Planning and Conducting Instruction Chapter 5 Classroom Management for Elementary Teachers Evertson and Emmer © Pearson / Merrill, 2009

Planning Instructional Activities When choosing instructional activities, consider Will the activity lead to learning? What kind of learning do you want to encourage? Memorization vs. Reflective Thinking/Problem Solving

Planning Instructional Activities Will the activity maintain student involvement? What are the sequence of activities and the amounts of time to spend on the subjects in the curriculum? Will the format be small-group, whole-group, or individual work? Establish Daily Schedule

Sample Daily Schedule 8:10 - Students enter classroom, begin morning work 8:35 - Go over morning work, turn in attendance, etc. 8:45 - 9:45 - Guided reading and spelling 9:50 - 10:50 - Elective/Teacher planning period 10:50 - 11:50 - Math with homeroom students

Sample Daily Schedule, contd. 11:50 - 12:30 - Lunch/Recess 12:30 - 1:10 - Science with homeroom students 1:10 - 2:10 - Math with second team of students 2:10 - 2:40 - Science with second team of students 2:40-3:05 - Character Education, homework assignments, etc./prepare to go home 3:05 - Begin Dismissal

Types of Planning Long Range Planning (year and term) Short Range Planning (unit, week, day) Lesson Outcomes Determined by state or local curriculum guidelines/mandated testing (CRCT) Two Considerations: Which skills and concepts students must learn Through which activities they can best learn them

Deciding What and How to Teach Curriculum is the “what,” the content, to be taught. Instruction is the “how” of teaching.

State Standards Guide the general curriculum. Developed to raise the achievement levels of and to standardize the learning expectations for all students in the state. Provide a description of what students across the state will learn as they progress through the K-12 public school system. Appear as sets of goals in content areas such as reading, mathematics, and the arts, and describe what students will accomplish in each area. Price, K. M., & Nelson, K. L. (2003). Daily planning for today’s classroom: A guide for writing lesson and activity plans (2nd ed.). Australia: Thompson-Wadsworth.

State Standards Georgia Quality Core Curriculum (QCCs) http://www.glc.k12.ga.us/ Georgia Performance Standards (GPS) http://www.georgiastandards.org/ GA PreK Content Standards http://www.decal.state.ga.us/PreK/PrekServices.aspx?Header=2&SubHeader=21&Position=11&HeaderName=Teachers

Types of Instructional Activities Steps in teaching Content development Discussion Recitation or reinforcement Feedback Steps are followed using variety of formats – p. 99

Formats for Instruction Whole Group Small Teacher-led Group Small Cooperative Group Student Pairs Individualized Instruction Centers and Stations

Types of Instructional Activities Content Development / Whole Group Instruction Presentations Questions Activities

Types of Instructional Activities Grouped Basic Skill Instruction Small groups of students One group at a time

Types of Instructional Activities Individual Work Material already presented

Types of Instructional Activities Feedback Discussion Recitation Checking

Arranging Activities within a Lesson Lessons usually consist of series of activities 1. Checking or recitation 2. Content development 3. Classwork 4. Independent work, group work, or discussion

Arranging Activities within a Lesson When the content is complex the series of activities may be 1. Checking or recitation 2. Content development 3. Classwork or independent work, usually brief with checking 4. Content development 5. Classwork, usually brief 6. Independent work, group work, or discussion

Student Presentations and Demonstrations Students Give a report Demonstrate a procedure or skill Summarize work completed Guidelines and time for planning should be given Have students develop script Assign roles Discuss audience behaviors

Testing Have directions in a fixed place Posted on Wall PowerPoint or transparency Interactive white board Go over instructions carefully Plan for early finishers

Planning for Clear Instruction Examine content, concepts, and goals of lesson/units Review teacher’s edition of the textbook Study exercises, questions, problems, etc. Note examples, demonstrations, and key questions and activities to use in developing main concepts Anticipate problems/check for new terms

Planning for Clear Instruction Students need to understand concepts, not just retain Construct knowledge – students should be actively involved in making new information relevant to what they already know Consider interest to students Be enthusiastic Consider different approaches to teaching lesson Organize lesson parts into coherence sequence

Planning for Clear Instruction Presenting new content Tell students the lesson objectives Provide outline, if complex Stay with planned sequence unless obvious change is needed Avoid digressions, interruptions, tangential information Visually display key concepts, new terms, major points, etc. Should be focused and concrete Use examples, illustrations, demonstrations, etc.

Planning for Clear Instruction Check for Understanding At several points during the lesson Verbal responses Written responses Oral recitation after presentation Others – p. 107

Technology in the Classroom Requires planning Possible problems using the Internet Equipment failure Lack of support

Computers Email Word processing Databases Spreadsheets Internet CD DVD

Video Clips Ipods Podcasting PowerPoint® Interactive white boards (i.e. SMARTBoards™ ELMOs Digital cameras Video recorders

Lessons vs. Activities The purpose of a lesson is to provide instruction on important skills or knowledge, and the objective is for each student to meet a specific, measurable, short-term, outcome by the end of the lesson. Activities are not intended to provide initial instruction and do not include the same evaluation as lessons. Activities may lead up to lessons, be part of lessons, follow up lessons, or extend lessons. Activities have a variety of purposes.

Nine Instructional Strategies That Improve Student Achievement Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Representing knowledge Learning groups Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers