1. Chapter 9: Planning and Grouping Strategies for Special Learners Presented by David, Abdi, Craig and Adrienne

2. Sections covered in Chapter 9 David will cover Model of the Planning Process Long-Term Planning Abdi will cover Unit Planning Lesson Planning Craig will cover An Overview of Instructional Grouping Adrienne will cover Grouping patterns

3. Model of the Planning Process Preplanning Interactive Planning Postplanning

4. Preplanning Preplanning involves making decisions about what to teach and how to teach it. Preplanning involves making decisions about what to teach and how to teach it.

5. Preplanning activities includes Developing unit or lesson plans Developing unit or lesson plans

6. Preplanning activities includes Gathering materials Gathering materials

7. Preplanning activities includes Identifying resources Identifying resources

8. Preplanning activities includes Deciding on instructional methods Direct teaching Direct teaching Cooperative learning Cooperative learning Lecture Lecture Lecture with discussion Lecture with discussion Panel of experts Panel of experts Brainstorming Brainstorming Videotape/Slides Videotape/Slides Discussion Discussion Case studies Case studies Role playing Role playing Worksheets Worksheets Guess speakers Guess speakers

9. Preplanning activities includes Gathering the students’ prior knowledge of the topic being taught Gathering the students’ prior knowledge of the topic being taught

10. Interactive Planning  Interactive planning involves monitoring students’ learning while you teach and adapting your plans in response to their needs.

11. Interactive Planning  Teachers check frequently with students to ensure that students are understanding the key ideas or can perform the necessary skills. Now remember Jimmy, e i  = cos  + isin  = -1 Ok

12. Interactive Teaching give opportunities for  Reteaching concepts and skills  Adjusting the pace of the lesson  Focusing more or moving forward on key ideas  Ensuring students has mastery of critical material

13. Postplanning Postplanning is follow-up planning and frequently occurs at the end of a lesson. That went pretty well for my first day teaching. What should I plan next?

14. Postplanning involves Thinking about and evaluating a lessonThinking about and evaluating a lesson Did I cover all the material?Did I cover all the material? Does Jimmy really understand the critical point or did he just nodded his head and said ok?Does Jimmy really understand the critical point or did he just nodded his head and said ok? Determining how the student needs can best be met in the futureDetermining how the student needs can best be met in the future Do I need to adjust tomorrow’s lesson plan because of the events of today?Do I need to adjust tomorrow’s lesson plan because of the events of today? Should I access their knowledge by giving a quiz for the next session?Should I access their knowledge by giving a quiz for the next session?

15. Long-Term Planning Long-Term Planning is planning for the whole school year Pop Quiz Quiz Formal Quiz Timed Quiz Quiz quick Quiz

16. Long-Term Planning Course Planning Routine  Developed by researchers Lenz & Deshler, University of Kansas  A guide for long-range planning  Uses seven steps SMARTER

17. SMARTER  S hape  M ap  A nalyze  R each  T each  E valuate  R evisit

18. SMARTER  S hape the critical content outcomes and consider the district standards and requirements

19. SMARTER  M ap the organization of critical content Understanding Fractions Adding & Subtracting Fractions Multiplying & Dividing Fractions Proper Fractions Improper Fractions Mixed Numbers Mixed Fractions Recipricoals

20. SMARTER  A nalyze why the critical course content might be difficult to learn  Quantity of content  Complexity of content  Interest that a students has in content  Student background  Relevance of content  Organization of content  Abstractness of content  External factors

21. SMARTER  R each decisions to address learning difficulties. Consider:  The type of routines being used  The learning strategies involved  The behavioral support techniques implemented

22. SMARTER  T each strategically by allowing for a fluid connection between planning and teaching. Teachers should respond to student learning by adjusting instruction as needed Jimmy, let’s try this again. But this time we’ll go slower. Ok

23. SMARTER  E valuate mastery of critical course content How much did I spend on that learning activity? Maybe I should give another quiz?

24. SMARTER  R evisit course decisions and revise plans for the next unit or the next year Pop Quiz Quiz Formal Quiz Timed Quiz Quiz quick Quiz Watch Edu Movie

25. Sources Sharon Vaughn, Candace S. Bos & Jeanne Shay Schumm (2007). Teaching Students Who are Exceptional, Diverse, and at Risk. Pearson Education Inc. http://www.nps.gov http://www.hilaryshepherd.com http://www.westbrookhay.co.uk http://www.stcharlesbloomington.org http://oldcomputers.net http://www.mr-atari.com http://www1.istockphoto.com http://www.libcoop.net http://joybergmann.files.wordpress.com http://dir.coolclips.com http://www.qmi.com http://www.waynokapl.okpls.org http://www.oxi.net http://images.businessweek.com http://www.tapartnership.org http://www.adprima.com/teachmeth.htm http://incab.chattanoogastate.edu http://www.gifanimations.com http://foxtrotters.tripod.com http://teacherweb.com http://images.jupiterimages.com http://www.aracontent.com http://www.mediatechpro.com http://www.math.com http://www.flickr.com