CHAPTER 12 USING the NINE CATEGORIES in INSTRUCTIONAL PLANNING Tony McCoy EDL 571 Summer 2010

Refresher…. 9 categories of strategies that have strong effect on student achievement CHAPTER

EDUCATIONAL PLANNING

BENEFITS of STRATEGIC PLANNING Using research-based instructional strategies influences the planning of a unit Helps you to re-think some of your classroom practices Raises quality of educational planning Enhances student achievement

3 PHASES OF UNIT PLANNING Setting Learning Goals BEGINNING Monitoring Progress Introducing New Knowledge Practicing, Reviewing, and Applying Knowledge DURING Helping Students Determine How Well They Achieved Their Goals END

INSTRUCTIONAL STRATEGIES for USE at the BEGINNING of a UNIT- Setting Learning Goals Identify clear Learning Goals (Chapter 8) Allow students to identify and record their own Learning Goals (Chapter 8)

INSTRUCTIONAL STRATEGIES for USE DURING a UNIT- Monitoring Learning Goals Provide feedback to students and self-assess progress towards their goals (Chapter 8) Ask students to keep track of effort they are expending to achieve goals (Chapter 4) Periodically celebrate progress toward learning goals (Chapter 4) “Corrective”, Timely, and Specific to the Goal Figure 4.2 Effort and Achievement Rubrics Pg. 58… Pause, Prompt, and Praise

INSTRUCTIONAL STRATEGIES for USE DURING a UNIT- Introducing New Knowledge Guide students in identifying what they already know (Chapter 10) Provide ways of thinking about the topic in advance (Chapter 10) Have students compare new knowledge with what they know (Chapter 2) Students keep notes from unit (Chapter 3) Use nonlinguistic ways to represent knowledge (Chapter 6) Use cooperative groups at times (Chapter 7) Think about the types of questions you’ll ask… “Wait time”… Create Advance Organizers Comparing, Classifying, Metaphors, and Analogies… use Comparison Matrix or Venn Diagram Nonlinguistics… Informal, Formal, and Base Grouping…

INSTRUCTIONAL STRATEGIES for USE DURING a UNIT- Practicing, Reviewing, and Applying Knowledge Assign homework that requires practice, review, and apply what they have learned (Chapter 5) Engage students in long-term projects that generate and test hypotheses (Chapter 9) Revise linguistic and nonlinguistic representations of knowledge in their notebooks (Chapter 3) Practice… “Learning Line” and Homework Policy Systems Analysis, Problem Solving, Historical Investigation, Invention, Experimental Inquiry, and/or Decision Making Summary Statements Informal Outlining Webbing Student Notes : Combination Technique

INSTRUCTIONAL STRATEGIES for USE at the END of a UNIT- Helping Students Determine How Well They Achieved Their Goals Provide students with clear assessments on each learning goal (Chapter 4 and 8) Have students assess themselves and compare with those of the teacher (Chapter 4 and 8) Ask students to articulate what they learned and about themselves as learners (Chapter 4 and 8) Student monitors own progress Self-Assessment by looking at rubric Assessment:

QUESTIONS