1. Early Assessment The First Step in Planning

2. Process of Instruction Planning Delivery Assessment

3. Early Assessment Conditions Students Self

4. Conditions

5. Teacher Controlled Classroom arrangement Rules/Routines Leadership/Communication Activities Assessment

6. No Teacher Control Number and characteristics of students Room size and resources Furniture, labs, textbooks, media Administrative policies Support from colleagues, aids

7. Note the fixed-bench desks

8. Conditions How shall I allocate time? Length of units, number of lessons What activities shall I select? How shall I link my plans to the overall curriculum State standards

9. Conditions How shall I sequence activities? What shall be the pace of my instruction? What assignments/homework? How shall I assess my students’ learning?

10. Students

11. Student Characteristics

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13. Early Assessment of Students Formal Assessments Paper and Pencil Tests Informal Assessments Observation Oral questioning

14. Students “It is the person’s present knowledge that supplies the power for new knowledge to be acquired...thus the problem of learning can be stated simply: to make connections between what is to be learned...and what is already known” (Gowin, 1981) What do my students already know?

15. Self

16. Teacher Characteristics Knowledge of subject

17. Teacher Characteristics Personality (control, humor)

18. Teacher Characteristics Physical limitations (energy)

19. Teacher Characteristics Personal life

20. Setting Goals The Next Step in Planning

21. Educative Events 1.Year, Semester (entire course) 2. Unit of Study (days, weeks) 3. Day’s Lesson (one class period)

22. Educative Events Beginning (Planning) End (Outcomes) I N S T R U C T I O N What should be the learning outcomes for the event?

23. Begin At The End Outcomes, Targets, Objectives 3 synonyms for the same concept

24. Begin At The End Beginning (Planning) End (Outcomes) I n s t r u c t i o n (Methods) After instruction, what should be the learning outcomes? OBJECTIVES