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Transcript of Effective Instructional Strategies From Theory to Practice Chapter 2 Planning and Organizing for...
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Effective Instructional Effective Instructional StrategiesStrategies
From Theory to PracticeFrom Theory to Practice
Effective Instructional Effective Instructional StrategiesStrategies
From Theory to PracticeFrom Theory to Practice
Chapter 2Chapter 2
Planning and Organizing for Planning and Organizing for TeachingTeaching
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A Model of Teaching
• Step 1-Diagnose the learning situation• Step 2-Plan the course• Step 3-Plan the instruction• Step 4-Guide learning activities• Step 5-Evaluate learning• Step 6-Reflect• Step 7-Follow up
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
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Categories of Classroom Time
• Mandated time• 7 hours a day• 180 days /year
• Allocated time• Time for each activity
• Instructional time• Time it should take
• Time on task• Time students are engaged
• Academic Learning Time
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Time Wasters
• Starting classes• Excessive use of films• Discipline time• Early finishes• Extracurricular activities
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Curriculum: Defined• “…all the planned and unplanned learning experiences that
students undergo while in a school setting.”
Sometimes the gap between the curriculum guidelines and what is actually taught in classroom.
It’s at this point that Curriculum Mapping steps in..
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Benefits of Curriculum Mapping
• Detect and fix curriculum gaps• Address repetitions in the curriculum• Refine scope and sequence
connections• Identify potential areas for curriculum
integration• Better alignment of assessments with
state/district standards• Upgrade teaching strategies and
materialsEffective Instructional Strategies,
Second Edition
Chapter 2 - Planning and Organizing for Teaching
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Backward Design Model (Wiggins and McTighe, 2005)
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
Begin by identifying the desired results and then “work backwards” to develop instruction.
UbD –Understanding by Design
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Curriculum Reform Efforts
• Subject-centered v. student-centered curriculum
• Brain-based learning• Hydration and learning• Environmental factors• Integrated learning
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
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Subject-centered v. Student-centered curriculum
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
Student-centered
• Centered on Learner Needs Determination of Subject Matter• Centered on Cooperative • Emphasis on Variability in Exposure to Learning• Emphasis on Skills• Emphasis on Immediate Meanings of Learning• Emphasis on Indirect Strategies
Subject-centered
• Focus on Subject Matter• Centered on Subjects• Subject Matter Organized by Teacher before Instruction• Emphasis on Facts, Knowledge, and Information• Generally Lower-Level Learning• Emphasis on Uniformity of Exposure• Emphasis on Direct Strategies
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Curriculum integration
• Provides holistic, problem-based learning that leads to a greater ability to make connections and to solve problems.
• Models for implementing integrated curriculum (Ross and Olsen, 1993)– Single-Subject Integration– The Coordinated Model– The Integrated Core Model– The Integrated Double Core Model– The Self-Contained Core Model
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Chapter 2 - Planning and Organizing for Teaching
Pg. 37
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The well-planned curriculum will…
• reflect the needs of students, society, and the subject itself.
• be structured around state standards (sometimes called skills, outcomes, or benchmarks)
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
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Instructional Planning
Teachers are responsible for…•organizing the state-mandated curriculum-or mastery curriculum.
•planning generic lessons.•planning enrichment activities.
Effective Instructional Strategies, Second Edition
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Instructional Planning (cont.)• 60-75% of instructional time should be
allocated to the mastery curriculum (Glatthorn, 1987).
• Generic lessons comprise interpersonal and intrapersonal attitudes, beliefs, skills, and knowledge
• Enrichment activities include things that are nice to know but not essential for all students.
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
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Planning Your Course• What major topics (chapters) will be
covered? Can you justify your selections?
• Should the class textbook content (chapters) be supplemented?
• How should the topics (chapters) be grouped to form units of study? Why?
• In what sequence should the planned units be taught? Why?
• How much emphasis should each unit receive? In a 35-week course, how much time should each unit receive (in weeks and fractions of weeks)?
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Course Plan• The course plan should be flexible.• Analyze textbook to determine
important content.• Plan for time allotments based on
method and procedure.• Include extra time in the plan-for
review, enrichment, or instruction.
Effective Instructional Strategies, Second Edition
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Differentiated Instruction
• Instructional approaches should vary and be adapted in relation to individual and diverse students in the classroom.
• Teachers can differentiate at least 4 classroom elements:
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
• content
• process
• products
• learning environment
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Eight Areas of Multiple Intelligences
• Linguistic• Logical-
mathematical• Spatial• Bodily-kinesthetic
• Musical• Interpersonal• Intrapersonal• Naturalist
(Gardner, 1983)
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Technology in the Classroom
• Integrate technology literacy into school curriculum.
• Take advantage of students’ familiarity with technology.
• Computer-based instruction—CBI—to support and enhance instruction.
• Immediate access to information increases interest in content.
• Multi-media resources enhance instruction. • Repurposing of pre-existing educational
materials.• Need for professional development.
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching