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

2. 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

3. 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

4. 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 - Elective/Teacher planning period
10: :50 - Math with homeroom students

5. Sample Daily Schedule, contd.
11: :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

6. 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

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

8. 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.

9. State Standards Georgia Quality Core Curriculum (QCCs)
Georgia Performance Standards (GPS)
GA PreK Content Standards

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

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

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

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

14. Types of Instructional Activities
Individual Work
Material already presented

15. Types of Instructional Activities
Feedback
Discussion
Recitation
Checking

16. 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

17. 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

18. 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

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

20. 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

21. 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

22. 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.

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

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

25. Computers
Word processing
Databases
Spreadsheets
Internet CD
DVD

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

27. 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.

28. 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.

29. 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