1. Planning for Instruction
Brown, III, H. F. & Wiedmaier, C.D. (2003). NBEA Yearbook Effective Methods of Teaching Business Education in the 21st Century. National Business Education Association. Reston: VA.

2. Standards
National Standards for Business Education: What America's Students Should Know And Be Able To Do In Business (NBEA)
Good starting point to guide the development of course content
Review industry, state, and local standards/competencies

3. Industry Standards
May serve as a guide to develop activities and learning environments that are based on the real world
Resources
The Dictionary of Occupational Titles
The Occupational Outlook Handbook
The National Skill Standards Board (NSSB)
The V -TECS organization
Local advisory board members

4. State Standards
Check with state departments of education to determine state standards for students enrolled in business classes
State standards must be incorporated into course planning
Many states have developed performance-based competencies based upon the National Standards for Business Education
Kentucky Dept of Education site at
State Standards are Usually the
Most Important!
Funding is based On compliance.

5. Local Standards
Individual school districts may have developed a set of competencies or standards
Local school boards may create or adopt standards or classes required for graduation that are above the state requirements

6. Course Planning Essential task for any teacher
Effective planning-more than selecting a textbook and calling the chapters in the text "units."
Should include everything from examination of national curriculum standards to workplace skills
The National Association for Business Teacher Education (NABTE)suggests
Curriculum should integrate real work experiences
Include the development of cognitive, affective, and psychomotor learning objectives for courses, units, and other experiences

7. Syllabus The first step in the planning process-develop a syllabus
Outlines the entire course
Shows how it will be structured, managed, and taught.
A contract between the teacher and the student
Outlines the competencies that the student will gain/master, the topics for the course, and the policies and procedures that will be used to manage the learning environment

8. Syllabus A syllabus typically includes the following parts:
A header containing general course information (course title, time, location, instructor, etc.)
List of general competencies/abilities to be mastered by the end of the course
Overall course goals
The unit objectives and topics to be covered (this section outlines the entire course content by general topic

9. Syllabus
Outline of the course content
Required materials, including textbook(s) and other materials, such as laboratory supplies
Policies, procedures, and rules for the class
Grading scale and information on how the grade will be determined
Students should be able to read a syllabus and know what is expected of them, how they will be evaluated, how they are to act, and what the teacher's role is in the learning process
The syllabus sets the tone for the course early in the instructional process

10. Course Content
Syllabus should include an outline of the main course content
Includes the main topics or competencies
Gives the students and the teacher a clear framework
Not a detailed account of every minor topic that will be covered
A categorization of the entire course into main topics or units

11. Course Content
Create a detailed outline of everything to be covered in the course
The outline should then be condensed to no more than a dozen first-level headings
The headings then become the units of instruction
The remaining subheadings of the outline help create the individual lessons that make up each unit of instruction
The general organization of planning elements from most general to most specific is syllabus, unit, and lesson

12. Course Content
To determine what should be taught in the specific topic area, educators should examine available local, state, and national curriculum standards
The National Standards for Business Education are a good starting point for planning a course

13. Course Content
The National Standards also provide a developmental level framework
Aids educators to determine which content should be taught at the various educational levels (elementary, middle, secondary, or postsecondary, and referred to as "developmental learning levels")

14. Unit Planning Unit Planning
Developing a sequence of daily plans that addresses the topic of the unit in a cohesive way

15. Unit Planning Six steps for unit planning
Select the overall goals and the more specific objectives for the unit
State the rationale for the unit
Outline or organize the content
Plan a sequence of daily lessons with appropriate instructional activities
Plan and prepare for ways that students will be evaluated
Gather and prepare the materials needed for instruction

16. Unit Planning Organizing unit content
Subheadings should become the individual lesson topics within the unit plan
Lesson objectives can be generated to determine specifically what outcomes are expected from the students
Determine how best to assess or evaluate the completion of the unit
All of these elements are combined to create the unit plan

17. Unit Planning Creating unit plans
Each unit plan begins with header information identifying the course, unit topic, sequence number (1, 2, 3. ..The order of the units), and any other identifying information
The teacher outlines and lists the individual lessons by topics
Listing the specific lesson objectives

18. Unit Planning
Specific materials and supplies that are needed should be recorded (so that they may be obtained prior to beginning the unit)
Outline the type of assessment that will be used
May specify the number of formal assessments (e.g. Tests, quizzes, and projects) and the lesson topics/content to be included in each
A statement - how the unit can be adjusted for special needs students might be included
A unit plan is similar to a lesson plan in format, but more general in the statement of topics and objectives

19. Unit Planning
A Unit Plan Format

20. Unit Plan Example Subject Business Law School Ragweed High Teacher
McDonald

21. Unit Plan Example Broad topics,
more specific topics are used in lesson plans
These topics
become lesson plans later
Unit Topic
Ethics & The Law
Overview
Ethics & The Law is useful because students eventually assume roles as citizens, workers, and consumers. Ethics and the law will require students to investigate the results of ethical and unethical behavior by individuals and businesses
To answer, ask yourself “Why should students study this topic?”

22. information will later
Unit Plan Example
Student
Performance
Objectives
Content
Learning activities
Resources
Evaluation
Explain a person’s responsibility to obey the law
“The Law & Society.” From the class text.
Lecture and discussion.
Review scenarios as a class.
Review scenarios in groups
Text.
Presentation-Scenario: “Why Obey the Law #1.”
Handouts-Scenario: “Why Obey the Law #2.”
Participation evaluation –group
Quiz
Much of this
information will later
Transfer to the
lesson plan

23. Lesson Planning
Focus should shift to generating the individual lesson plans
The unit plans already identify the lesson topics and objectives--the teacher will transfer those elements to individual lesson plans for further planning

24. Lesson Planning Nine events of instruction that should be considered
Gaining attention
Informing learner of the objective
Stimulating recall of prerequisite learning
Presenting stimulus material

25. Lesson Planning Providing learning guidance Eliciting the performance
Providing feedback about performance correctness
Assessing the performance
Enhancing retention and transfer
Most of these nine events should be incorporated into the "instructional activities”

26. Lesson Planning Lesson plan format
Lesson planning is greatly simplified if the syllabus and the unit plans are already generated
Should be specific enough that a substitute teacher can pick up the lesson plan and teach from it

27. Lesson Planning Parts of a typical lesson plan
Header includes the lesson topic, order number, course information, classroom location, time/schedule for the class, and any other identifying information
Lesson objectives include measurable and specific objectives beginning with action verbs. Objectives should be short, concise, and written so that they could begin with the phrase "the student will.. ." (i.e., Student-centered not instructor- centered). Local, state, and national standards should also be correlated to these lesson objectives
Prerequisites to learning

28. Lesson Planning
Lists the materials and equipment, including text books, handouts, audio-visual aids, and computer technology that are needed to complete the lesson
This category may be subdivided into those materials and equipment needed by the student and those needed by the instructor
Attention-getter/anticipatory set/advance organizer attracts the students' attention and allows them to relate previous knowledge to the current lesson

29. Lesson Planning Instructional activities
Instructor-centered steps that are used to deliver the instruction (needs to be specific)
Instructional activities (constructivist view)
More student-centered
Activities might include "discovery learning" and "student exploration" types of activities, or student-guided projects that allow the students to organize their own paths to learning. One size does not fit all

30. Lesson Planning Closing activity/Summary/ Assessment/Evaluation
Includes elements that give resolution to the lesson
Evaluations and assessments may be formal or informal
Lesson may include a summary or closing activity to bring closure and reinforcement to the lesson

31. Lesson Planning Special needs accommodations Comments
A descriptive paragraph detailing how the lesson should be adjusted to meet the needs of students with learning disabilities, physical disabilities, or limited English proficiency
Comments
Optional but provides the teacher space to make notes about what went well or poorly during the lesson, with ideas on changes

32. Lesson Planning Lesson objectives
Clearly define what the students should learn in the lesson
Good lesson objectives should be designed so that they could begin with the stem "The student will …”
Ensures that they are student-centered and not instructor-centered

33. Lesson Planning
Begin with action verbs that identify what the student is expected to do
Example, "Define computer terms.“
Very specific objective
Clearly directs the student to complete an action. Notice that it could begin with the stem, "The student will …”
The objective is also measurable

34. Lesson Planning Avoid verbs such as "understand:' "know," and "learn”
These qualities are not easily measurable
Contrast the verbs in this example: "Know computer terms" vs. "Define computer terms." ("Know" is not an action verb and is not readily measurable, whereas "Define" gives clear instruction and is easily measurable in an assignment and/or a quiz.)

35. Lesson Planning
Objectives should refer to a specific behavior or action
Example, "The student will demonstrate formulas in Microsoft Excel: “Objective is too general and fails to specify whether it means simple adding and subtracting, complex functions, or basic formula syntax.
Way to measure this objective is unclear-the activity to be completed is unspecific
Choosing a specific task ("Master basic formula syntax") improves the objective's assessment capability

36. Lesson Planning The constructivist viewpoint amplifies the approach
Suggest that objectives be strictly learner-oriented
Allowing students to select their own paths through the learning process
Method, known as discovery learning, allows students to explore and discover the solution to a problem without directed instruction from the teacher
Focuses on the idea that students learn in different ways

37. Lesson Planning A Simple Lesson Plan Format
Tonya Skinner’s Business Education
Lesson Plans & Resources

38. Learning Domains Students learn in different ways
Instructors should design their planning to deliver different types of instruction
Some instruction may involve hands-on, skills-based learning activities, or the psychomotor domain
Other instruction may be designed to deliver basic information and promote information processing, or the cognitive domain
Instructor may want to help students develop values and behaviors that are appropriate for the world they live in, part of the affective domain

39. Learning Domains
Instructional planning should address some of the higher level cognitive objectives in the lesson
Teachers who include these higher level cognitive objectives provide students the opportunity to strengthen their critical thinking skills

40. Standards Alignment
Business educators need to ensure that they are teaching what is required by industry, the local district, the state department of education, and national standards
Standards correlations may require educators to show proof that the lesson has met all state requirements
Individual state standards, which are the most commonly used for lesson planning, are generally based on the National Standards for Business Education

41. Real and Relevant Curriculum
Relevant curriculum helps motivate students to learn
Prompts students to understand the importance of the skills, behaviors, and knowledge they are mastering
Prepares students for success in the workplace
Performance-based curriculum should provide real-world problems and experiences

42. Real and Relevant Curriculum
Business educators may consider the following activities:
Consult with advisory board members to determine the skills, knowledge, and behaviors actually performed in their organizations
Conduct observations of workers in area organizations to record the skills, knowledge, and behaviors used by workers in specific job titles
Review actual job descriptions and policy/procedure manuals for job titles in organizations that may employ the students
Provide job-shadowing experiences for students and have them report their experiences to the class.

43. Real and Relevant Curriculum
Scenarios
Case study situations or simulations that integrate more specific academic and workplace skills
Incorporate the use of skills standards, technical skills, workplace skills, academic skills, and higher order thinking skills in a real-world situation found in business/industry, community, or other related settings

44. Assessment
The assessment should measure achievement of learning objectives
Students must demonstrate that they have learned the necessary skills, knowledge, and behaviors to the proficiency level set by the standards of the educator, the state, the school district, and the industry

45. Assessment A variety of assessment activities may be necessary
Determine the assessment method that best validates student learning

46. Summary Planning for instruction is a process
Educators plan course content and syllabi, units , lessons, and assessments based upon the goals for learning and upon industry, state, local, and the National Standards for Business Education and/or related competencies
Thorough planning helps educators become more effective in the classroom

47. Summary
Well-planned courses, units, and lessons provide students with an organized learning environment that result in better retention of the material and a more meaningful learning experience
While developing lessons and assessments, educators should address multiple learning domains
The integration of essential skills and course content must be a part of the planning process

48. Summary
When skills, behaviors, and knowledge are learned in real-world situations, students can identify the importance or relevance of their learning
Teaching in context leads to increased student retention of content
Assessment should be conducted in a real-world context and account for differences in learning styles
Students should be allowed to demonstrate what they know; as well as what they can do