METHODS PLANNING

Methods Class 4 Agenda 1. Overview of Ontario Curriculum Documents 2. Introduce lesson plan formats – GPF & APF 3. Sequence for planning a lesson 4. Sample lessons for GPF & APF 5. Assigning Individual and Group lesson plans

Methods Ontario Curriculum Documents Getting to Know the Curriculum Documents

Methods Ontario Curriculum Documents 1. What are the common elements in the Introductions?  Purpose  Features  Role of Parents  Role of Teachers  Role of Students  Strands/Topics  Importance of Safety  Attitudes  The Use of Computers  Exceptional Students  (The Use of Equipment and Facilities)

Methods Ontario Curriculum Documents 2. What are the major strands/topics to be covered?  Major areas of knowledge and skills  For example, in Science and Technology pp.7-8 Life Systems (the topics vary across grades) Matter and Materials Energy and Control Structures and Mechanisms Earth and Space Systems

Methods Ontario Curriculum Documents 3. What areas of achievement are listed? 4. How do you determine ‘big ideas/enduring understandings’? There are many commonalities within the Ontario Curriculum Documents.

Methods Ontario Curriculum Documents- Areas of Achievement LANGUAGEMATHSCIENCE & TECHNOLOGY SOCIAL STUDIES HEALTH & PHY. ED. THE ARTSF.S.L. Knowledge & Understanding Thinking (skills) Communication Application

Methods Ontario Curriculum Documents Recognition of consistencies regarding areas and levels of achievement should help teachers link instruction in order to make it more contextual and meaningful. (e.g.,The communication skills of language can be demonstrated and assessed throughout all other strands of the curriculum.)

Methods Ontario Curriculum Documents 3. What levels of achievement are listed? Four levels of achievement Levels contain brief descriptions of degrees of achievement on which teachers will base their assessment of students’ work.

Methods Ontario Curriculum Documents Overview - Outlines the essence of a strand Overall expectations - Describe in general terms the knowledge and skills that students are expected to achieve by the end of grade Specific expectations - Describe the expected knowledge and skills in greater detail All documents are organized in a similar way

Methods Lesson Plans Teachers write lesson plans to create a well organized set of learning experiences for their students.

Methods Lesson Plans Purpose of planning is to think out in advance the details of: - what is to be learned - The sequence in which the details will be developed - The resources and strategies to be used at each stage

Methods Lesson Plans Lesson plan formats – GPF & APF - Refer to Practice Teaching Handbook - Continuum (guided/shared/ individual) - Comparison Charts General Planning Format Activity Planning Format

Methods Lesson Plans Suggested sequence for planning a lesson: - Use a Backward Design model - Check under Course Overview-Lesson Templates

Methods Lesson Plans Sample of a lesson using the 2 formats Check Website under Course Overview- Lesson Templates and Samples GPF and APF

Methods Lesson Plans GPF GENERAL PLANNING FORMAT General Planning Format...

Methods Lesson Plans GPF 1. a) Expectations: - Ministry documents - Describe the knowledge and skills that students are expected to develop as a result of the lesson - Check questions in Practice Teaching Handbook - Refine listed expectations, if necessary, to fit lesson context - Ensure they are specific to lesson (observable, measurable) - Focus on new student learning not on strategies to use Remember this is what you will assess…if you have too many…it makes a teacher’s job impossible to assess everything (Usually 1 or 2)

Methods Lesson Plans GPF 5. ASSESSMENT : - Being accountable for the learning that will occur - What task could I use to allow students to demonstrate achievement of the expectations? (This could be in the form of marking a worksheet, observing students taking part in activity, having them answer specific questions, etc.) - How will I know the expectations have been met? See Ontario Curriculum Unit Planner for great ideas

Methods Lesson Plans GPF 2. Pre-assessment (a) Learners - specific, prior knowledge, experience linked to expectations - Do not include student names – use initials to indicate specific learners you need to consider in your lesson - Point form (b) Learning Environment *leave for now (c) Resources *leave for now

Methods Lesson Plans GPF 3. b) Content - The “What” - To get the specific content you will teach: - Create a content web - Sort and cluster items - Determine sequence of items

Methods Lesson Plans GPF Expectation: - Compare 2D shapes (triangles, circles, squares) according to two or more attributes (e.g., closed, number of sides, angles, vertices) closed Number of angles Comparison of triangles, circles squares Number of vertices Triangles come in different sizes and shapes Number of sides Definition of a triangle: a three-sided closed shape

Methods Lesson Plans GPF 3. b) Content - List the content items (should be only nouns) on content side e.g., - Identification of triangles - Attributes of triangles - 3 sides - 3 vertices - 3 angles - closed - Examples of Types of triangles - Sizes - Shapes (names) - Comparison with: - Circle - Square - Definition of a triangle

Methods Lesson Plans GPF 4. a) Teaching Strategies - The “How” - Indicate what teaching/learning strategies are for the delivery of the lesson (Explain how you will deliver the lesson) - In point form/phrases, describe the step-by-step instructions you will follow to conduct the lesson (Consider will you go from simple to complex, familiar to unfamiliar, specific to general, general to specific)

Methods Lesson Plans GPF 4. a) Teaching Strategies - Include specific “key” questions you will ask - Include sufficient detail (so that I could walk in and teach the same lesson and get SIMILAR results and be able to follow along with a very similar lesson as you did). If someone else can’t do this … then your lesson needs big time work!

Methods Lesson Plans GPF 3. a) Content 4. a) Teaching Strategies a) Introduction *leave for now b) Establishing the Learning - Sequence bullet statements in content and strategies - opposite each content item list strategy details including questions and procedures

Methods Lesson Plans GPF c) Consolidation of Learning - Quick recap by students - Are they ready for follow-up task - This is the wrap-up component of the lesson - The “What did we learn today?” - Summary of key points of the lesson d) Application (follow-up) - What task will they be doing to apply the learning? - Activity should be described in detail. - Does it relate back to expectations? - Include samples of worksheets.

Methods Lesson Plans GPF 3. a) Introduction * do now (“grabber” – catchy!) - Outline the “hook” that you will have to get the students excited about and interested in this lesson

Methods Lesson Plans GPF 2. b) Learning Environment - space, groupings (be specific) - Where will you be working from 2. c) Resources - list (be specific)

Methods Lesson Plans GPF 6. Reflections - Reflections are a required and essential component of your lesson if you are to continue to improve your teaching - Complete after the teaching has been done

Methods Lesson Plans GPF a) Learning: - Tie back to expectations (Were they accomplished?) - Focus on the children here (How did the students do?) b) Effectiveness: - Focus on you here - Focus on your specific teaching skills (communication, planning, implementation, organization, management) c) Next Step: - Indicate what steps you need to take in the next lesson e.g., some content not covered or not understood

Methods Lesson Plans APF ACTIVITY PLANNING FORMAT SIMILARITIES WITH GPF - EXPECTATIONS - ASSESSMENT - PRE-ASSESSMENT - RESOURCES WILL NEED TO INCLUDE TASK CARDS - REFLECTIONS Activity Planning Format

Methods Lesson Plans APF DIFFERENCES - LAYOUT OF CONTENT e.g., - Identification of triangles - Attributes of triangles - 3 sides - 3 vertices - 3 angles - Closed - Comparison with circle and square - Types of Triangles - Sizes - Shapes (names) - Definition of a triangle

Methods Lesson Plans APF DIFFERENCES 4. Strategies: a) Introducing the Activity - Explain how you will introduce the activity to the students - Be specific b) Routines - Outline the step-by step procedure that the students will follow - What is expected of them? - Include sample of task cards

Methods Lesson Plans APF TASK 1 1. Sort the 2D shapes in the bin into triangles and not triangles. 2. Be prepared to explain your group’s method of sorting

Methods Lesson Plans SAPF TASK 2 1. Compare the 2D shapes in your bin. 2. Complete the chart. Number of Sides Number of Angles Number of vertices

Methods Lesson Plans APF TASK 3 1. Closely observe the 2D triangles in your bin 2. Based on your observations write a definition for a triangle. Your definition should answer the question: What is a triangle?

Methods Lesson Plans APF TASK 4 1. Cut out as many different sized and shaped triangles as you can from the catalogues and magazines. 2. Glue the triangles to your group’s chart paper titled: TRIANGLES COME IN ALL SIZES AND SHAPES 3. In your Math Learning Log, record what you found out about triangles at this activity.

Methods Lesson Plans APF DIFFERENCES (c) Teacher’s Role i. Procedures - Outline your role (Be specific) - Include key questions you will ask at the activities ii. Consolidation of Learning - How will the concepts, facts or skills be summarized?

Methods Lesson Plans 1. As a group, you will plan a lesson using the GPF.  Check activity card i) Write a GPF lesson plan for your assigned lesson. ii) Be prepared for the first class, during the week of Oct to: - Present your plan - Talk about the curriculum area, grade level, strand, expectations and pre-assessment - Teach the first ten minutes of your lesson - Hand the plan in for comments

Methods Lesson Plans 2. Individually, for the last class during the week of Oct 3-7, you will have completed an APF using the same expectation and content as the Group plan. 3. We will do a PAIR/SHARE/REPAIR so we can learn each format. 4. Come prepared to share ideas for your lesson with your group.