Instructional DesignChris Baroody

Objective

•Each of teaching teams will construct a 2015-16 scope and sequence integrating cognitive, social/emotional and physical growth using goals, targeted standards, and assessment techniques.

•As a result of staff development, each teaching team will collaborate and write 8 lesson designs incorporating 100% template components.

•90% of AELC staff will craft a 2015-16 professional development plan using measurable objectives and longitudinal growth line.

Anticipatory Set & Pre-assessment:

• What factors do you consider when lesson planning?

• What to you do to create authentic lessons?

• How to you ensure that you are creating lessons that will elicit high student engagement?

• Define and explain why the following are important in lesson planning:

• Mastery Orientations

• Positive Teacher-Student Relationships

• Collaborative Learning

• Autonomy Support

• Self-Efficacy

• Meaningfulness

Instructional Input: Creating Engaging Lessons

• Good Behavior (Behavioral Engagement)

• Positive Feelings (Emotional Engagement

• Deep Thinking (Cognitive Engagement)

James Nicolás Pino, December 14, 2014. Golden Rules for Engaging Students in Learning Activities (Web Article). Retrieved http://www.edutopia.org/blog/golden-rules-for-engaging-students-nicolas-pino-james

Creating Engaging Lessons

1. Make It Meaningful: Research has found that if students do not consider a learning activity worthy of their time and effort, they do not engage in a satisfactory way, or even disengage in response.

a. Connect with students prior experiences

b. Highlighting the value of an activity (Stating your objective and why it is

important)

c. Modeling why something is important.

Creating Engaging Lessons

2. Foster a Sense of Efficacy: Self-efficacy refers to a student's ongoing personal evaluation of whether he or she can succeed in a learning activity or challenge. ("Can I do this?") Researchers have argued that effectively performing an activity can positively impact subsequent engagement. In order to strengthen students' sense of efficacy in learning activities, the assigned activities should:a. Be only slightly beyond students' current levels of proficiency

b. Regularly demonstrate students’ understanding throughout the activity *

c. Use peer modelling

d. Include feedback that helps students make progress. *

* Check for understanding & ongoing assessment to provide feedback

Creating Engaging Lessons

3. Provide Autonomy Support: Autonomy support refers to nurturing the students' sense of control over their own behaviors and goals. When teachers promote an internal locus of control rather than compliance with directives and commands, student engagement levels increase as a result (Reeve, Jang, Carrell, Jeon, & Barch, 2004). Autonomy support can be implemented by:

a. Welcoming students' opinions and ideas into the flow of the activity

b. Using informational, non-controlling language with students

c. Giving students the time they need to understand and absorb an activity by

themselves

Creating Engaging Lessons

4. Embrace Collaborative Learning: Collaborative learning is another powerful facilitator of engagement in learning activities. When students work effectively with others, their engagement is consequently amplified (Wentzel, 2009), mostly due to experiencing a sense of connection to others during the activities (Deci & Ryan, 2000). To make group work more productive, strategies can be implemented to ensure that students know how to communicate and behave in that setting. Teacher modelling is one effective method, while avoiding homogeneous groups and grouping by ability, fostering individual accountability by assigning different roles, and evaluating both the student and the group performance also support collaborative.

Creating Engaging Lessons

5. Establish Positive Teacher-Student Relationships: High-quality teacher-student relationships are a key factor in determining student engagement (Fredricks, 2014), especially in the case of difficult students and those from lower socioeconomic backgrounds. When students form close and caring relationships with their teachers, they are fulfilling their developmental need for a connection to others and a sense of belonging in society (Scales, 1991). Teacher-student relationships can be facilitated by:

a. Caring about students' social and emotional needs

b. Holding positive attitudes and enthusiasm

c. Increasing one-on-one time with students

d. Treating students fairly

e. Avoiding the use of deception or promise-breaking.

Creating Engaging Lessons

6. Promote Mastery Orientations: Finally, students' perspective of learning activities also determines their engagement. When students pursue an activity because they want to learn and understand (i.e. mastery orientations), rather than simply to obtain a good grade, look smart, please parents, or outperform peers (i.e. performance orientations), their engagement is more likely to be full and thorough (Anderman & Patrick, 2012). To encourage this mastery orientation mindset, consider various approaches, such as framing success in terms of learning (e.g. criterion-referenced) rather than performing (e.g. obtaining a good grade). Also, place the emphasis on individual progress by reducing social comparison (e.g. making grades private) and recognizing student improvement and effort.

Lesson Planning

• Effective lessons get students thinking and allows them to interact and ask questions, tap into their background knowledge, and build new skills

• Effective Teachers Plan objectives, then assessment, then activities

• Standards are rewritten into specific measurable objectives

• A-Audience B-Behavior(what do you want them to accomplish?) C-Conditions D-Degree

Assessment (Show and Tell)

Click icon to add picture

Preassessment (level of proficiency)

Guided Practice (Scope and Sequence)

Guided Practice Lesson Template (Essential Questions; rigor; per)

Checking for understanding; questioning; no opt out; ratio; collaborative teaching

Professional Growth Plan

Closure

Team Building