EDUC 4454 P/J Methods – Class 3

Methods Principle: Planning

Bell Work – At Your Table Discuss

Why do you plan the assessment and application first after deciding

on the expectation?

Prof. J. Pitt

(Wiggins and (Wiggins and

McTighe, 1998)McTighe, 1998) Enduring Understanding / Expectations

Teaching

Lesson P

lanningAssessment

Application

What I need to teach & how

I can teach it

What they need to know before I can begin

The Lesson

Consolidation

Application Task

Assess

Reflect

Design Down / Backwards DesignDesign Down / Backwards Design

Prepping

Planning a Lesson

Second planning step: what students do at the end and how I will assess it

Next step: The content and the strategies, then consolidation (links lesson to application)

Next Step: Preassessment – the Prepping

Dr. J. Barnett

General Mode of Instruction

“BIG Ideas”Big ideas “go beyond discrete facts or skills to focus

on larger concepts, principles, or processes.” - Grant Wiggins and Jay McTighe, Understanding by Design (1998), p. 10

“Big ideas” are the broad, important understandings that students should retain long after they have forgotten many of the details of something that they have studied.

In this (curriculum) document, big ideas describe aspects of the fundamental concepts that are addressed at each grade level. Source: Curriculum Expectations – Sci & Tech (2007) p. # 6

What is curriculum? Expectations for each grade Knowledge/Skills that students are expected to

acquire, demonstrate, and apply on tests and other achievement activities.

2 sets of curriculum expectations are listed for each grade in each strand (or broad area of the curriculum):

Overall Expectations

Specific ExpectationsSource: Curriculum Expectations – Science & Technology

(2007) p. #10

Overall & Specific Expectations

The overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each grade. There are three overall expectations for each strand in each grade in science and technology.

The specific expectations describe the expected knowledge and skills in greater detail. The specific expectations are organized under numbered headings, each of which indicates the overall expectation to which the group of specific expectations corresponds. Taken together, the overall expectations and specific expectations represent the mandated curriculum.Source: Curriculum Expectations – Science & Technology (2007) p. #10

Organization of Expectations The organization of expectations into groups is not meant

to imply that the expectations in any one group are achieved independently of the expectations in the other groups. The subheadings are used merely to help teachers focus on particular aspects of knowledge and skills as they develop and present various lessons and learning activities for their students.

Many of the specific expectations are accompanied by examples, given in parentheses, as well as “sample issues”, “sample guiding questions”, “sample problems”, and “sample prompts”. (Prompts consist variously of questions and ideas, and are designed to stimulate student thinking, e.g. in the primary grades)

Expectations – Examples/Samples

The examples and the sample issues, questions, problems, and prompts help to clarify the requirements specified in the expectations, and suggest the intended depth and level of complexity of the expectations. They have been developed to model appropriate practice for the grade and are meant to serve as illustrations for teachers.

Teachers can choose to use the examples and samples that are appropriate for their classrooms, or they may develop their own approaches that reflect a similar level of complexity.

Source: Curriculum Expectations – Science & Technology (2007) p. #10

How To Plan UsingThe Direct InstructionPlanning Format

(DIPF)

Prof. J. Pitt

Direct Instruction Planning Format For Lesson Plans

Subject/Course: Language Arts (English) Name: Prof. J. Pitt

Grade Level: 6 Date: September 19, 2007

Topic: Elements of a Story – Plot Graph Time: 12:30 – 1:15 (45 min)

1.Expectations and Learning Skills The students will:

a)Expectations:

1) from the curriculum documents ….

- Grade 6: (English Language – Reading Reasoning and Critical Thinking) - Expectation 6e30 – identify the elements of a story and explain how they relate to each other;

2) Now make it specific to your lesson (Essential Understanding) - Today, students will: 6e30: Identify plot as an

element of a story and explain how beginning, middle, climax and end relate to each other within this element

1

Include the essential understanding!

Be careful – the more you put here, the more you MUST assess – aim for one or two refined expectations only

Prof. J. Pitt

1.Strategies (continued)

a)Consolidation /Recapitulation Questions (Check for understanding /scaffolded practice)

a)Application (Moving from guided, scaffolded practice to increasingly independent practice and understanding /gradual release of responsibility)

b)Lesson Conclusion

1.Assessment (collection) / Evaluation (interpretation of data)

Using, Practicing or Applying what they have

learned

How you are going to mark / assess what they did in the application in terms of how it demonstrated the refined expectation?

Turn the page over and go to the Application Section

What are you going to have the students do at the end? How will you assess it?

2

Prof. J. Pitt

1.Content 1.Strategies

a)Introduction (motivational steps/hook/ activation of students’ prior knowledge)

a)Content for New Learning

a) Teaching /Learning Strategies for New Learning

WHAT HOW

introduced to the topic – Hook!

What they will learn

Introduction

Details!

Present picture book cover to the class

Ask the students:1. “Looking at the cover, what might the story be about?” 2. “When might have the story occurred?” 3. “How do you know this?”

Details! How! Be specific!!!

STEP by STEP teaching

Prediction:titleCover illustration

Back to the content section

This is where the actual lesson goes

3

THE ACTUAL LESSON

Prof. J. Pitt

1.Strategies (continued)

a)Consolidation /Recapitulation Questions (check for understanding/scaffolded practice):

a)Application (moving from scaffolded practice to increasingly independent practice and understanding / gradual release of responsibility).:

1.Assessment (collection of data) Evaluation (interpretation of data)

REVIEW!One of the last things you plan but in the lesson occurs before you send the kids to task.

4

2

Have students copy down the plot graph with the details from the board in their Language Arts notebooks.

e.g.,

Climax Middle

Beginning End

Conference at their desk while copying – can the students identify the plot and explain the climax – can they explain how beginning, middle, climax, and end relate to each other – make anecdotal note on individual student’s level of understanding; make anecdotal notes in reflections on next steps

6e30: Identify plot as an element of a story and explain how beginning, middle, climax and end relate to each other within this element

Prof J. Pitt

1.Strategies (continued)

a)Consolidation /Recapitulation Questions (check for understanding/scaffolded practice):

a)Application / Reaction:

1.Assessment (collection of data) Evaluation (interpretation of data)

Ask the students the following questions:“What is the climax in the movie ‘The Matrix’?”“What is the climax in ‘Cinderella’?”

4

2

Have students copy down the plot graph with the details from the board in their Language Arts notebooks.

e.g., Climax

MiddleBeginning *Don’t Forget The

Lesson End Conclusion!

Conference at their desk while copying – can the students identify the plot and explain the climax – can they explain how beginning, middle, climax, and end relate to each other – make anecdotal note on individual student’s level of understanding; make anecdotal notes in reflections on next steps

6e30: Identify plot as an element of a story and explain how beginning, middle, climax and end relate to each other within this element

Prof. J. Pitt

1.Preassessment

a)Students and Differentiation:

a)Learning Environment:

a)Resources/Materials:

Look at the students and the environment

What do the students need to know before you can teach them the lesson? (For students with exceptionalities, initials for student(s) and specific strategy – must be included)

How do the students sit? How is the room set up? Adjustments?

Everything I need in order to do the lesson (or a supply teacher would need to gather prior to doing the lesson)

This can also be on-going. When you think of something as you plan, add it in.

Don’t forget details -- it is better to have too much then too little

Turn the page over again to the beginning

5Prof. J. Pitt

1.Preassessment

a)Students and Differentiation:

a)Learning Environment:

a)Resources/Materials:

Look at the students and the environment - Pre-Assess

Already know the concepts of setting, main character, climax and plot; Are able to predict, sequence, organizeFred and Barney should not be sitting together due to socialization difficulties; Pebbles needs to sit at the front left side of the room due to a hearing impairment (her right ear needs to face the teacher). The Educational Assistant, Mary, will work with Pebbles with comprehension.

Students sit in tables of six. Make sure they can all see the board…

For lesson:Picture book – Tikki Tikki Tembo – retold by Arlene Mosel ISBN: 0-03-012711-4 (on desk)White Board or Chalk Board Markers or chalk (in centre drawer of teacher’s desk) For Application:Student Language Arts books – one per student (in their desks)Pencil, eraser, ruler – one per student (in their desks – if student does not have, extras located in top right hand drawer of teacher’s desk – must be signed out (sheet in same drawer) and returned.

Turn the page over again to the beginning

5

Already know the concepts of setting, main character, climax and plot; Are able to predict, sequence, organizeFF. and BR. should not be sitting together due to socialization difficulties; PF. needs to sit at the front left side of the room due to a hearing impairment (her right ear needs to face the teacher). The Educational Assistant, Ms. Mary Helpful, will work with PF. on comprehension.

Prof. J. Pitt

1. Reflections

a) Evidence of Student Learning Related to the Lesson Expectations

a) Evidence of the Effectiveness of the Teacher Candidate

a) Next Steps for A) Student Learning and B) Effectiveness of the Teacher Candidate

Go to the PT Handbook.

Does the lesson fit the guidelines stated?

Fill out the reflection based on the lesson presented and the questions on these pages.

Clear Statement including indicators describing to which the expectations (at the beginning of the lesson) were achieved; Reflect on the learning expectations –Is there a better expectation you could have chosen? Was the assessment reliable and valid?

Reflect on the quality of your delivery of the lesson. Think about communication, your planning, the implementation of the plan, organization, did you motivate, your teaching/learning strategies, questioning, etc….How effective was this lesson? How effective were the individual parts of the lesson?

What needs to be done next in the following lesson?

Reflect on pro-active classroom management strategies you could use next time

What do you need to remember for the next time you do this specific lesson (i.e., next year)?

After the lesson is

over

Prof J. Pitt

Remember:

You plan the assessment and application first after deciding on the expectation.

Lesson Plan Activity:

Please obtain a curriculum document - alternatively you can access the Ontario curriculum online:

http://www.edu.gov.on.ca/eng/document/curricul/curricul.html

Dr. J. Barnett

Creating a lesson using the DIPF1.Open a blank template of the DIPF

2.Using the curriculum document you were to bring, pick an expectation which you could use to create a simple, teacher-directed lesson (students are practicing or applying at the end of the lesson) - Attempt to create a simple, teacher-directed lesson

using the DIPF (Remember the order you plan in! Design Down!)

3. I will circulate and help out as needed

4.You may choose to work in groups – Max 4 peopleYou will not have enough time to complete this lesson because this is your first

try and it is not yet natural to you – Remember: be nice to yourself!

Next class bring a hard copy of your completed draft Assignment #2

This is Lesson Plan #1 using the DIPF Assigned Readings:

Course Text: pp. 236-250 in Chapter 8:

“The Curriculum: Organizing Pieces of the Puzzle”