11 planning for instruction permission granted to reproduce for educational use only.©...

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Planning for Instruction

Permission granted to reproduce for educational use only.© Goodheart-Willcox Co., Inc.

Planning for Instruction

• Teachers cannot simply decide what they would like to teach

• Society, parents, employers, and teachers all have a stake in making the educational system work well


For Discussion

• Who has an influence on what is taught in your state?

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Objective

• Analyze the types of information included in the educational standards for a state.

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Standards: What Should Students Know?• Educational standards (instructional

goals) are statements of what students are expected to know and be able to do

• Standards may be national, state, or developed by local districts

• Standards are linked to the move for accountability in education


For Discussion

• What are the pros and cons of designing curriculum around educational standards?



Objective

• Compare curricula for the same course or level from two different sources.

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Curriculum: What Will Be Taught?• Curriculum is much more specific than

standards about the content expected to be taught

• Decisions about what to include in a curriculum may be heavily debated

• May be developed by states, local school districts, and individual schools

continued


Curriculum: What Will Be Taught?• Development process usually involves a

team of administrators, teachers, and others

• The curriculum organizes the content in a logical way

• It sets a plan for the main concepts and skills taught at each grade


Objective

• Explain the relationship between instructional units and course plans.

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Course Planning: How Will Learning Be Organized?• A course plan is based on curriculum,

but adapted for the teacher, students, and teaching circumstances

• Typically includes a series of instructional units

• Must incorporate content and skills required to meet standards

• A road map for day-to-day teaching

continued


Course Planning: How Will Learning Be Organized?• Influences and variables include

– class and school schedules—how often does the class meet? for how long?

– characteristics of the students—make reasonable assumptions based on what you know about child development

– instructional units—sequence of topics in a logical order, often in outline form

continued


Course Planning: How Will Learning Be Organized?• Influences and variables include

– opportunities for learning—special opportunities, such as an election, might mean adjusting topics in the schedule

– teacher characteristics—the course plan will reflect the teacher’s individual strengths, interests, and teaching style

continued


Course Planning: How Will Learning Be Organized?• A course plan helps the teacher make

sure everything that must be taught is included in the schedule

• As the course progresses, the teacher will have to make adjustments


Objective

• Identify and describe the key parts of a lesson plan.

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Lesson Plans: How Will Learning Take Place?• Lesson plans are also called

instructional plans or teaching plans• Help teachers prepare for class by

– documenting what is being taught– helping teachers think through what they

will teach– better preparing teachers to teach the

class– allowing substitutes to step in


Elements of a Lesson Plan

• May be a standard format determined by the school

• Three basic parts include– instructional objectives– learning activities– assessment


For Reflection

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• What do you think will be the most difficult part of preparing lesson plans? Why?


Objective

• Write an educational objective that includes all necessary components.

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Instructional Objectives

• Lessons are developed to meet the instructional objectives, which– provide a focus for teaching– break down educational standards into

smaller segments– are also called performance objectives

continued



• Well-written objectives– specify observable behavior—verb

identifies how students will be learning– identify an action or product—concrete

evidence that students are learning

continued



• Well-written objectives– describe any conditions—the

circumstances under which the students will be learning

– indicate acceptable level of performance—specifics on what determines success


Learning Activities

• Learning activities are the experiences used to help students learn the content

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Learning Activities

• Discussions• Labs• Hands-on

activities• Debates• Problem solving

• Field trips• Computer

exercises• Simulations• Experiments


Assessment Strategies

• Link directly to instructional objectives

• Means for evaluating that learning has taken place © Alexander

Raths/Shutterstock


For Discussion

• Which type of learning activities do you plan to use most often in your classroom?



Other Lesson Plan Elements• Title—use one that is clear, descriptive• Topic—concept or skill being taught• Standards—those the plan achieves• Students/participants—grade level and

subject area• Time period—how long the lesson plan

will take to complete

continued


Other Lesson Plan Elements• Introduction

– Captures students’ interest and attention– conveys teacher’s expectations– Links what students will be learning to

what they already know

• Step-by-step procedures—thinking through specific steps that will help the lesson go smoothly (including transitions) continued


Other Lesson Plan Elements• Guided practice/independent practice

—designed to reinforce and apply learning, either with feedback or as a personal practice activity

• Summary—reviews what was learned and helps students apply it

continued


Other Lesson Plan Elements• Materials and equipment—everything

needed to teach the lesson• Adaptations for students with special

needs—ways to modify activities• Notes—additional information,

reminders, and ideas for improvement


For Reflection

• Why do you think it is important to keep notes of ways to improve lesson plans?

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Finding Ideas and Inspiration• Experience will inspire teaching

opportunities• Talk with other teachers• Read teaching magazines or websites• Collaborate in a team to write teaching

plans• Keep notes and accumulate materials


Making Plans Come Alive

• Introduction– Capture students’ interest and attention– Engage them in learning– Let students know what you expect them

to learn and how you want them to work– Link the learning to prior knowledge or

experiences

continued


Making Plans Come Alive

• Activities– use variety– incorporate an unexpected element– include opportunities for different learning

styles, abilities, and interests– allow time for feedback, review, and

reinforcement

• Practice and be prepared to adapt


For Discussion

• How might you introduce a topic to capture your students’ attention?



Evaluating the Lesson

• Make notes about what worked

• Think about modifications to improve the lesson plan

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Key Points• Standards are developed at national,

state, and local levels• Curriculums provide suggested or

required classroom guidelines• Teachers use the curriculum to create

a course plan• Lesson plans are specific day-to-day

plans for teaching


Review• What are educational standards?statements of what students are

expected to know and be able to do at certain points in their education

• What are the three most basic parts of a lesson plan?

instructional objectives, learning activities, assessment

continued


Review• What characteristics do well-written

objectives include?specify observable behavior; identify an

action or product; describe any conditions; indicate acceptable level of performance

• ____ are smooth ways to move from one part of the lesson to the next.

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