Planning for InstructionChapter 6
NC Teaching Standard IV
1. LEARNING OUTCOMES
2. ASSESSMENT3. 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
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3
1What will
students learn?
LEARNING OUTCOMES
2How will you know
if students learned?
ASSESSMENT
3How will you assist students to learn?
TEACHING
4How will
technology help students to learn?
TECHNOLOGY
How will technology use help you to re-examine outcomes,
assessment, and teaching?
Views of Teaching
Teaching models
Content-specific strategies
General strategies
Instructional Events
Teaching Strategies
Internal, external conditions
Nine instructional events
Learners
States of mind,
Mental processes
Internal Conditions
ParentsPeers
Teachers
Instruction
External Conditions
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.”
Readying for new instruction1. Gaining attention2. Informing learner of objective3. Stimulating recall of prior learning
New instruction4. Presenting new “content”5. Providing learning guidance6. Prompting student performance7. Providing feedback on performance8. Assessing performance
Applying learning9. Enhancing retention through practice, examples
Find a lesson plan in your general grade level and subject area www.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.
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Teaching models
Content-specific strategies
General strategies
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Direct Instruction Discussion Cooperative learning
Think-Pair-ShareJigsawRoleCooperative Work Groups
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1. Review2. State objectives3. Present4. Guided practice5. Independent practice6. Review and feedback
Direct Instruction Model NC Six Step Lesson Plan
Review Focus and Review
State objectives Statement of Objectives
Present Teacher Input
Guided Practice Guided Practice
Independent Practice Independent Practice
Review and Feedback Closure
Lesson Design Menu
Appetizer
(Exploration)
Main Course
(Concept Development)
Dessert
(Concept Application)
Focus and ReviewStatement of Objective
Teacher Input Presentation
Guided Practice
Independent PracticeClosure
PurposeActivate prior knowledgeDraw students into the lessonFocus students’ attention on task with clear
purpose
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
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?
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
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
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
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
Many kinds of practice for new learning Use of concept mapping/graphic
organizers Thinking Maps
Independent Activities – (different activity from Guided Practice!)
Focus on creativity and choice Provide for extension, application,
relevance, and usefulness
Involves summarizing, sharing, reviewing, extending the concept
Additional opportunity for application May provide transition to new lesson or
learning
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1. Read material and prepare questions2. Cluster basic follow-up questions3. Introduce Discussion and assign
reading4. Conduct discussion using questions5. Review and summarize student
contributions
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1. Teacher poses question2. Students think individually THINK3. Student discusses answers with
another student PAIR4. Students share answers with the class
SHARE
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1. Choose appropriate situation2. Select teams3. Assign problem4. Teams assign roles5. Teacher assigns tasks to observers6. Teams act out!7. Teams discuss their performance8. Class and observers discuss performance9. Teacher evaluates
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1. Interdependence2. One-to-One accountability3. Individual accountability4. Social skills5. Group processing
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1. Reading and Language Arts2. Science3. Social studies4. Mathematics
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1. Reteaching Fig. 6.152. Teacher modeling Fig. 6.163. Task structure and instructions4. Observations5. Feedback6. Homework7. Study skills
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