Planning for Instruction and Assessments

Matching Levels Ensure that your level of teaching matches your students’ levels of knowledge and thinking. Determine student ‘baseline’ knowledge in a particular subject area. Determine their cognitive ability levels. Align instruction with above assessments.

Benjamin Bloom University of Chicago Taxonomy of Cognitive Objectives  Six levels of thinking  Basic to Higher Order Thinking  Developed in the 1950’s  Revised by Bloom’s student in 1990’s

Old vs. New

Knowledge: Recalling information Comprehend: Explaining ideas or concepts Apply: Using information in another familiar situation Analyze: Breaking information into parts to explore understandings & relationships Synthesize: Generating new ideas, products, or ways of viewing things Evaluate: Justifying a decision or course of action Discuss whether or not US foreign policy from was principally guided by economic motives. How did the US gain control of the Philippines? Should the Government be allowed to limit free speech during wartime? EXPLAIN.

Direct Instruction Model Teaching Basic Skills, Facts, and Knowledge. Logical Steps for Doing This?

Direct Instruction Model 1) Review previously learned material. 2) State objectives for the lesson. 3) Present new material. 4) Guide practice, Assess Performance, Provide Corrective Feedback. 5) Assign independent practice, Assess Performance, Provide Feedback. 6) Review Periodically, Corrective Feedback.

Lesson Planning: Hunter’s Model 1. Focus Set 2. Objective 3. Instructional Input 4. Modeling 5. Checking for Understanding 6. Guided Practice 7. Independent Practice

Concept Attainment Model: What is a Concept? 1) Select and Define a Concept 2) Select the Attributes 3) Develop Positive and Negative Examples. 4) Introduce the Process to the Students 5) Present Examples and List Attributes 6) Develop a Concept Definition 7) Give Additional Examples 8) Discuss Process with Class 9) Evaluate

1) List as Many Items as Possible associated with subject. 2) Group items that are alike in some way. 3) Label the Groups – give reasons 4) Regroup – subsume small groups. 5) Synthesize the Information

Concept Development Model 1) List as Many Items as Possible associated with subject. 2) Group items that are alike in some way. 3) Label the Groups – give reasons 4) Regroup – subsume small groups. 5) Synthesize the Information 6) Form Generalizations 7) Evaluate Student Progress by Assessing Ability to Generate a Wide Variety of Items and Group items flexibly.

Inquiry Models Teaching problem-solving through discovery and questioning.

Suchman Inquiry Model 1) Select a problem and conduct research. 2) Introduce the process and present the problem. 3) Gather data 4) Develop a theory and verify 5) Explain the theory and state the rules associated with it. 6) Analyze the process. 7) Evaluate.

WebQuest Model of Inquiry 1) Teachers selects a problem and conducts preliminary research. 2) Present the problem in the WebQuest template. 3) Students gather data and information to solve problem. 4) Students verify their solution.

Cause and Effect Model 1) Chose the Data or Topic, Action or Problem to be analyzed. 2) Ask for Causes and Support for Those Causes. 3) Ask for Effects and Support. 4) Ask for Conclusions 5) Ask for Generalizations 6) Evaluate Student Performance

Classroom Discussion Model 1) Read the Material and Prepare the Questions. 2) Plan and Cluster the Questions. 3) Introduce the Model to the Students. 4) Conduct the Discussion. 5) Review the Process and Summarize Student Observations. 6) Evaluate

Vocabulary Acquisition Model: Spellings and meanings of words: 1) Pretest knowledge of words critical to content. 2) Elaborate upon and Discuss Invented Spellings and Hypothesized Meanings. 3) Explore Patterns of Meaning 4) Read and Study 5) Evaluate and Posttest.

Conflict Resolution Model: Choosing a Conflict 1) List all facts pertinent to the Conflict. 2) Identify reasons for Actions and Feelings of Participants. 3) Propose Solutions and Review Possible Effects. 4) Decide on Best Resolution and Hypothesize Consequences. 5) Discuss Similar Situations. 6) Evaluate Decision and Look for Alternative Solutions. 7) Arrive at Generalizations 8) Evaluate

Values Development Model: Ethical and Social Values 1) Identify Theme. 2) Specify the ‘Big Question’ in what is to be taught. 3) Select Supplemental Resources on Topic of Study 4) Explore interdisciplinary connections. 5) Teach the lesson in ways that entice students into caring about what they are learning.

Cooperative Learning Models 1) Jigsaw Model 2) Role-Playing Models 3) Team Interview Model 4) Graffiti Model 5) Think, Pair, Share

Models for Memory Link Model: 1) Select the Items 2) Organize the Material 3) Prepare the Associations 4) Explain Process 5) Practice Developing Associations 6) Evaluate

Constructivist /Inquiry Approach Creating conditions that enable students to construct their own ideas and models about the world. Student Centered. Process Centered. Thematic Approach. Involve students in decisions about their own learning.

Assessment Blueprint Curricular Aim Number of Items Cognitive Level Knowledge Above Knowledge Etc… Identify aims not being measured with sufficient items or with sufficient items at an appropriate level