Session 2

Planning for Instruction

Units & Lessons

Planning

Vital and basic skill for effective teaching

Helps you feel organized and prepared

Is only a guide: not carved in stone

Allows for review of and reflection on lesson.

Instructional UnitSeries of lessons

centered on a theme, topic, or major conceptThematic unitInterdisciplinary

Combines disciplines

Interdisciplinary Unit-Concept Map

Civil War ArtMusic

Science Social Studies

Language Arts

ReadingWritingDrama

Causes

EconomicPoliticalMedical Weapons

PhotographyMilitaryRegional

How Do I start Planning a Unit?

Gather and locate all resourcesSuch as State StandardsTextbookMediaTechnology ResourcesTrade BooksCommunity ResourcesEtc…..

Now Begin the unit…

Look at the textbook…Decide on your goals

and objectives…Alignment…..Backward Design

Textbook

Should every unit get major emphasis?

Are there some you can “skim” to enable more time for others?

What activities are recommended?What other activities can you

imagine?

Be prepared to change things…..If the student’s lack the prior

knowledge for a unit, what do you need to do?

Plan to use some instructional strategies to find out what they know, such as KWL charts, concept mapping, etc..

Goals and Objectives Goals are broad statements of

educational intent

e.g. To know the three theories pertaining to the extinction of the dinosaurs

Objectives are the educational outcome defined in behavioral terms

e.g. Given a list of dinosaurs, students will be able to arrange them in their various groups with 80% accuracy.

Alignment

Instruction with state and local standards in methods, materials, and assignments.

The instruction and the evaluation based on the objectives. (Curriculum Alignment)

Backward DesignInnovative Approach to

Planning based on the work of Grant Wiggins and Jay McTighe (Understanding by Design) UbD

Three Main StagesDesired results (big ideas,

enduring understandings, essential questions) ?

Assessment evidence (How will students demonstrate what they have learned or can do)?

Learning Activities (What opportunities will the student have to learn)

Holy Family Unit Plan

Subject AreaGrade LevelUnit TitleEstimated TimeStudent Population

Stage 1—Desired Results

Standards –Which will be addressed?

Understanding (s)- What are the big ideas? What specific understandings about them are desired?

Essential Question (s)- What question will foster inquiry, understanding and transfer of knowledge

Attitude(s) and Value(s) – Attitudes and Democratic values to be developed

Skills – What skills related to acquring, organizing and using information; what technology skills; what interpersonal skills

Stage 2- Assessment Evidence

Performance Task –What authentic performance task

Other Evidence – quizzes, observations, journals

Stage 3- Learning Plan

• Learning Activities (8-10 lessons)

• References- APA

• Reflection

Take A Look at a Sample

http://Jdahl.wikispaces.com

Lesson Plans

The Holy Family Lesson Plan

Format

Designing the Lesson Plan

Pennsylvania Academic Standards Goals for Understanding Instructional Objective

Student BehaviorsSources of EvidenceCriteria for Evaluation

Teaching to the Objective Introduction/Motivation/Prior KnowledgeDevelopmental Activities

(Differentiation)Closure

Assessment Follow Up Materials/Resources

Academic Standards Standards define what each

student should know and do in a core set of subjects. They give students a solid foundation in the basics and provide consistent targets for students, teachers and parents. Standards allow schools to measure student achievement.

Aligned standards and assessments provide the ability to see how well students are performing and how much they are improving.

Writing Instructional Objectives

Given a list of dinosaurs, students will be able to arrange

them in their various groups with 80% accuracy

AudienceBehavior

“condition”

“measurable”

“degree”

Words to Avoid

UnderstandLearnKnowEnjoyAppreciateValue

They are vague and are not observable or measurable because there is no product involved.

Blooms Taxonomy

•Remembering

•Understanding

•Applying

•Analyzing

•Evaluating

•Creating

Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall,

repeat, reproduce state Understanding: can the student explain ideas

or concepts? classify, describe, discuss, explain, identify,

locate, recognize, report, select, translate, paraphrase

Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ,

illustrate, interpret, operate, schedule, sketch, solve, use, write.

Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize,

differentiate, discriminate, distinguish, examine, experiment, question, test.

Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select,

support, value, evaluate Creating: can the student create new

product or point of view? assemble, construct, create, design,

develop, formulate, write.

Differentiation•Adjust the content, process and product based on students readiness, interests and how they learn (modalities), maximizing growth and individual success

•Utilizing a variety of instructional and management strategies

•Special considerations made for students with

•learning disabilities;• IEP’s•Visual/hearing problems•504 accommodations

Differentiation of Instruction

Is a teacher’s response to learner’s needs

guided by general principles of differentiation

such as

Respectful tasks

Flexible grouping

Ongoing assessment

and adjustment

Content Process Product

According to students’

ReadinessInterest Learning Profile

Through a range of instructional and management strategies such as

Teacher can differentiate

Taped material

Tiered lessons

Learning contracts

Small group instruction

Independent study

Literature circles

Lecture

Questioning

Teacher centered

Cooperative learning

Inquiry based learning

Student-centered projects

Interest centers

Compacting

Varied questioning strategies

Varied homework

Websites

http://www.umuc.edu/ugp/ewp/bloomtax.html --Using Bloom's Taxonomy in Assignment Design

http://www.pde.state.pa.us – standards and other information

http://glossary.plasmalink.com/glossary.html#M – glossary of instructional strategies

http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html - Guide to Writing Objectives

http://www2.gsu.edu/~mstmbs/CrsTools/cogverbs.html -Observable Verbs for Cognitive Domain Instructional Objectives

Differentiated Instruction

http://www.ascd.org/cms/index.cfm?TheViewID=350

http://www.scusd.edu/gate_ext_learning/differentiated.htm

http://www.teach-nology.com/tutorials/teaching/differentiate/planning/