Curriculum  Management  

Model  of    Lesson  Planning  

Builder

Presenter:  Dr  Muavia  Gallie  

School Turnaround

Process  of  the  Model  1.  Iden5fy  the  ‘teaching  and  learning’  days  or  periods;  –  Using  ‘weeks’  (pace  seBers);  –  Using  ‘weigh5ng’  (start  with  ‘end’  in  mind);  

2.  Map:  –  Content  areas;  –  Topics;  –  Lessons;  

3.  Link  term  topics  with  SBAs;  4.  Assessment  plan  (for  teachers  and  learners);  5.  Teaching  and  Learning  Methods  (effec5ve  pedagogy);  6.  Resources:  –  Developing  concepts;  –  Class  work  (homework);  –  Worksheets;  –  Mul5-­‐media;  

7.  Levels  of  Complexity  Ques5ons.  

Construc9ng  the  T&L  days/periods  •  We  work  with  170  days  of  Teaching  and  Learning,  where  subjects  are  taught  every  ‘day  per  week’;  

•  You  have  a  choice  between  two  approaches:  – Use  the  ‘weeks’  in  the  “Time  Alloca5on  per  topic”  (page  38  in  CAPS  Math  Grade  7),  and  reduce  to  34  weeks  (excluding  examina5on  and  other  non-­‐teaching  days,  but  including  revision  and  forma5ve  assessment);  or  

– Use  the  “weigh5ng  of  content  area”  (page  11  in  CAPS  Math  Grade  7),  and  generate  the  percentage  from  170  days;  

•  In  cases  where  subjects  don’t  have  periods  every  day,  then  work  on  ‘periods  per  week’  mul5ply  by  34  weeks  (and  not  170  days).  

Lets  work  with  170  days,  and  on  ‘weigh9ng’,  to  allocate  the  ‘content  areas’:  

 Days  per  ‘content  area’  will  be  calculated  as  follow  -­‐  •  Numbers,  Opera5ons  and  Rela5ons  X  30%  of  170  days  =  50  

days;  •  PaBerns,  Func5ons  and  Algebra  X  25%  of  170  days  =  43  

days;  •  Space  and  Shape  (Geometry)  X  25%  of  170  days  =  43  days;  •  Measurement  X  10%  of  170  days  =  17  days;  •  Data  Handling  X  10%  of  170  days  =  17  days  

 Total  =  50  +  43  +  43  +  17  +  17  =  170  days  

Lets  work  with  50  days  for  Numbers,  Opera9ons  and  Rela9ons,  to  allocate  ‘topics’:  

 Days  per  ‘topics’  will  be  calculated  as  follow  -­‐  •  Whole  numbers  –  9  hours  =  10  days;  •  Exponents  –  9  hours  =  10  days;  •  Integers  –  9  hours  =  10  days;  •  Common  frac5ons  –  9  hours  –  10  days  •  Decimal  frac5ons  –  9  hours  –  10  days  

 Total  =  10  +  10  +  10  +  10  +  10  =  50  days  

Lets  work  with  10  days  for  Whole  Numbers,  to  allocate  the  ‘lessons’:  

 Lessons  per  ‘topic’  will  be  calculated  as  follow  -­‐  •  Lesson  1  -­‐  Revision  of  Grade  6  work;  •  Lesson  2  -­‐    Ordering  of  whole  numbers;  •  Lesson  3  –  Comparing  of  whole  numbers;  •  Lesson  4  –  Proper5es  of  whole  numbers;  •  Lesson  5  –  Calcula5ons  using  whole  numbers;  •  Lesson  6  –  Calcula5on  techniques  •  Lesson  7  –  Mul5ples  and  factors  •  Lesson  8  –  Solving  problems  involving  whole  numbers  •  Lesson  9  –  Solving  problems  involving  percentages  •  Lesson  10  –  Solving  problems  involving  decimal  

frac5ons  

Linking  of  Term  Topics  to  SBAs  •  Whole  numbers  and  Exponents  =  Test?  •  Geometry:  ü Construc5on  of  figures;  ü 2D  shapes;  ü Straight  lines  =  Assignment?  

Assessment  Plan  

Assessment  Plan  

Assessment  Plan  

Assessment  Plan  

Assessment  Plan  

Assessment  Plan  

Teacher  Assessment  Plan  

•  Iden5fy  the  ‘topics’  that  will  be  covered  by  the  TEST;  •  THEN  iden5fy  (i)  the  test  date;  (ii)  when  the  marks  will  be  submiBed,  and  (iii)  when  feedback  will  be  given  to  learners;  

•  Iden5fy  the  ‘topics’  that  will  be  covered  by  the  ASSIGNMENT;  •  THEN  iden5fy  (i)  the  announcement  date;  (ii)  the  ‘first  aBempt’  date  (for  second  chance  opportunity);  (iii)  the  final  submission  date;  (iv)  when  the  marks  will  be  submiBed,  and  (v)  when  feedback  will  be  given  to  learners;  

•  REPEAT  THESE  STEPS  FOR  EVERY  TERM’S  SBAs.  

Learner  Assessment  Plan  •  Supply  learners  with  a  

‘subject  assessment  plan’  for  every  subject  they  are  doing;  

•  Map  their  ‘subject  target’  as  the  default  for  every  subject  they  do;  

•  Give  learners  a  ‘demonstra5on’  of  the  impact  and  implica5on  of  different  ‘performance  levels’  (other  than  the  default  target),  on  the  ‘end  of  year’  performance  mark;  

•  When  learners  don’t  achieve  at  or  above  their  ‘subject  target’,  allow  them  a  ‘second  chance  opportunity;  

•  THIS  WILL  ALLOW  LEARNERS  TO  MANAGE  THEIR  OWN  PERFORMANCE!  

8.  Iden9fy  the  Framework  of  your  Daily  Lesson  Plan  

1.   Planning,  prac9ce  and  interac9on;  •  Define  subject,  phase,  term,  week,  day;  •  CAPS  references  such  as  content  area,  topic,  source,  scope,  concepts,  pre-­‐knowledge  &  engagement,  teaching  method,  length  of  period,  prac5cal  examples;  

2.   Direc9on  and  instruc9on;  3.   General  techniques;  4.   Teaching  and  learning  tools;  5.   Classroom  management;  6.   Physical  environment;  7.   Ques9oning  techniques;  8.   From  interac9on  to  engagement;  

9.   Classroom  leadership;  10.   Lesson  Flow:  

•  Introduc5on;  •  Concept  development;  •  Classwork  in  wri5ng  book;  •  Problem  solving/  crea5vity;  •  Extra  ac5vi5es;  •  Consolida5on  

11.   Classroom  Assessment  as  per  Subject;  

12.   Test  and  examina9on  prepara9on;  

13.   Second  chance  opportunity;  14.   Final  expecta9ons;  15.   Grades,  marks,  targets,  etc.;  

Teaching  and  Learning  Methods  

Interac9ve  Instruc9on  

Direct  Instruc9on  

Indirect  Instruc9on  

Experien9al  Learning  

Independent  Study  

Direct  Instruc9on  Structured  Overview  

Explicit  Teaching  Mastery  Lecture  

Drill  and  Prac9ce  

Compare  and  Contrast  Didac9c  Ques9ons  

Demonstra9ons  Guides  for  Reading,  Listening,  Viewing  

Indirect  Instruc9on  Problem  Iden9fica9on  

Case  Studies  Inquiry  

Reading  for  Meaning  Reflec9ve  Discussion  

Concept  Forma9on  Concept  Mapping  

Concept  Adainment  Cloze  Procedure  

Interac9ve  Instruc9on  Debates   Role  Playing  Panels  

Brainstorming  Peer  Prac9ce   Discussion  

Laboratory  Groups  

Coopera9ve  Learning  Groups  Problem  Solving  

Circle  of  Knowledge  

Tutorial  Groups  Interviewing  

Experien9al  Learning  Field  trips  

Conduc9ng  Experiments  

Games  Simula9ons  

Focused  Imaging  Field  Observa9ons  

Imita9on   Synec9cs  

Model  Building   Surveys  

Independent  Study  Essays  

Computer  Assisted  Instruc9on  

Learning  Ac9vity  Package  Reports  

Correspondence  Lessons  Discovery  work  

Research  Projects  Assigned  Ques9ons  

Explora9on  work   Learning  Centres  

Teaching  and  Learning  Methods  No Direct Instruction  

Indirect Instruction  

Interactive Instruction  

Experiential Learning   Independent Study

1 Explicit teaching 9 Case studies 19 Debates 31 Field trips 41 Essays

2 Structured overview 10 Problem identification 20 Panels 32

Conducting experiments 42

Computer assisted instruction

3 Mastery lecture 11 Inquiry 21 Role playing 33 Simulations 43 Reports

4 Drill and practice 12 Reading for meaning 22 Peer practice 34 Games 44

Learning activity package

5 Compare and contrast 13

Reflective discussion 23 Discussion 35 Focused imaging 45

Correspondence lessons

6 Didactic questions 14 Concept formation 24 Brainstorming 36 Observation 46 Discovery work

7 Demonstrations 15 Concept mapping 25 Laboratory groups 37 Imitation 47 Research projects

8 Guides of reading, listening, viewing 16

Concept attainment 26 Circle of knowledge 38 Synectics 48 Assigned questions

17 Cloze procedure 27

Cooperative learning groups 39 Model building 49 Exploration work

18 Consolidation 28 Problem Solving 40 Surveys 50 Learning Centres 29 Interviewing 30 Tutorial groups

Effec9ve  Pedagogy  Teacher-­‐Centred  

Methods    Learner-­‐Centred  

Methods    

Lecture

Tell a Story

Demonstration

Whole-Class Discussion

Video Show

Role Play

Small Group Discussion

Visit

Project Work

Library Search

Investigation

Practical Work

Self-Study

Right-Answer

Questions

Simulation

Resources  •  hBp://www.pinterest.com  •  hBp://www.teacherspayteachers.com  •  hBp://www.khanacademy.org  •  hBp://www.worksheetcloud.com  •  hBp://www.youtube.com  

Levels  of  Complexity  Ques9ons  

•  Formulate  at  least  12  Ques9ons  per  ‘lesson’,  meaning  you  will  build  up  a  ‘data  bank’  of  ques9on  of  over  1700  ques9ons;  

•  Ensure  that  you  have  at  least  3  Ques9on  per  level  (low,  middle,  high).  

Low  Ques9ons   Middle  Ques9ons   High  Ques9ons  

Thank  You!