dpli chapter 2

7/30/2019 DPLI chapter 2

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Christina a/p Latsoomanan@Meshek LP111109

CHAPTER 2 : Planning and Organizing for Teaching

The Seven Key Areas

1. Organizing the Classroom provides insight into arranging furniture,equipment, supplies, and students.

2. Planning and Teaching Rules and Procedures helps teachers develop andcommunicate a system of policies and routines.

3. Managing Student Academic Work examines both teacher and studentresponsibility, and helps teachers develop and implement a system toencourage student accountability.

4. Maintaining Good Student Behavior helps teachers develop and implementa system to maintain appropriate student behavior by using appropriatepositive, negative, and corrective consequences; encouraging praise; andintervention strategies.

5. Planning for Instruction encourages teachers to consider a variety offormats as they structure learning activities and provides specificmanagement strategies for each.

6. Conducting Instruction and Maintaining Momentum helps teachers focuson strategies that maintain student interest and lesson involvement.

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Effective

1. Diagnosing thelearning situation

2. Planning the

course

6.Reflection

7. Following up

5. Evaluating

learning4. Guiding learning

activities

3. Planning the

instruction


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2.Allocated time

4. Time on task


7. Getting the Year Off to a Good Start helps teachers plan for the beginningof the year and suggests activities that teach students how to participatesuccessfully in school.

Time in School and Classroom

1. School time is often divided into five distinct categories: mandated time,allocated time, instructional time, engaged time, and academic learningtime. The total time available for all activities carried out in a school isestablished by the state. Typically, elementary and middle schools are insession approximately 7 hours a day for 180 to 190 days.

1. Mandated time :This mandated timemust be used for academic, aswell as for nonacademic activities. State-mandated time must bedivided among the various content areas as well as non-academic

activities such as lunch, announcements, recess, and transitionsbetween classes.

2. Allocated time : The time appropriated for each of these activities isoften called allocated time. For example, 45 minutes of each day maybe used for lunch, and 50 minutes may be needed for changingclasses.

3. Instructional time : Teachers must translate the available allocatedtime into instructional time. Despite their best efforts, however, not allstudents will stay on task or pay attention all the time.

4. Time on task : Educators refer to another area within instructionaltime called time on task.

5. Academic learning time : Time on task, or engaged time, differs frommandated, allocated, and instructional times in that it is the actualtime individual students engage in learning. They must maximizeacademic learning time.

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1. Mandated time

3.Instructional


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The curriculum

The planned and unplanned learning experiences that students

undergo while in a school setting.

Two types of curriculum:

1. Explicit curriculum refers to what is consciously and intentionally

presented. It is the official curriculum, or written curriculum, which gives the

basic lesson plan to be followed, including objectives, sequence, and

materials, what is taught by the teacher, and the learning outcomes for the

student.

2. Implicit curriculum or hidden curriculum includes the norms and values of

the surrounding society, the setting in which the learning occurs (including

the decoration and set-up of the area), and the broader environment in which

education occurs.

Curriculum mapping

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5.Academic

learning time


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1. Identify desired learning results for the subject and topics they teach.

Determine what students should know, understand, and be able to do

as a result of the study.

Specify big ideas worthy of understanding.

Delineate enduring understandings on which the teacher and students

will focus.

State provocative, essential questions that will guide students'exploration of the big ideas.

Articulate specific knowledge and skill that students will need for

effective performance on the goals.

2. Determine acceptable evidence of student learning.

Decide what evidence will indicate that students understand the big

ideas.

Consider what performances will indicate that the learners

understand and can apply what they have learned, and by whatcriteria those performances will be judged.

Determine what will constitute evidence of student proficiency with

the essential knowledge, understanding, and skill.

3. Plan learning experiences and instruction based on the first two principles.

Decide what essential knowledge, understanding, and skill needs to

be taught and coached.

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Determine how that should best be taught in light of the content

goals.

Plan to ensure that learning is engaging and effective in the context

of specified goals and needed evidence.

Curriculum Reform

Curriculum Structure

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The subject-centered curriculum

- traditional areas in the traditional disciplines

- interdisciplinary topics that touch on a widevariety of fields

- on processes such as problem solving

- on the goal of teaching students to be critical

consumers of information.

The student-centered curriculum

- centered on certain aspects of the learners

themselves.

- may explore the learners own life or family

history or local environment.

- Experiences of the learners become the

starting point of the curriculum.

- Thus the school environment is left open and

free.

- Learners are made to choose from various

activities that the teacher provides.


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dpli chapter 2

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