

Flow Theory

Apathy

Discussion

Recall a time when you were highly motivated in a school/training/learning situation? Can you identify what motivated you?

Recall a time when you were extremely unmotivated in a school/training/learning situation? Can you identify factors that contributed to your lack of motivation.

Diversity and Engagement

Deficit Thinking Neohereditarianism Culture of poverty

paradigm Theses of cultural and

environmental deficits Tour/detour approach

Funds of Knowledge the historically

accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being

For more on “funds of knowledge”, look at researcher Luis Moll

Unit Structure2 MODELS

Backwards Design ProcessUnderstanding by Design by Wiggins & McTighe

1. Identify desired results.

2. Determine acceptable evidence.

3. Plan learning experiences and instruction.

Identify desired results

What should students know, understand, and be able to do?

What is worthy of understanding? What enduring understandings are desired? Consider

Goals of instruction Examine content standards Review curricular expectations Teacher/students interests

Determine acceptable evidence

How will we know if students have achieved the desired results and met the standards?

What will we accept as evidence of student understanding and proficiency?

Consider: A range of assessment methods — informal and

formal Think like assessors to determine how/whether

students have attained desired understandings

Plan learning experiences and instruction

What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results?

What activities will equip students with the needed knowledge and skills?

What will need to be taught and coached, and how should it best be taught in light of performance goals?

What materials and resources are best suited to accomplish these goals?

Is the overall design coherent and effective?

Teaching for UnderstandingHarvard Graduate School of Education

Four Central Questions about Teaching What topics are worth

understanding? What about these topics

needs to be understood? How can we foster

understanding? How can we tell what

students understand?

TfU Elements Generative Topics

Understanding Goals

(and Throughlines) Performances of

Understanding Ongoing Assessment

Throughlines (or overarching goals)

Capture what you believe to be the most important things for students to learn in your class

Phrased as questions and as statements (such as "Students will understand ..." or "Students will appreciate ...")

Relate closely to generative topics and understanding goals for the units you want to create or have created

Throughlines examples

For an American history course: "How does our historical past make us who we are today?“

For a general science course: "Students will understand that 'doing science' is not the process of finding facts but of constructing and testing theories.“

For an algebra course: "How can we use what we know to figure out what we don't know?“

For a literature course: "Students will understand how metaphors shape the way we experience the world.“

For information literacy/library: ??

Generative Topics

Represent fundamental concepts or themes in your domain

Interesting and exciting to students Interesting and exciting to you Provides opportunities for students to make

connections to other classes as well as life outside of school

Has related resources and materials to make the topic accessible to students

Presented in engaging ways to your students

Generative Topics examples

In biology: the definition of life, rain forests, dinosaurs, endangered species, global warming.

In mathematics: the concept of zero, patterns, equality, representations in signs and symbols, size and scale.

In history: maritime disasters, survival, revolution, conflict, power.

In literature: interpreting texts, folktales, humor, multiple perspectives.

For information literacy/library: ??

Understanding Goals

Clear goals Manageable number to assess Closely related to throughlines Focused on central aspects of generative

topics Capture what you think is most important for

students to understand about the generative topics

Take the form of a question and a statement

Understanding Goals examples

For a history unit with generative topic "Freedom at a Cost: Understanding the Bill of Rights": "Students will understand the relationship between rights and responsibilities in a democratic society."

For a geometry unit with the generative topic "Finding Out What's True: Proofs in Mathematics": "Students will develop their understanding of both inductive and deductive approaches to proving various statements (for examples, that two triangles are congruent, that two lines are parallel, and so on)."

For a literature unit with the generative topic "Whodunits and How They're Done": "Students will understand how authors create, develop, and sustain suspense in a plot."

For a biology unit with the generative topic "The Meaning of 'Life'": "Students will understand how a biologist distinguishes between living and nonliving things."

For information literacy/library: ??

Performances of Understanding

Require students to demonstrate the understandings stated in your understanding goals

Call for students to apply learning in new situations Allow students to build and demonstrate understanding Challenge students' misconceptions, stereotypes, and tendencies

toward rigid thinking Sequenced so that students can engage in them throughout the

unit, from beginning to end Allow students to demonstrate their understanding in a variety of

ways (written work, artistic endeavors, and so on) Events in which students are creatively thinking and doing with

their knowledge

Performances of Understanding example

For an English unit with the understanding goal "Students will understand how to detect the clues (both obvious and subtle) that authors give about what their characters are like":

Students pick one event described by Charlotte in The True Confessions of Charlotte Doyle. First they write down all the things they can tell about Charlotte from the way she describes the event. Then they compare their answers with those of their classmates, noting and discussing the differences in interpretation. Second, students pick two other characters involved in that event and make up an entry for each of these characters' diaries. The object is for students to weave into each entry clues that will help readers understand who these characters are.

For information literacy/library: ??

Ongoing Assessment

Clear, public criteria Criteria closely related to understanding goals Frequent opportunities for feedback throughout the unit's

performances Provide feedback that tells students how well they are

doing and how to do better Offer opportunities for multiple perspectives

- teacher assessing student - students assessing one another - students assessing themselves

Mix of formal and informal feedback Cycles of feedback which helps students build

understandings over time

Ongoing Assessment example

Writing Class: Criteria for ongoing assessment: Teacher and students co-develop the criteria for

the essay. To do this, the teacher presents students with two brief sample essays written about the same issue. The first argues the thesis effectively; the other is noticeably less-well executed. By comparing the two, the students (with guidance from the teacher) generate the criteria for a good persuasive essay (a clear position statement, concrete examples to support the position, a consideration and refutation of counter arguments, and so on). The teacher copies the list of criteria for each student in the class so that they can use it in the feedback process.

Feedback for ongoing assessment: Using the criteria sheet, students complete a first draft of their essay and write a short reflection assessing it. They share this draft with a classmate, who also provides a short written piece that reflects on how well the essay meets the criteria. Equipped with these two reflections, students revise their essays and submit final drafts to the teacher. Both the teacher and the student assess the final work of the essay by rating—on a scale of one to ten—how well the student achieved each of the criteria and writing a brief explanation of the rating.

Information Literacy/Library??

COMPONENTS AND MODELS

Lesson Structure

A Structure for Instruction

(c) Nancy Frey & Douglas Fisher, 2006

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Structure for Instruction that Works

Example: Reading/Writing Workshop Lesson

Mini-Lesson 10 minutes Direct instruction Demonstration of strategy Quick, guided practice

Independent work time Conferences Small group work

Share session Feedback Build upon or expand strategy Plans for next steps

ARCS Model

[A]ttention—curiosity and interest

[R]elevance—needs, interests, and motives

[C]onfidence—students develop a positive expectation for successful achievement of a learning task

[S]atisfaction—the instructor manages extrinsic and intrinsic reinforcement

(Keller, 1983)

Attention (or “The Hook”)

Perceptual: novelty, surprise, incongruity, or uncertainty Sealed box with question mark String drawn bag

Inquiry: Posing questions, problems, mystery Brainstorm

Variability: Incorporate a range methods and materials Group work Articles and/or books Films Cartoons Stories Debate Discussions

Relevance

Goal Orientation: Clear Objectives and purpose for the lesson

Motive matching:Matching to students needs and motivesVary the way you allow students to present

informationFamiliarity:

Relate learning to learners experience

Confidence (for the student)

Learning requirements Inform students about performance Objectives clear Pre requisites

Success opportunities Provide challenging and meaningful opportunities Increased level of difficulty

Personal responsibility Link learning to student effort Realistic expectations Learner controlled elements Opportunities for independence

Satisfaction

IntrinsicEncouragement and enjoyment

ExtrinsicPositive reinforcement

EquityMaintain standards and be fair

A couple notes on Lesson Plans

There are lots and lots of sample lesson plans online!

Keep best practices in mindThe form you fill out versus what actually

happens

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Evaluation