Creating Lesson Plans

Short-Range Planning

**Weeks **Days **Lessons

Long-Range Planning

**Yearly Plan **Semester 1, Semester 2

Guided Practice/Guided Reading

https://www.educationalimpact.com/programs/programs/activity/BalancedLit_02a_01/

Primary Science Lesson Pre-K and Elementary Classrooms

https://www.educationalimpact.com/programs/programs/activity/charlotte_02b_06/

Technology Puts Every Student In The Front Row

https://www.educationalimpact.com/programs/programs/activity/is_03d_07/

The Products of Course Planning

1. A list of course goals - a list of course goals would be the first product you would prepare 2. An outline of course content - for many teachers, this outline is a listing of the various units within a course and the chapter numbers and titles within each unit. 3. Notations for time to be spent on each unit - you indicate how much time you plan to spend on each particular unit 4. A course syllabus 5. Notes about ordering supplies and othe rinstructional resources

12 Principles of Child Development and Learning

1. All areas of development and learning are important. 2. Learning and development follow sequences. 3. Development and learning proceed at varying rates. 4. Development and learning result from an interaction of maturation and experience. 5. Early experiences have profound effects on development and learning. 6. Development proceeds toward greater complexity, self-regulation, and symbolic or representational capacities. 7. Children develop best when they have secure relationships. 8. Development and learning occur in and are influenced by multiple social and cultural contexts. 9. Children learn in a variety of ways. 10. Play is an important vehicle for developing self-regulation and promoting language, cognition, and social competence. 11. Development and learning advance when children are challenged. 12. Children's experiences shape their motivation and approaches to learning.

Factors Related to Instructional Activities

1. Content: the knowledge, skill, rule, concept, or creative process that you wish students to learn 2. Materials: the tangible written, physical, or visual stimuli that are used in instruction 3. Instructional Strategies: selecting a variety of instructional strategies used to teach content is a central planning decision for teachers. You might use presentations, demonstrations, questions, recitations, practice, and drills, or you could use discussions, panels and debates, or small groups 4. Teacher Behaviors: You need to make plans to state expectations, provide a set induction, maintain a group focus, provide smooth transitions, clearly present lesson content, provide closure and a summary, and handle other aspects of conducting a lesson 5. Structure of the Lesson: Structure refers to actions that take place at certain points in the class period or the lesson presentation, and you need to plan that structure in advance

Student-Centered Methods

1. Cooperative Learning Students work together to perform specific tasks in small mixed-ability groups with shared responsibility for learning. 2. Debate Competitive discussion of topic between individuals or teams of students. 3. Differentiated Instruction Students engage in different pathways to learning designed to meet their needs and abilities. 4. Discovery Students take an active role in their learning process by answering a series of questions or solving problems designed to introduce a concept or skill. 5. Discussion Students are active in processing information, defining problems, understanding different points of view. 6. Independent Study Student works with teacher to define a topic or concept for an individualized plan of study. 7. Inquiry Students explore course content and learn to ask questions, make discoveries, or solve problems. 8. Panel Students present and/or discuss information on important topics. 9. Role Playing Students act out roles or situations followed by a debriefing to define what they have learned. 10. Simulations/Games Students engage by becoming directly involved in mock events or conflict.

Teacher-Centered Methods

1. Demonstration Teacher exhibits or displays an experiment, process, or skill to the class and discusses concepts embedded in lesson. 2. Lecture Teacher-directed lesson with teacher verbalizing for a majority of the class time with questions often asked and answered. 4. Modeling Teacher clearly describes the skill or concept often in multi-sensory manner (tactile, visual, auditory, kinesthetic) and thinks aloud during modeling. 5. Socratic Teacher uses questions to draw out student thinking and analysis.

Steps in Course Planning

1. Determine the course goals (to indicate what you plan for students to learn from the course) and the principal supporting objectives. 2. Decide on course content that is related to the course goals. This includes selecting the topics to be studied, arranging them into an appropriate sequence, and deciding how much emphasis to place on each topic. 3. Decide how much time to spend on each topic. 4. After considering the goals and topics you selected, determine your approach in the course, including basic strategies, major assignments, texts, and so on. A course syllabus is one of the products of this step. 5. Make plans to order special supplies, books, computer software, and other materials and also to arrange for special speakers or for collaborative planning when conducting term, unit, or weekly planning. 6. Determine procedures for evaluating student attainment of course objectives.

Active Participation Strategies

1. Pair-and-Share - students read assigned reading to themselves, students are then paired to discuss, students share with other pairs, discussion is brought back to the entire class, teacher accepts comments or selects other groups to present reactions to the reading - writing can be substituted for reading - it is not a "Group Think", the individual needs time to first think alone 2. 3-Step Interview: - two people are paired together, one person interviews the other and then roles are reversed - activity is suitable for getting to know each other and the content - the questions used for interview material can be specific questions 3. Jigsaw: - students are assigned to be experts of material - teacher divides material into four segments for four-person "Base" group, each student studies the material for their assigned number in group, the numbered students meet in groups to; go over the material, decide how best to teach the material in their base groups, make notes or outline, and THEN students return to "Base" group & in number ordered present what was learned - jigsaw provides a way of getting through material - a technique that adds a little variety 4. Structured Academic Controversy: - students are asked to take a pro or con side on a controversial topic, students are paired and Person A speaks to the pro for a specified amount of time, Person B speaks to the con, roles are reversed - feedback is that students had to let down preconceived notions about the topic, think about how to argue the other side, student thinking expands and they will be able to accept another's viewpoint 5. Inside Outside Circles (Fishbowl): - even number of students required - teacher needs to participate if even number of students is not available - class is divided equally in half, one group forms a circle facing outside, other group forms a concentric circle facing the first circle, people on the inside start the conversation and talk for one minute on the topic, people on the outside can ask questions or seek clarification - teacher tells students what they will be talking about; people on the outside talk about another topic or question assigned by the teacher, people on the inside can seek clarification or ask questions - activity is done rapid fire 6. Kinesthetic Learning: - getting students to be actively engaged in the material - they have to get up and walk around, it may be necessary to go and get materials, it may be necessary to move a chair to get closer to somebody to discuss the material - Instructors sometimes ask students to engage in what might look like silly interaction in the way of understanding the material

Other Possible Parts in the Lesson Format

1. Rationale for the lesson. Some teachers prefer to include the rationale for why the lesson is important. In this way, you can identify and clarify the value of the lesson and convey this rationale to the students. 2. An outline of the subject matter. Some teachers prefer to attach an outline of the subject matter to be covered in the lesson to the lesson plan sheet. In this way, all important information is together. 3. A list of key points. Sometimes there is a key point that you want to emphasize in a lesson. By having a spot on your lesson plan sheet, you are able to clarify that point for yourself and then convey it to students during the lesson. 4. The assignment of homework or other requirements. You may prefer to include a spot in your lesson plan sheet to list any assignment given to students. 5. A timetable. Some lesson plan sheets include a column on one side for you to indicate the approximate amount of time each activity will take. As an alternative, you might simply indicate this estimate of the number of minutes next to the activity description in the plan. 6. Special notes or reminders. You may have special announcements that you want to make to students on a particular day, such as information about special projects, reminders about an upcoming due date for a project, additional information about an assignment, or other information. 7. Evaluation of the lesson. This space is reserved for you to make notes about the lesson after instruction has taken place. For example, one activity might have required more time than you originally planned or would have worked better with fewer students in each group. Or you could make notes about the quality of a DVD you used. In this way, you will have a written record about your experiences with the lesson. When you begin your planning for the next time you teach this lesson, you can read these notes and comments and make any needed changes to improve it.

Backward Mapping Steps:

1. Select and then analyze the outcome or standard to be achieved. 2. Design or select an assessment through which students can demonstrate mastery of the standards; determine the required performance level, if it is not already given. 3. Identify what students must know and be able to do to perform well on the assessment. 4. Plan and deliver instructional activities that include direct instruction and teacher-student interaction. This process helps all students gain the knowledge and skills identified in the standards. 5. Provide all students with adequate opportunities to learn and practice the necessary skills and knowledge. 6. Assess students and examine their results to plan further instruction or individual support, if needed. If appropriate, give a grade or other feedback.

Translating Curriculum Standards into Classroom Instruction

1. State Curriculum Framework 2. District Curriculum Guides 3. Teacher's Unit and Lesson Plans 4. Teacher's Grade Book

Characteristics of a Problem-Based Lesson

1. Students are presented with a problem that is socially important and personally meaningful to them. The problem should be authentic, one that stimulates and motivates the students by having them seek solutions to meaningful problems that exist in the world. Problems often have an interdisciplinary focus that encourages students to investigate and apply many subjects—science, math, economics, government. A cooperative learning approach, in which students work in pairs or small groups, is often used in an inquiry problem-solving lesson. 2. Students describe what is creating the problem or the barriers barring its solution. 3. Students identify solutions for overcoming constraints and hypothesize which solution is likely to work. Students should feel free to brainstorm regarding the hypotheses. At this point, there is no right answer, so no hypotheses should be rejected. All hypotheses should be recorded either within individual student groups or as a whole class on the board. 4. Students gather data and try solutions to solve the problem. During this stage, the students, not the teacher, should do the thinking. 5. Students analyze the data, compare the results to the earlier generated hypotheses, and decide if they want to test another solution or hypothesis. Students construct exhibits or reports that present their solutions. These could take many forms, from an experiment in science to a mock debate in social studies

Generating and Testing Hypotheses Engaging Tasks

1. Systems analysis. Students study many systems across the disciplines, such as ecosystems, weather systems, and systems of government. One way to enhance students' understanding of these systems is to ask them to generate hypotheses that predict what would happen if some aspect of a system were to change. For example, what would happen if there were not a Supreme Court in the United States? Systems analysis involves several steps. First, explain the purpose of the system and the parts and functions of each part. Second, describe how the parts affect each other. Third, identify a part of the system, describe a change, and then hypothesize what would happen because of this change. Finally, test the hypothesis whenever possible. 2. Problem solving. Students are often asked to solve structured problems with specific goals and conditions. However, asking students to solve unstructured problems involves generating and testing hypotheses. Unstructured problems do not have clearly defined goals or constraints, and there is more than one way to solve the problem. Problem solving involves several steps. Identify the goal you are trying to accomplish, describe the constraints or conditions in reaching the goal, identify different solutions and hypothesize which solution is likely to work, try the solution, and then explain whether the solution was correct. 3. Historical investigation. Students engage in historical investigation when they investigate plausible scenarios for events from the past about which there is no general agreement. For example, there has been considerable public debate about whether President George W. Bush had justification to take the United States to war in Iraq. Historical investigation involves several steps. Clearly describe the historical event to be examined. Identify what is known or agreed on and what is not known or about which there is disagreement. Based on the students' understanding about the situation, offer a hypothetical scenario. Finally, seek out and analyze evidence to determine whether the hypothetical scenario is plausible. 4. Invention. The process of invention involves generating and testing hypotheses. To do so, students must hypothesize what might work, develop an idea, and then conduct tests to determine whether their idea does work. Invention often involves generating and testing multiple hypotheses until one of them proves effective. We need invention in situations when we ask, "Shouldn't there be a better way to ...?" 5. Experimental inquiry. Experimental inquiry involves making observations, generating explanations, making predictions, and testing them. While experimental inquiry is often associated with science classes, it can be effectively used in all subject areas. 6. Decision making. Using a structured decision-making framework can help students examine hypothetical situations, especially those requiring them to select what is the most or least of something or what is the best or worst of something. In a literature class, for example, you might ask students to examine the characters in two books read in class and to identify which character best fulfills the civic responsibilities of a good citizen. Students might select various characters. But the results might be different if you identified a structured decision-making framework in which several criteria were identified and a rating system was established for the criteria as students considered the main characters. Using a decision-making process to test their prediction requires students to reflect on and use a broad range of knowledge related to the topic.

Instructional Strategies

1. Teacher-Centered to Student-Centered - Direct Instruction - Inductive Instructional Approaches - Social Instructional Approaches - Independent Instructional Approaches 2. Direct and Indirect Instructional Approaches 3. The Gradual Release of Responsibility Model

Tips for Daily Planning

1. Use a template for your lesson plan format, and organize your lesson plans on your computer. 2. Select a regular day and time to prepare your weekly and daily plans. 3. Seek help from other teachers when planning; they can be a rich source of ideas and support. 4. Have the lesson's objectives tie in directly to the unit and course goals. 5. Be sure that each instructional activity addresses a lesson objective. 6. Plan for a variety of instructional activities within each lesson as well as varied use of instructional media. 7. Build motivational strategies into the lesson. 8. Arrange for a suitable amount of time for each instructional activity. 9. Provide extended practice activities to ensure students have opportunities for independent practice and skill building. 10. Have some additional backup plans if something unexpected happens, such as equipment not working.

Factors Related to Instructional Activities Continued

6. Learning Environment: you need to plan for and establish an effective classroom management system that deals with issues such as instituting classroom rules and procedures, reinforcing desired behaviors, holding students academically accountable, and creating a positive classroom climate. Second, you need to establish a plan of dealing with misbehavior. Third, you need to plan for ways to provide for individual differences. Fourth, you need to plan for ways to motivate students to learn. All of these issues affect the learning environment, and you need to plan for effective ways to address them 7. Students: consider characteristics of the particular students you have in your classroom. Take into account students' motivational needs, academic needs, cultural backgrounds, and physical and psychological needs. Furthermore, consider how students will be grouped for instruction (i.e., whole group, small group, independent work), and consider which particular students will be in groups

Lesson Formats

7-Step Lesson Plan Design (Madeline Hunter Model) 5E Teaching Model Backward Design Approach UbD Design Approach edTPA Lesson Plan Templates

Factors Related to Instructional Activities Continued..

8. Duration of the Lesson: make plans for the time that is available or allocated. Instructional activities tend to last from 10 to 60 minutes. In a kindergarten class, 10 minutes of an activity may be the limit of student concentration and attention. Class lengths in primary and intermediate elementary grades are commonly up to the discretion of the teacher, but they often last no longer than 20 to 30 minutes. Classes in middle schools, junior high schools, and high schools commonly have predetermined lengths, ranging from 45 to 60 minutes or as much as 90 minutes in a block schedule 9. Location of the Lesson: when planning for instructional activities, consider where the lesson will take place. The location of an activity may change based on the need for (a) space to work on a set of materials (e.g., a computer station or a learning center); (b) additional new references, materials, or experiences (e.g., the library, a field trip); or (c) a different social structure (e.g., a debate, a play, or any activity in which students work together)

State and Local Curriculum Frameworks

A curriculum framework is an organized plan or set of standards that defines the content to be learned in terms of clear, definable standards for what students should know and be able to do. The purpose of state curriculum frameworks is to provide guidelines for local school districts to prepare their K-12 curriculum The state curriculum framework is useful in that it provides: (1) a structure from which a standards-based district, school, and classroom curriculum can be developed, organized, implemented, and assessed; (2) the basis for the development of a comprehensive state, local, and classroom assessment system; and (3) an explicit map of what is to be included in statewide assessments of student learning The curriculum framework shows teachers what students are expected to know and be able to do at any specific grade level, and it helps them identify building blocks to student skills and knowledge that can be helpful in providing remediation or extra help to students

Using a Plan Book for Weekly Plans

A plan book is used to display weekly plans in a brief way, commonly on a two-page grid format School districts often provide teachers with commercially prepared plan books to display their weekly plans. Due to the limited amount of space in the boxes of the plan books, you might prefer to develop your own format in a separate notebook It is important to prepare the weekly plans and write them in a plan book for your own use, for review by your school administrator, and for use by a substitute teacher in case you are absent.

Backward Mapping

A planning tool that prompts you to begin planning by asking the following questions: 1. What intended learning outcomes or goals do you have for your students? 2. How will students demonstrate their achievement or understanding of these learning outcomes? Asking what students are going to learn at the start of planning ensures that your lessons will be directly related to what you want your students to know and be able to do You have worked backward, in effect, to design instructional activities that focus on learning outcomes. Therefore, what students should ultimately take from instruction drives planning, rather than occurring as an afterthought Sometimes referred to as backward design

Term Planning

A term is the amount of time the school district designates for the length of a marking period (typically 8 to 10 weeks) for report cards Term planning involves the preparation of more detailed outlines of the content to be covered within a marking period or term Term plans are commonly broken down into weeks, with an outline indicating instructional activities and materials to be included each week The balance of content, goals, and time are important considerations when preparing term plans

Unit Planning

A unit is a major subdivision of a course involving planned instruction about some central theme, topic, issue, or problem for a period of several days to a maximum of three weeks Unit planning involves developing a sequence of daily plans that addresses the topic of the unit in a cohesive way Unit plans have more detail than term plans and are often linked directly to major themes or concepts within the curriculum (e.g., exploration in social studies, fractions in mathematics, poetry in English, nutrition in science). A unit plan should provide increased organization and ensure that the material presented is accurate, thorough, and comprehensive

Teacher-Centered Instructional Approach: Direct Instruction Approaches

Approaches in which teachers tell the students the concept or skill to be learned and then lead students through most of the instructional activities designed to bring about student learning. Direct instructional approaches include direct instruction, presentations, demonstrations, questions, recitations, practice and drills, reviews, and guided practice and homework.

Teacher-Centered Instructional Approach: Independent Instructional Approaches

Approaches that allow students to pursue content independently with less teacher direction than other lessons. Students sometimes are permitted to pursue their own interests. Independent approaches include learning centers, contracts, and independent work.

Teacher-Centered Instructional Approach: Social Instructional Approaches

Approaches that have students working together in various ways to gather, process, and learn information or skills. The teacher acts as a facilitator, rather than the information giver. Social approaches include discussions, cooperative learning, panels and debates, role playing, simulations, and games.

Teacher-Centered Instructional Approach: Inductive Approaches

Approaches that involve some type of exploratory activity that helps lead students to discover a concept or generalization. Teachers employ several strategies to help students attain the concepts. Inductive approaches include concept attainment strategies, inquiry lessons, and projects, reports, and problems.

Lesson Transitions

Beginning of Lesson: This is where you describe how you will capture and focus student interest and attention on the lesson objectives. For science 5-E lessons, for example, you would put your engage activities here. Set induction activities, described later, would be placed in this part of the lesson plan format. Typically only 3-5 minutes is reserved for these opening activities. Daily and weekly reviews are often included at the beginning of a lesson. Middle of Lesson: This is the body of the lesson when you conduct developmental activities. Most of the time for the lesson is reserved for the middle of the lesson, and it often is helpful to indicate an approximate amount of time to be taken for each lesson segment. Identify and describe the instructional strategies you will use in the lesson. Select age-appropriate strategies, and align the content and activities to the lesson objectives. - When deciding how to sequence the activities, you should consider two guidelines. First, your activities should lead students from simple to complex and from concrete to abstract. Second, in general, students should not be asked to do something new and difficult for the first time on their own. Ending of Lesson: Closing activities are designed to provide a summary of the lesson's content and to allow the students time to prepare to leave the classroom. Stop the lesson with sufficient time to handle these closing responsibilities.

Direct Instruction: Explicit Instruction

Calls for the teacher to gain student attention, present new material, reinforce correct responses, provide feedback to students on their progress, and increase the amount of time that students spend actively engaged in learning course content. Its objective is to teach skills and help students to master a body of knowledge. It is teacher-led instruction, with some involvement by students. Ten general principles apply when developing an explicit instruction lesson: 1. Begin a lesson with a short statement of goals. 2. Begin a lesson with a short review of previous prerequisite learning. 3. Present new material in small steps, with student practice after each step. 4. Give clear and detailed instructions and explanations. 5. Provide a high level of active practice for all students. 6. Ask many questions, check for student understanding, and obtain responses from all students. 7. Guide students during initial practice. 8. Provide systematic feedback and corrections. 9. Provide explicit instruction and practice for seatwork exercises, and when necessary, monitor students during seatwork. 10. Continue practice until students are independent and confident.

Types of Teacher Plans

Comprehensive planning is needed for effective teaching at all grade levels When making plans for instruction, teachers typically think of the big picture first—the entire course. Then, their planning is broken down into successively smaller subparts—into each marking term, each unit, each week, and finally each lesson Plans for an entire course are more general than plans for each particular lesson

Daily Planning

Daily planning involves preparing notes about objectives, materials, activities, evaluation, and other information for a lesson for a particular day but in more detail than in the weekly plan

Planning For Instruction

Decision that are made about organizing, implementing, and evaluating instruction. When making planning decisions you need to consider: - who is to do what - when and in what order instructional events will occur - where the events will take place - the amount of instructional time to be used - resources and materials to be used - issues such as content to be covered, instructional strategies, lesson delivery behaviors, instructional media, classroom management, classroom climate, and student evaluation

Translating Curriculum Standards into Classroom Instruction: Teacher's Unit and Lesson Plans

Describes how curriculum goals are implemented in daily classroom environment Identifies topics to be covered, materials needed, and activities to be completed Clearly describes the basis and process for assessment Notes accommodations and modifications to support students with special needs

Generating and Testing Hypotheses

Hypothesis generation and testing can be approached through inductive and deductive approaches Inductive Approaches require students first to discover the principles and then to generate the hypotheses Deductive Approach, a teacher would first present the principle and then ask students to generate and test hypotheses based on this principle Teachers should ask students to explain their hypotheses and their conclusions clearly. This can be done in various ways, such as providing students with templates for reporting their work, providing sentence stems for students to help them articulate their explanations, and providing rubrics so students know the criteria that will be used to evaluate their explanations

Problem-Based Strategies

In problem-based learning, students learn by doing, not by listening to you teach or being asked to read and memorize. As you begin to think about a problem-based assignment, carefully consider what your outcome is for student learning: What knowledge, skills, or attitudes do you want them to take away from your lesson and how will your strategy choice and assessment strategies promote student interest, motivation, and achievement? The learning process can be greatly enhanced by using reflective practices and online communication through wikis, blogs, Google docs, and other social network tools that allow students to form communities for discussion, learning, and collaboration. Active learning is at the center of project teamwork. Collaborative learning strategies that include group responsibility for each member's learning, project timelines, and providing an audience for student final products can be extremely motivating.

Teaching Content Knowledge and Reading Strategies in Tandem

In successful content-area classrooms, teachers organize instruction in routine ways that: Reinforce conceptions of reading as a meaning-making process; Provide guided support for making sense while students are engaged in acts of reading; Shift responsibility for thinking and making sense of texts to students themselves through guided supports in both small and whole group work; Sequence discipline-specific inquiry tasks and the reading of a range of discipline-focused texts in ways that build knowledge over time; Focus classroom talk on how students make sense of texts and how they use what they learn from texts to carry out discipline-specific thinking tasks; Provide consistent supports so that students experience success and develop or reinforce their sense of efficacy as readers. http://www.adlit.org/article/34644/

Inductive Models

Inductive models of teaching allow the students to explore concepts prior to the teacher giving explanation of the actual concept being taught. This allows students to find meaning for themselves. 1. General Inductive: students work together to identify commonalities and differences of a set of data and gain deep conceptual understanding through structured opportunities for thinking 2. Concept Attainment: the idea that learning occurs best when examples are provided. Concept attainment requires a strategic, structured inquiry process that assists learners to categorize and differentiate information 3. Concept Development: the teacher's objective is to have students explore a key concept and its relationships with other concepts. The teacher provides specific examples to students and they construct new knowledge, work collaboratively with others, and identify essential characteristics of a concept that allows for generalizations. 4. Integrative: the teacher guides students to learn independently and think critically. Students learn to infer ideas about relationships and concept characteristics based on complex bodies of information. https://web5.wgu.edu/aap/content/doc1-inductive_template.pdf2. https://web5.wgu.edu/aap/content/doc1-concept_attainment.pdf https://web5.wgu.edu/aap/content/doc1-concept_development.pdf https://web5.wgu.edu/aap/content/doc1-integrative.pdf

Curriculum Considerations When Planning

It is important to use district curriculum guides, but also to be aware of current curriculum standards and new influences on the curriculum - National & State Learning Standards - Curriculum Influence from InTASC: the InTASC standards outline principles for teaching and provide a model for effective teaching and learning - Curriculum Influence from the Common Core State Standards: standards define the knowledge and skills students should have within their K-12 education so that they will graduate from high school able to succeed in college and the workforce - Curriculum Influence from Professional Organizations: professional education organizations, often referred to as professional societies, have volunteered to take on the challenge of creating curriculum standards or guidelines to be used on a national level * National Council : of Teachers of Mathematics, Academics of Science, on Economic Education * Consortium of National Arts Education, National Geography Society

Lesson Formats: Backward Design Approach - Step 3.) Plan learning experiences and instruction

Leverage the various instructional strategies listed below: Large and/or group discussion Interactive lecturing and think-pair-shares Flipped classroom Cooperative learning (including team-based and project-based learning) Guided note-taking Guided inquiry for problem-solving https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/

Research: Professional Influences & Standards

National Council of Teachers of Mathematics National Council of Teachers of English National Academies of Sciences, Engineering, and Medicine (NAS) National Council for the Social Studies Council for Economic Education Center for Civic Education Society of Health and Physical Educators American Council on the Teaching of Foreign Languages International Society for Technology in Education (ISTE) Council for Exceptional Children

Reason for Planning

Planning can help you to do the following: ■ Gain a sense of direction, and through this, a feeling of confidence and security. Planning can help you stay on course and reduce your anxiety about instruction. ■ Organize, sequence, and become familiar with course content. ■ Collect and prepare related instructional materials, and plan to use various types of instructional media. This planning will help when ordering instructional supplies. ■ Prepare to interact with students during instruction. This may include preparing a list of important questions or guidelines for a cooperative group activity. ■ Incorporate techniques to motivate students to learn in each lesson. ■ Take into account individual differences and the diversity of students when selecting objectives, content, strategies, materials, and requirements. ■ Arrange for appropriate requirements and evaluation of student performance. ■ Become a reflective decision maker about curriculum and instruction. ■ Provide substitute teachers and members of a teaching team with a specific plan to follow if you are absent. ■ Show other members of a teaching team what you are doing and how you are doing it. ■ Satisfy administrative requirements. Teachers are often required to turn in their weekly plans for review by their principal. ■ Use written plans as resources for future planning.

Teacher Characteristics in Relation to Lesson Planning

Planning decisions about instructional activities and instructional routines are affected by the characteristics of the teachers themselves: 1. The amount of teaching experience you have influences planning decisions. Previous experiences provide you with a more complete mental image of lessons and thus your initial lessons need less adjustment. 2. Your philosophy of teaching and learning will have an effect on planning decisions. 3. Your knowledge of content also affects planning decisions. Teachers who know their content usually can plan more varied and flexible lessons because they can readily use and arrange information. 4. Your organizational style affects planning decisions. This style is reflected by your need for structure, planning routine, and style of solving problems. 5. Expectations that you set for your classes, for student learning, and for your own teaching also influence your planning and lesson images. 6. General feelings of security and control about teaching play an influential role in the planning process. When you feel secure in all dimensions of teaching, teaching plans tend to be less rigid. When teachers are not so secure, they tend to be more structured and plan in greater detail.

Reasons for Unit Planning

Planning for units allows you to organize and sequence a related body of material into a series of lesson plans Unit planning allows you to decide on the specific activities that you will use to teach the content Unit planning helps you gather and make the materials that are necessary for the various activities throughout the unit Teachers usually begin planning their units several weeks before they intend to teach them. In this way, you have sufficient time to develop your plans and take any needed actions resulting from your plans prior to the first lesson of the unit

Problem Solving

Problem solving involves the application of knowledge and skills to achieve certain goals. Components for problem-solving skills: 1. means-ends analysis is a problem-solving technique that encourages identifying the goals (the ends) of a problem, the current situation, and what needs to be done (the means) to reduce the difference between the two conditions 2. creative problem solving involves cases for which the answers are not very clear or straightforward

Translating Curriculum Standards into Classroom Instruction: District Curriculum Guides

Provides content goals aligned with state curriculum framework Describes appropriate teaching activities Provides outlines for unit plans and a sequence of topics

Translating Curriculum Standards into Classroom Instruction: State Curriculum Framework

Provides philosophy that guides curriculum implementation Sets forth essential content to be taught, grade by grade Demonstrates increasing complexity of material within content Notes modifications of curriculum to meet needs of special populations such as students with learning disabilities, ELL, or at-risk students

Translating Curriculum Standards into Classroom Instruction: Teacher's Grade Book

Records objectives mastered Identifies areas to be retaught Provides indicators of progress in student learning Informs student retention and promotion decisions

Intermediate-Range Planning

Semester 1 **Term 1, Term 2, Term 3 **Units A, B, C Semester 2 **Term 4, Term 5, Term 6 **Units D, E, F

The Backward Design Template

Stage 1 - Desired Results - Established Goals - Transfer - Meaning: Understandings, Essential Questions - Acquisition: Students will know.., Students will be skilled at... Stage 2 - Evidence and Assessment - Evaluative Criteria - Assessment Evidence: Performance Task(s), Other Evidence Stage 3 - Learning Plan - Summary of Key Learning Events and Instruction https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/

Understanding by Design: Backward Mapping

Stage 1: addresses desired results, including statements about established goals, essential questions, and understanding about what students will understand, will know, and will be able to do Stage 2: addresses assessment evidence, and prompts the teacher to identify specific assessments to be used during the unit Stage 3: addresses the learning plan, which includes a listing of the major learning activities and lessons

Lesson Formats: 7-Step Lesson Plan Design (Madeline Hunter Model)

Teacher: Subject: Grade Level: Time Duration: Objective: Overview: Lesson Design 1) Anticipatory Set (focus) - A short activity or prompt that focuses the students' attention before the actual lesson begins - Used when students enter the room or in a transition - A hand-out given to students at the door, review question written on the board, "two problems" on the overhead are examples of AS 2) Purpose (objective) - The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher 3) Input - The vocabulary, skills, and concepts the teacher will impart to the students - the "stuff" the kids need to know in order to be successful 4) Modeling (show) - The teacher shows in graphic form or demonstrates what the finished product looks like - a picture worth a thousand words 5) Guided Practice (follow me) - The teacher leads the students through the steps necessary to perform the skill using the tri-modal approach - hear/see/do 6) Checking For Understanding (CFU) - The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up? 7) Independent Practice - The teacher releases students to practice on their own based on #3-#6 https://web5.wgu.edu/aap/content/doc1_doc2_hunter_lesson_plan.pdf

Lesson Formats: 5E Teaching Model

The 5 E lesson supports inquire-based instruction. It allows children to make discoveries and to process new skills in an engaging way. The role of the teacher is to facilitate and support students as they use prior knowledge to build new knowledge. The 5 E's are: 1.) Engage: To engage means to excite and to draw your child or student's curiosity. It means to wow them in a way that catches their attention. It is not forcing children to learn but inviting them to do so. This is how lessons are introduce. 2.) Explore: The idea with exploring is to give the learner the opportunity to practice or work with their new knowledge in some way. The most effective explorations allow for mistakes or trial and error. Its is looking at a concept before discussing all the details, with hopes that students will discover answers to possible questions through exploration. 3.) Explain: The teacher's role so far has been to mainly facilitate learning, now they can use their expertise to answer questions students may have about what they are learning. They also may pose questions to the student to see what they are able to explain what they have learned. Checking for misunderstandings helps the teacher to observe what objectives need to be clarified or taught. 4.) Elaborate: Here the students can participate in an extension or a different activity that either re-teaches an objective or teaches more details about the concept being taught. - Here differentiation can be used. A student above level will need an elaboration that extends or enriches the lesson. A student below level will need perhaps a repeat of the same explore activity with more teacher input to guide students through again to correct misunderstandings 5.) Evaluate: After the objectives are taught, it is time to assess. - What have students effectively learned? What do they not understand? What should be done to help them? - Assessments do not have to be the traditional quiz or essay. It can be a reflection, a project, book report, or a model. - Using a rubric the teacher or parent can now easily grade or make note of what is learned and of what needs to be retaught. https://wehavekids.com/education/How-to-create-a-5-E-Lesson-Plan

Common Core State Standards Initiative

The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do at the end of each grade. The standards were created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live. 41 states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have voluntarily adopted and are moving forward with the Common Core. http://www.corestandards.org/

ISTE Standards for Educators: Technology in the Classroom

The ISTE Standards for Educators are your road map to helping students become empowered learners. These standards will deepen your practice, promote collaboration with peers, challenge you to rethink traditional approaches and prepare students to drive their own learning. https://www.iste.org/standards/for-educators

Lesson Formats: Backward Design Approach

The backward design approach has instructors consider the learning goals of the course first. These learning goals embody the knowledge and skills instructors want their students to have learned when they leave the course. Once the learning goals have been established, the second stage involves consideration of assessment. The backward design framework suggests that instructors should consider these overarching learning goals and how students will be assessed prior to consideration of how to teach the content. For this reason, backward design is considered a much more intentional approach to course design than traditional methods of design. 3 Stages of Backward Design: 1.) Identify desire results - What should participants hear, read, view, explore or otherwise encounter? - What knowledge and skills should participants master? - What are big ideas and important understandings participants should retain? 2.) Determine acceptable evidence - How will I know if students have achieved the desired results? -What will I accept as evidence of student understanding and proficiency? 3.) Plan learning experiences and instruction - What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results? - What activities will equip students with the needed knowledge and skills? - What will need to be taught and coached, and how should it best be taught, in light of performance goals? - What materials and resources are best suited to accomplish these goals?

Lesson Formats: UbD Design Approach

The end goal of UbD is student understanding and the ability to transfer learnings - to enable learners to connect, make meaning of, and effectively use discrete knowledge and skills Evidence of understanding is revealed through performance Educators are coaches of understanding (i.e., they design for and support "meaning making" by the learner) Planning is best done "backward" from the desired results and the transfer tasks that embody the goals UbD Stages: 1.) Desired Results - What transfer goals and content goals will be met? - What should students come away understanding? - What essential questions will students explore and address? - What knowledge & skill will students leave with? 2.) Assessment Evidence - What performances and products will reveal evidence of understanding? - What other evidence will be collected to reflect other Desired Results? 3.) Learning Plan - What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments? https://web5.wgu.edu/aap/content/ubdnutshell.pdf

The Gradual Release of Responsibility Model

The gradual release of responsibility model of instruction suggests that the cognitive work should shift slowly and intentionally from teacher-as-model, to joint responsibility between teacher and student, to independent practice and application by the learner.

The Linear-Rational Approach to Planning

The linear-rational approach to instructional planning involves sequential decisions about the: 1. Formulation of goals 2. Specification of objectives 3. Assessment of student needs relative to the stated goals and objectives 4. Selection of strategies and learning activities linked to the objectives 5. Evaluation of student performance With this model, you build on the knowledge gained from each step. Insights gained in one step lead to changes in other steps. In this way, objectives, methods, and evaluation are logically linked and given consideration in the initial planning. For example, you must think about evaluation even when making decisions about objectives, activities, content, and sequence The rational model is sometimes referred to as instructional design or the systems approach to planning. It requires the analysis of the components of planning in a logical order with an orderly but flexible sequence

Teacher-Directed Approach

The teacher-directed approach is the most structured in which the teacher transmits information to students in the most direct way possible. This often takes the form of a structured presentation, with explanations, examples, opportunities for practice and feedback, and checking for understanding. The teacher-directed approach is typically fairly scripted and sequential, and peer-assisted and student-centered instruction would not be very evident. There is little opportunity for student input or variation.

A Sample State Curriculum Framework

To access the complete K-12 mathematics framework, visit the department's website at http://www.cde.ca.gov/ci/ma/cf

Co-Teaching

Types of Co-Teaching: 1. One Teach, One Assist 2. One Teach, One Observe 3. Station Teaching 4. Parallel Teaching 5. Alternative (Differentiated) Teaching 6. Team Teaching http://eds.b.ebscohost.com.wgu.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=0&sid=abc268dc-f1d1-4509-9f78-a016f0dcaab5%40sessionmgr103

Weekly Planning

Weekly planning involves laying out the week's activities within the framework of the daily schedule throughout the week While the degree of detail that teachers write in weekly plans varies, weekly plans for each class period may include a list of the instructional objectives, the instructional activities, resources and materials (e.g., the page numbers in the textbook, the title of the DVD), and student assignments Consider student performance, identify what you expect students to complete and how you will evaluate student progress, interruptions and any special events

Tip! Use the following words when questioning and make sure to keep the Scientific Method in mind:

What do you observe? Make a hypothesis. Analyze the data, what can you conclude? What connections can you make?

Flipped Learning/Flipped Classrooms

Where learning has shifted from 90 percent in-class lecture and ten percent at-home application, to 90 percent in-class application and ten percent at-home lecture. It inverts traditional teaching methods, delivering instruction online outside of class and moving "homework" into the classroom. https://srm--c.na60.content.force.com/servlet/servlet.FileDownload?file=00P0c00000yon7T

Building and Activating Background Knowledge & ELL Classroom

https://web5.wgu.edu/aap/content/doc1_building%20and%20activating%20background%20knowledge%20nassp.pdf http://www.readingrockets.org/article/accessing-students-background-knowledge-ell-classroom

Writing Lesson Objectives

https://wgu.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=c6ed5774-30db-4725-a345-8e0652359aa2

Researched-Based Instruction

https://files.eric.ed.gov/fulltext/EJ976473.pdf

Lesson Format: edTPA Template ** BLANK TEMPLATES **

https://sites.google.com/a/wgu.edu/edtpa-support-site/lesson-plan-templates

Reading in the Content Areas: Strategies for Success

https://web.archive.org/web/20150922054406/http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/12

Engaging Students in Learning: Danielson Framework

https://www.educationalimpact.com/programs/programs/activity/22comp_03_05/

Cues and Questions Guidelines

■ Focus cues and questions on what is important, not on what is unusual. Questions designed to help students obtain a deeper understanding of the content will eventually increase their interest in the topic. ■ Use explicit cues. Cues are more effective when they relate to specific content and purposes. ■ Use higher-level questions because they promote deeper understanding. Questions that require students to analyze information produce more learning than do questions that simply require students to recall or recognize information. ■ Wait briefly before accepting responses from students to increase the depth of students' answers. Wait time involves pausing several seconds after asking a question to give students time to think before being called on for an answer. Wait time promotes more student discourse and more student-to-student interaction. ■ Use questions before a learning activity to establish a mental set for the learning experience. Questions after a learning activity are useful, but they should be supplemented with questions before the learning activity.

The Components of a Unit Plan

■ Overview—This includes descriptive information such as the grade level, the course being taught, the title of the unit, and the length (in days) of the unit. ■ Rationale—This includes a description of what you will be teaching and what it is that students will be learning. The rationale also can include a description of how this unit fits into the existing curriculum. This rationale can help connect the unit content to the course as a whole. Also, sharing the rationale for the unit with students enables them to see the importance of the material in their lives. ■ Course Goals— Subject-specific course goals are typically included in district curriculum guides. Identify the course goals that relate to the unit, and include them in your unit plan. ■ Educational Objectives and Essential Questions— Course goals are translated into educational objectives used in the unit plan. Look at the course goals you identified in the previous step that relate to this unit, and then translate them to educational objectives that are specific to the unit you are planning. In addition, select several essential questions that address the big ideas or fundamental concepts in the unit. These essential questions also can be shared with the students when instruction begins. ■ Outline of Content—Include an outline of content that students will learn from the unit. This is not a list of activities, but rather an outline of the subject matter to be learned. The content outline is often referred to as the scope of the content since it identifies the breadth and depth of the content to be addressed. - Outlining the content helps you clarify the subject matter and provides organization to the unit. It helps you consider the most appropriate order of the content and examine the interrelationships among the content. ■ A Calendar That Sequences the Daily Lessons—The unit calendar gives an overview of the sequence of the lessons over a certain time frame, such as 10 days. - There are three types of lessons to consider in this sequence. 1. there should be some introductory lessons that identify the reasons for studying this unit, provide for pre-assessment and diagnostic activities, set the tone for the lessons to follow, and generally motivate the students. 2. there should be developmental lessons that build the learning that makes up the unit objectives and content. Many instructional strategies can be used, including presentations, questions, practice, group and discussion methods, and inquiry and discovery methods. 3. there should be culminating lessons that tie together what has been learned in the developmental lessons. These may include review lessons, student reports, and some type of student evaluation such as a test. ■ Daily Lesson Plans—In daily lesson plans, the unit's educational goals are translated into more specific instructional objectives for individual lessons. Follow the guidelines discussed earlier for preparing daily lesson plans. ■ Assessments and Evaluations—Various types of assessment can be used, such as assessing students' prior knowledge before instruction, assessment during instruction to check for understanding, and summative assessment at the end. Plans for the various types of assessment need to be determined and then built into the daily lesson plans. Student learning can be assessed in a variety of ways including tests, observation tools, work samples, logs, portfolios, and other approaches. ■ Materials and Resources—List the materials and resources needed for the unit, and then gather and prepare the materials. Materials to be prepared for students may include handouts, study guides, bibliographies, project guideline sheets, books and resource materials for the students, and various supplies and equipment. - In addition, you may need to gather and organize materials for yourself that will help you prepare for instruction or that you will use during instruction. These include notes, resources, texts, posters, maps, computer programs, or other items. Materials needed on specific days of the unit should be stated in the daily lesson plans.