1. Planning for Instruction Chapter 6 NC Teaching Standard IV

2. 1. LEARNING OUTCOMES 2. ASSESSMENT 3. TEACHING 4. TECHNOLOGY DEVELOP MATERIALS Buy – Adapt - Develop TEACH LESSONS AND UNITS What do you know about your classroom? Content, Learners, Context What have you learned about teaching? Reflection and Action Steps ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE 1 24 3

3. 1 What will students learn? LEARNING OUTCOMES 2 How will you know if students learned? ASSESSMENT 3 How will you assist students to learn? TEACHING 4 How will technology help students to learn? TECHNOLOGY How will technology use help you to re- examine outcomes, assessment, and teaching?

4. Views of Teaching Teaching models Content-specific strategies General strategies Instructional Events Teaching Strategies Internal, external conditions Nine instructional events

5. Learners States of mind, Mental processes Internal Conditions Parents Peers Teachers Instruction External Conditions

6.  Instruction is defined as a set of external events designed to support internal learning processes.  These processes include attending, learning, remembering, appreciating, physically coordinating, and problem solving.  Gagne identified characteristics of all instruction that can assist in the development of these mental processes and called these “instructional events.”

7.  Readying for new instruction 1. Gaining attention 2. Informing learner of objective 3. Stimulating recall of prior learning  New instruction 4. Presenting new “content” 5. Providing learning guidance 6. Prompting student performance 7. Providing feedback on performance 8. Assessing performance  Applying learning 9. Enhancing retention through practice, examples

8.  Find a lesson plan in your general grade level and subject area www.learnnc.orgwww.learnnc.org  Highlight or circle each of the nine instructional events and write the name of the event (for example, “Presenting the new content”.)  If the plan does NOT include one of the nine events, write in your own suggestion at the place in the lesson plan where you think it should occur.  Turn in on Oct. 26.

9. Copyright © Allyn & Bacon 2006 9  Teaching models  Content-specific strategies  General strategies

10. Copyright © Allyn & Bacon 2006 10  Direct Instruction  Discussion  Cooperative learning Think-Pair-Share Jigsaw Role Cooperative Work Groups

11. Copyright © Allyn & Bacon 2006 11 1. Review 2. State objectives 3. Present 4. Guided practice 5. Independent practice 6. Review and feedback

12. Direct Instruction ModelNC Six Step Lesson Plan ReviewFocus and Review State objectivesStatement of Objectives PresentTeacher Input Guided Practice Independent Practice Review and FeedbackClosure

13. Lesson Design Menu Appetizer (Exploration) Main Course (Concept Development) Dessert (Concept Application) Focus and Review Statement of Objective Teacher Input Presentation Guided Practice Independent Practice Closure

14.  Purpose  Activate prior knowledge  Draw students into the lesson  Focus students’ attention on task with clear purpose

15.  Children ask: “Why is this important?”  Knowing what is expected is important  Must be linked to prior knowledge and lessons  Generally comes last during introductory sequence  Focuses student attention

16.  This is the main learning experience  This is III. Teacher Input or Presentation  Key Questions:  What basic concepts or skills are to be taught?  What learning materials should be used?  How can the teacher help students construct key concepts and skills?  What strategies can be used to ensure that students understand and master the skill?

17.  1 Provide Information Explain the concept Define the concept Provide examples of the concept Model  2 Check for understanding Pose key questions Ask students to explain concept/definition in their own words Encourage students to generate their own examples

18.  Community  Wilmington  Washington, DC  Tokyo  Mountain  Mt. Everest  Mt. Fuji  Grandfather Mountain  Island  Hawaii  Cuba  Wrightsville Beach  Justice  Taking turns  Writing down rules  Applying rules equally to everyone

19.  Two types of questions: Purposes?  Closed  Open-ended  Art of Questioning (Dewey) p. 297  Framing questions and “Wait time”  Ask question  Pause 3 – 5 seconds  Call on someone to respond  Pause 3 – 5 more seconds to give think time

20.  Opportunity to apply and practice new skill or concept through special projects or independent activities  Two parts:  Guided Practice  Independent Practice or Functional Application  Should result in constructing deeper meaning

21.  Many kinds of practice for new learning  Use of concept mapping/graphic organizers  Thinking Maps

22.  Independent Activities – (different activity from Guided Practice!)  Focus on creativity and choice  Provide for extension, application, relevance, and usefulness

23.  Involves summarizing, sharing, reviewing, extending the concept  Additional opportunity for application  May provide transition to new lesson or learning

24. Copyright © Allyn & Bacon 2006 24 1. Read material and prepare questions 2. Cluster basic follow-up questions 3. Introduce Discussion and assign reading 4. Conduct discussion using questions 5. Review and summarize student contributions

25. Copyright © Allyn & Bacon 2006 25 1. Teacher poses question 2. Students think individually THINK 3. Student discusses answers with another student PAIR 4. Students share answers with the class SHARE

26. Copyright © Allyn & Bacon 2006 26 1. Choose appropriate situation 2. Select teams 3. Assign problem 4. Teams assign roles 5. Teacher assigns tasks to observers 6. Teams act out! 7. Teams discuss their performance 8. Class and observers discuss performance 9. Teacher evaluates

27. Copyright © Allyn & Bacon 2006 27 1. Interdependence 2. One-to-One accountability 3. Individual accountability 4. Social skills 5. Group processing

28. Copyright © Allyn & Bacon 2006 28 1. Reading and Language Arts 2. Science 3. Social studies 4. Mathematics

29. Copyright © Allyn & Bacon 2006 29 1. Reteaching Fig. 6.15 2. Teacher modeling Fig. 6.16 3. Task structure and instructions 4. Observations 5. Feedback 6. Homework 7. Study skills