2 Flow of Teaching Content State curriculum frameworkprovides philosophy that guides curriculumdiscussion progression of essential content taught from grade to gradenotes modifications of curriculum to special populationsDistrict curriculum guideprovides content goals keyed to state frameworkgives outline for unit plans; lists and sequences topics
3 Teacher’s unit and lesson plans describes how curriculum guide goals are implemented dailyrefers to topics to be covered, materials needed, activities to be usedidentifies evaluation strategiesnotes adaptations to special populationsTeacher’s grade bookrecords objectives masteredidentifies need for reteaching and remediationprovides progress indicatorsguides promotion/retention decisions
4 ContentContent is often designated in great detail (curriculum guides, textbooks,etc)Yet, many decisions must be made about content - what to teach - as about behavioral goals and learning needsYou must select, organize, and sequence content according to the needs of your learners
5 OrganizationEstablishing lesson interrelationships is one of the most important planning decisions you will makeLessons must be placed within a unit in which individual lessons build on previously taught behaviors to achieve higher order behaviors (e.g.. analysis, synthesis, evaluation)
6 Vertical Unit Planning Vertical unit planning is a method of developing units within a discipline in which the content to be taught is arranged hierarchically or in stepsIt is presented in an order that ensures that all task-relevant prior knowledge required for subsequent lessons has been taught in previous lessons
7 Lateral Unit PlanningLateral unit planning is often used for planning thematic units that integrate bodies of knowledge across disciplines in order to convey relationshipsLateral unit plans move across established boundaries of disciplines and subject matter to elicit problem solving that emphasizes that the whole is greater than the sum of its parts
8 The Written Unit Plan 1- main purpose 2- behavioral objectives 3- content4- procedures and activities5- instructional aids and resources6- evaluation methods
9 Making Lesson PlansLessons must relate to one another in order to achieve higher-level outcomesBefore actually writing a lesson plan, you must consider (a) determining where to start; and (b) providing for learner diversity
10 Outline For a Daily Lesson Plan Subject/Topic: Curriculum area… what will be taught in this lesson?Rationale: Why should students learn this material? What is its value to the student?Objectives (Instructional and Behavioral): What will the student be able to do after the lesson?
11 Content: Outline form… Detail the central points, questions and skills that will be emphasized Strategies and Activities: What will be done for, by, and with the students in order to reach the objective(s)?Materials: A checklist of the items needed for the strategies and activitiesPlans for Individual Differences: How will the lesson be adapted to meet the needs of various students in the class?
12 Evaluation: How will students’ progress based on objectives be determined? Lesson Critique: Summary… Analysis of the lesson in terms of the teacher and the students to be used for revision of future plans