Pretagy?? a2 Writing the Script Lesson Planning lesson by lesson. In the past, scenes (lessons) in schools were short bursts of information that were added to, day by day. Now, many schools are being reorganized into extended periods of instructional time to allow deeper inquiry into the curriculum. This extension changes not only what can be accomplished in a lesson or class but also how it can be accomplished. Teachers talking longer and more slowly and giving students more seatwork to fill the time simply won't work, Longer periods of instructional time require teachers to draw from repertoires of strategies to produce lively, engaging lessons. ‘Because of limited time, over the years, many teachers who have wanted to be creative in lesson design have been hampered. Short periods of instructional time tend to promote daily routines and often prohibit more in-depth treatment of content. With more time in class periods, creativity in planning can be unleashed and devel- oped, increasing the joy of teachers and students and promoting students’ interest and retention. A first step in expanding teachers’ instructional repertoires is to have faculty members come together and brainstorm strategies they know and use, One faculty did this and identified 210 techniques. This process validates what teachers are already doing. It also raises a consciousness regarding other strategies that are available and that others are using. The opportu- A play is organized scene by scene. Curriculum is organizedWriting the Script 2 nity to converse with other teachers and to observe them using different teaching techniques strengthens interdependence and collaboration within and among faculty colleagues. It also allows staff to identify training and staff development needs they would like to have addressed. Knowing that short-term memory, or conscious memory, has a limited number of chunks, given the developmental age of the learner, the teacher needs to consider how much content to present within a lesson and how to organize it to facilitate optimal learning. The process of chunking content is an important consideration in extended class time periods. Chunking is the term used for grouping or connecting content and skills together because of some linking thread, such as a concept or theme, Another important understanding about how the brain learns is the concept of beginning, ending, and middle (BEM; Fitzgerald, 1996), or the primacy-recency effect: The brain pays attention to what it encounters first and remembers it best; it remembers second what comes last, and remembers least what is in the middle. In longer periods of time, therefore, teachers must divide the time into “chunks” so that the lesson contains several “firsts” and “lasts” to capture and sustain the attention of the learners. This chunking also allows teachers to vary the activities, which, in turn, often provides a medium to meet a wider variety of learner needs. For example, one teacher began a lesson with a crossword puzzle that reviewed the previous day’s biology vocabulary. Students paired and shared. Following this, the teacher read a prompt from the crossword, and students responded, The teacher then provided an overview of the class period, Students were to watch a video, construct a graphic organizer, use kits to build models, and write about their learnings in their learning journals. Within these lesson chunks, the activities are varied from active to metacognitive, individual to interactive. Such a design provides variety and engages or recaptures student attention to rejuvenate the learner. A variety of lesson-planning models have been proposed. Whichever model one chooses, the following considerations for lessons in the block should be kept in mind: + Divide the time into three or four chunks to provide several beginnings, ends, and middles (BEMs). Consider changing topics or activities related toa particular standard. This promotes alertness, attention, and engagement. * Chunk the content so that students can develop “mental files” of connected, related ideas and information. * Vary teaching strategies so that the diversity of learners in the class is addressed and honored. + Provide a variety of learning experiences so that each learner is in a state of “flow” (Csikszentmihalyi, 1991) at some time during the period. Consider select- ing activities representative of the multiple intelligences in the group. + Build in opportunities for interactive dialogue, movement, and hands-on tasks, as well as for intrapersonal moments of reflection. + Consider the cognitive research on how humans make meaning and develop memories of key learnings.4 THINKING INSIDE THE BLOCK SCHEDULE, + Consciously select assessment strategies that are built into the learning cycle to give the learners ongoing feedback based on their progress toward targeted standards. Vary the type of assessment strategies so that all learners may thrive. Decision Making ‘Teachers deal with a constant stream of decision making. In fact, it has been said that teachers make upwards of 1,500 decisions each day, either conscious or unconscious. As they pertain to lesson planning, teacher decisions hover around three areas: content of lessons, behavior of the learners, and behavior of the teacher. Content of Lessons As decision making relates to content concerns, focus on the following: + Standards and benchmarks > «Stair steps of skills leading to outcomes * Where each student is on the stair steps Behavior of the Learners Teachers are concerned about how students will get the information into their heads. How will auditory, visual, and kinesthetic learners receive and understand the information? Of the many strategies available (e.g,, lecture, cooperative learning), which will be appropriate? Teachers must also decide how students will show what they know, be it through dialogue, demonstration, performance, writing, role playing, ‘or modeling. Behavior of the Teacher ‘These questions arise: How willL manipulate the variables of motivation to promote my students’ enthusiasm? How will I organize and deliver information? How will L assess? Undergitding these questions and determining success is class environment, for if the classroom is tense or unruly, not much learning will take place. In contrast, a welcoming atmosphere in which students can experience relaxed alertness is prefer- able. Let's examine the process of lesson design, focusing on some key considerations for ensuring success. These considerations, as well as the brain research shared in the previous chapters, provide crucial “checkpoints” for the selection of lesson strategies best suited to both the learners and the content,Writing the Script 45 Lesson-Planning Models ‘One of the most familiar lesson-planning models is Madeline Hunter's (Russell & Hunter, 1976) 7-step lesson plan. As we look at each step of this lesson approach, we ‘can see that these steps link very much to what has been learned about how the brain learns and makes meaning, The seven steps are as follows. Motivation 1. Anticipatory or mental set. This step of the lesson is to capture stuclent attention through sensory stimulation (visual, auditory, tactile, or olfactory). It sets the stage for the learning that is to come. Teachers can also provide an “emotional hook” for thenew earning by introducing a challenge, question, or problem that is compelling or intriguing to students. As cach learner is unique with respect to background, knowledge, and experience, so is the key that unlocks or opens each learner’s latent mental files. To facilitate learning, teachers must access prior knowledge or provide a shared experience on which fo build the new learning. If a learner has scant prior knowledge, setting the context will create a focus for the learning that is to come. This approach inspires curiosity and motivation. So it is important to use a mental set at the beginning of any learning segment. Strategies such as think pair share, K-W-L, brainstorming, advance organizers, videos, or field trips may be used to accomplish this. 2. Sharing the purpose. This step gives an overview of the lesson or unit to provide a sense of security about the lesson’s direction and how one will get there. Changes will occur at some point, depending on the interests or preferences of the learners in the group, but direction and purpose are important elements in lesson design. Many learners want to know “Why would Ineed to learn this?” The mental set helps establish the relevance of the learning, which is a key ingredient in capturing student attention. ‘The objective and purpose of the learning should be shared so that students are clear about what will be examined in the lesson, as well as why one would need to know the information for use in the real world. Linking learning to students’ reality is an impor- tant aspect of the anticipatory set. The brain likes the “big picture.” With this in focus, the little pieces are better understood. So it is important to provide written agendas or agenda maps. These are helpful in that they reveal the big picture. Providing rubrics, targets, or standards may help balance the anxiety of challenging expectations and presents students with a reason for their being immersed in certain activities. The Instructional Process 3. Providing input. The input of the lesson is the “meat and potatoes,” or content that is necessary to present or provide to the learners. Considering the broad standards46 THINKING INSIDE THE BLOCK SCHEDULE targeted and the subject discipline expectations, teachers choose content or subject ‘material to create a high-quality and meaningful learning experience. In short periods of class time, teachers are somewhat restricted in how they can present input. For the sake of efficiency and expediency, teachers often resort to lecture a8 a basic input tool. Although lecture is one tool for giving input, for many students itis not optimal. When teachers consider the capacity of the individual to take in more information by seeing and hearing, touching and talking, they expand their strategies. Some experts suggest that 67% of the population learns best visually! Hence, if endur- ing understanding of content is a goal, the teacher may want to explore approaches such as demonstrations, case studies, experiments, or cooperative learning tasks. With extended periods of time, teachers are freed from the constraints of “stand and deliver” to.use a richer variety of input strategies to meet the needs of diverse learners. Recognizing that the brain has a limited amount of memory space in short-term, or working, memory, teachers need to examine content for both quality and quantity. This examination should include decisions about which information to include selectively, how it should be presented, and which order is preferable, This process is referred to as task analysis, Task analysis requires a concept or body of information to be broken down into its component parts. These parts are then ordered according to what the Jearner must perform first, second, third, and so on. Presenting information ina logical, sequential way helps the brain learn because the brain looks for patterns. So it is important to conduct a task analysis to consider the best order and how the content should be chunked to help learners make the most sense of the information. Consider- ation should also be given to the complexity of the task and how the chunks can be sequenced to increase the chances that students can achieve mastery. Short lectures may be one choice for giving input. Information can also come from other students through a cooperative structure such as Jigsaw. The teacher might use a video clip, invitea guest speaker, provide a reading, use drama, or role-play. Input strategies should accommo- date the diversity of learners and address multiple intelligences, ‘As in the mental set, sensory stimulation will engage the learner, capturing and sustaining the learner’s attention. As always, the input should relate to the competen- cies that are to be achieved and should be presented in a way that makes the content relevant to students’ lives. 4, Demonstrating and modeling. Modeling refers to the visual representation of what is being taught. In most cases, modeling is presented after or with information being presented. Modeling helps students retain in memory what is learned by adding visually to what has been presented verbally. It provides variety and creates interest, as well as offers, in some cases, a hands-on experience. $0 if is important to recognize the value of concrete materials and try to include models that relate to the content of the lesson, This gives students the opportunity to see, touch, and examine materials that will help deepen understanding. Models and demonstrations in science, manipu- latives in mathematics, mind maps to depict character sketches in language arts, demonstrations in physical education, and maps and charts in social science are all strategies that provide visual and kinesthetic hooks to foster student learning._ Writing the Script a7 5. Checking for understanding. During the checking for understanding step, the teacher monitors students to determine whether they understand the material presented. The teacher assesses students’ competency in using the skills that have been introduced. On the basis of this assessment, the teacher then makes adjustments in the learning process. Adjustments may include reteaching by using an alternative strategy, rethink- ing the task analysis, reteaching the steps, or abandoning the lesson for the moment and coming back with a fresh approach. This step is generally done before the appli- cation or practice so that when asked to practice, students can do so masterfully. So it is important to check for understanding in ways that require students to demonstrate a skill or understanding of a concept. Often, a teacher asks students whether they understand and the students nod their heads. The teacher then proceeds to the next step of asking whether anyone has any questions. To this, most often, students shake their heads. All the teacher really knows at this point is that the students can still move their heads. Students should instead be involved in an activity or task that checks their understanding beyond a nod or shake of the head. They may be involved in a brain- storming or a think pair share, wherein they explain their thinking, address a question, ‘or answer prompts posed by the teacher or questions generated by students. Any of these strategies will help students clarify their thinking, At the same time, it helps the teacher redirect the learning or facilitate the correction of any misconceptions or misunderstandings. Checking for understanding increases the chances that students will be successful when they apply their learnings. Checking for understanding may be part of the mental set in which teachers will check that students are clear in their understanding before presenting the next step. Sometimes teachers will again check for understanding during the closure phase of the lesson. This can be accomplished with a journal entry or an “out the door” or “exit slip,” wherein students jot down key learnings on a ticketlike slip of paper and hand it to the teacher as they leave. 6. Guided and perfect practice. Practice is that step of the lesson where students get a chance to apply or rehearse what they have learned. Guided practice includes coaching with or by peer groups or through teacher observation and monitoring. Without guided practice, students may practice incorrectly. It as been said that “Practice doesn’t make perfect, only perfect practice makes perfect.” If students have received coaching and feedback and have developed a clear understanding of the material or procedures, they can proceed to independent or group practice, confident that they are on the right track to developing a skill or knowledge base that is accurate. So itis important to provide an ‘opportunity for students to explore and apply knowledge and skills in a supportive atmosphere where constructive guidance and feedback are given. Two examples are (a) structuring situations in which students try one example of a math problem or work one example witha partner and (b) taking students on a walk in a nearby neighborhood to identify geometric shapes in the real world. Asking students to use a Venn diagram to compare and contrast their own personalities with that of the main character in a piece of literature may bea way of checking whether students understand the character and /or can use the skill of comparing and contrasting. After the teacher assesses during48 THINKING INSIDE THE BLOCK SCHEDULE practice that students are able to work independently to apply the new learning, students should have the opportunity to apply the learning in a variety of ways. They may work alone or collaborate ona teacher-directed task, Some teachers invite students to select how they wish to practice. Students’ flexibility to choose how they will “show what they know” will increase the chances of high interest and engagement with the new learning and thus enable students to develop long-term retention. 7. Closure, This step is usually the “final check” to determine whether students clearly understand the learning and can demonstrate this in a meaningful way. Closure generally revisits the purpose of the lesson and the expectations or targets. Often, closure addresses the transfer process and helps students reflect on where this new information or skill will be useful in the real world, What else might they want to know pertaining to the concepts or procedures learned? Discussion at this point may intrigue learners to investigate some aspect of the lesson further and more deeply. Personal questions may arise that some learners may want to pursue. So itis important to invite students to summarize their learning during closure activities. Socratic and open- ended questions stimulate higher levels of thinking to help students analyze, synthe- size, and evaluate the learning. Students can be encouraged to predict or form hypotheses about what may come next in the learning, based on current information. ‘Acommumnity circle (Gibbs, 1995), where students sit in a circle and reflect on a key aspect of their learning or a key question that puzzles or intrigues them, is another strategy for closure. Students may be assigned homework to consolidate their skills after they have reviewed the steps in the process. They may use a page divided down the middle, with a log on one side and reactions and reflections on the other side, to record new learnings and suggest a use for them in their daily world. ‘Typically, independent practice follows closure. This engages students in developing fluency and speed in applying new learnings on their own, Summary ‘As outlined above, the 7-step lesson plan may seem linear and straightforward, It can, however, be as creative as the repertoire the teacher has at his or her disposal. ‘The steps do not have to be in a specific order, and the time spent on each step is not necessarily the same in each lesson. Recalling the primacy-recency effect and the need for several beginnings, ends, and middles chunked during the class period, the teacher can be flexible in designing learning by using a variety of strategies and tools to reach the desired standards. The teacher must consider not only the variety of instructional strategies but also the importance of varying the learning experiences to include active, passive, kinesthetic, and reflective tasks. With this information, teachers can design lessons that will appeal to the diverse learners they serve in a way that reflects the learners’ interests, prefer~ ences, and multiple intelligences. With the techniques and strategies shown in Figures 5.1 in their repertoire, teachers will be more able to select and use thatWriting the Script 49 which enables more learners to reach the standards. Teachers can select from the categories to create lessons that are engaging and dynamic for extended periods of instructional time, All the strategies are described in the chapters in this book. Figure 5.1, Tools for Success When Teaching in Extended Instructional Blocks Instructional models Concept attainment Concept formation Inquiry Advance organizer Mnemonics Role play Synectics Direct instruction Lecture Simulations Group investigation Collaborative structures ‘Think pair share ‘Think pair share write draw Wheel ina wheel ‘Take astand Check mate Interview team Round the block Collaborative comers Takea stand Jigsaw Brainstorming ‘Grouping strategies Cards Counting off Statistics Chairs ‘Smell your way to a group Assignments Name tags Candy ‘Team formation Roles Encourager Questioner Clarifier Summarizer Prompter Gatekeeper Recorder Reporter Materials manager ‘Timekeeper Researcher Liatson Observer Collaborative skills istening ‘Taking turns Encouraging others Using positive statements ‘Using quiet voices Participating equally ‘Staying on task Asking for help Checking for understanding, Asking for clarification Following directions ‘Accepting difference Disagreeing agreeably Active learning, ‘Carousel brainstorming Shaping up a ‘Ticket out Rhyme Divide and conquer ‘Talk walk Experiments Dramatization Crosswords Graphic organizors Investigations Multiple intelligences Verbal linguistic Musical rhythunle Bodily kinesthetic Logical mathematical Naturalist Visual spatial Intrapersonal Interpersonal ‘Assessment tools Rubrics Contracts PNI Six hats Logs and journals 324 Reflection stems Portfolio Conferences ‘Authentic tasks Exhibitions Presentations Demonstrations Debates Speeches Models Products Posters Projects50 ‘THINKING INSIDE THE BLOCK SCHEDULE Figure 5.2 is an example of a lesson a teacher could use in an extended period of time, selecting from the array of techniques and strategies available. Figure 8.2, Nutrition Lesson Lesson topic: Nutrition: Healthy choices Standard: Students will make informed decisions for a healthy life Expectations: Students will identify options for healthy snacking besed on knowledge of good nutrition, Beginning a Lesson: “How will I engage or motivate the learner? capture attention? How ean the senses be engaged? Choices? Have students in amall groups examine a selection of snacks and prioritize their preferences, or ‘Suggest a think pair share in which students share with their partners the snacks they had yesterday and record on self-sticking notes. Develop a web as a large-group activity. or ‘Small groups can examine several advertisements and list the snacks recommended and the reasons given for eating these choices. Presenting Content How can I present information in a clear, interesting way? Choices? Students view a short video outlining the nutritional requirements and suggestions for healthy snacking, Students list key points to remember, They take a talk walk with a partner to share the information. or ‘Acguest speaker from the local health department visits to talk about healthy eating. ‘Students go to collaborative comers selected on the basis of whether they practice healthy snacking as compared to the information given. or Students engage ia a jigsaw to share information from texts ‘Active engagement of the learner: How will hook the learner to rehearse or become involved with the information? Choices? Students will design a poster sharing the information about selecting healthy snacks. or Students will create a rap or song to encourage others to choose healthy snacks. or A role play will be presented to share information about healthy choices. Checking for understanding: ‘How will I check to make sure students have the correct information? Choices? Students will explain thelr poster to the class. or Students will present their rap or song. or Students wil act out their role play.Writing the Script 51 Application and practice: How will students apply their new learnings? Students will record their snacks for the next 3 days. They will bring in their recorded lists and analyze their snacks, using thelr knowledge of nutrition. They may use a computer program to analyze their snack intake. Closure: ‘Students will reflect on their analysis and write a response in their journal. ‘Students will set goals for themselves about their snack choices. Extension: Ina few weeks, the activity can be carrled out again to see whether students’ sna: Improved or changed in any other way. ing habits have Assessment: Posters can be graded. Feedback can be given on presentations based on a rub to teat knowledge of nutrition. . Aquiz can be given Figures 5.3 (p. 52) and 5.4 (p. 53) are variations of block lesson plans for consider- ation, One of these may be useful for planning. These forms may be adapted and modified to suit individual teachers’ preferences,52 THINKING INSIDE THE BLOCK SCHEDULE Figure 8.3. Block Lesson Plan f ‘Motivation: Activate prior knowledge Review or homework Engage the learners Providing the context and ‘hating the purpose Giving the “big picture” Instructional Process Presentation: # Input # Modeling. © Check for clarity + Guided and perfect practice Closure: Robbins P, Gregory, , & Herndon, L.BThinking Inside he Block Schedule: Strategies for Teaching in Extended Periods of Time. Copyright Conwin Press, Ine.Writing the Script 83 Figure 8.4, Block Lesson Plan I ‘The “Big” Picture ‘What is the standard of learning I am going to address in designing, teaching, and assessing this lesson? Lesson expectation ‘What will students know and be able to do as a consequence of this lesson? What strategies will [use to: Activate prior knowledge? Motivate and engage the attention of the learner? Sot the context? Deliver instruction? (input, modeling, rehearsal opportunities) (Check for understanding? Provide opportunities for perfect practice? Assess student learning? Foreshadow next steps? Robbins, P, Gregory, G, & Herndon, L. E. Thinking aside the Block Schedule: Strategies for Teaching in Extended Periods of Tine. Copyright Corwin Press, Inc.54 THINKING INSIDE THE BLOCK SCHEDULE Other ways of organizing lessons are shown in Figure 5.5. Figure 5.5, Teaching in the Block Lecture Students (no more than summarize Welcome 10-15 min) Processing time Report out learnings. Introduction or Option Options: Next class is to the outeames + Think pairshare + Random foreshadowed. for the day Quiet activity * Check mate + Card deck (es, reading, + Round the block» Select reporters. Homework is Sponge activity working problems, 1-24 assigned, (losop up time viewing a video)» Write pair share that might be ‘wasted while roll is taken) Discussion of 2 ‘current event in relation to today’s contentWriting the Script 55 Additional lesson design formats are available, such as the two shown in Figure 5.6. Various instructional strategies and assessment tasks may be selected, depending on targeted standards and content. Pr | | Figure 6.6, Visual “Chunking” of a Block Lesson 4 Journal entries ‘Community circte Six hats Homework assigned, 3 Presentations 1 Welcome Essential question? Lecturette People search 2 Activity or Learning centers ‘Small-group processing 1 ‘Check mates ‘Homework review, participate in game 2 Jigsaw of new material Students develop Jeopardy questions 4 ‘Whole-class sharing 3 Mind mapping of key concepts170 THINKING INSIDE THE BLOCK SCHEDULE Figure 181, Planning Model for the Learning Cycle Questions to consider: How will we know? ‘What will students know and be able to do? (skills) What attitudes or behaviors will be developed? Describe criteria and indicators for success. Rubrics and targets may be used at this point to show students the expectations. What assessment tools will be used to collect data? What learning strategies will enable students to develop these competencies? (Remember, one size doesn’t fit all.) geass gasses ese ergs ggg ge Cc i sarge eg ngs eggs eee Ge gg dtr gs erst es se Chass SEE SEE aa SAGES ane eoeameeaccaaeee oeeaeeeg aera How will feedback be built into the process? How will metacognition and goal setting be addressed? Robbins, P, Gregory, G. & Herndon, LB. Thinking Inside the Block Schedule: Strategies for Teching in Extended Periods of Time. Copyright Corwin Press, Inc.Cities’ Choice at Assessment Extended periods of instructional time can provide students with an opportunity to explore content in depth with the goal of long-lasting understanding (Wiggins & McTighe, 1998). Larger blocks of time help us move from misconceptions to reality: Misconceptions . Reality... One assessment is enough, Personal judgment alone is enough. ‘Teachers do assessments to students. Many assessment tools validate data. Clear criteria and indicators are needed, Students are partners in the assessment process. To collect data on student growth and achievement, teachers can use any of the many assessment tools now available. Some assessment tools and strategies are shown in Figure 13.2. Figure 13.2. Assessment Tools and Strategies Products and Projects + Dioramas + Maps + Research + Video production + Portfolios + Models Pen-and-Pencil Tests + Matching + Multiple choice © Fill in the blanks + Essay Performances + Speeches + Presentations + Demonstration * Music/dances + Exhibitions Checklists + Individual /peer + Group + Teacher + Multiple intelligences Observation * Video + Group members * Teacher Logs + Pactual information * Data for reaction + Time management Journals * Personal reflection * Goal setting * Metacognition190 THINKING INSIDE THE BLOCK SCHEDULE «Focus students on educational goals, Providing information to students about intended curriculum “targets” enhances their progress toward those ends. It also offers a sense of meaning; this influences attention in extended periods of instructional time. «Incorporate divect teaching that exhibits key fentures and systematic steps. Providing students with an understanding of an instructional context and identifying the staircase of skills leading to a particular desired end clarifies and enhances their learning experiences. + Use advance organizers that show students relationships between past learning and current learning. This approach strengthens memory of content and processes. When students construct graphic tools and connect prior and current learnings, understanding is deepened, This is especially crucial for long-term memory of Content if a student has a subject such as math in the fall semester and not in the spring. + ‘Teach students multiple learning strategies and promote metacognition by providing modeling, guided practice, and application. Extended periods of instructional time end themselves to multiple learning strategies—many not possible during a traditional schedule. Metacognition deepens learners’ experiences; this is often accomplished through cumulative learning journals in which students reflect on classroom experiences and record their insights. + Use mastery learning techniques for teaching subject matter. Mastery learning is based on how the mind processes information. Using “brain-compatible” ap- proaches enhances learning and promotes long-term memory. «+ Incorporate cooperative learning. Teachers who have had suecessful experiences teaching in a block schedule report that cooperative learning is a key strategy. It fosters positive classroom climate, as well as academic achievement. When students spend extended periods of instructional time together, they need a specific structure for relating to one another, problem solving, resolving conflicts, and enhancing relationships. In addition, cooperative experiences provide valu able learnings about the skills necessary for teamwork and communication in the workplace. ‘The National Council of Teachers of Mathematics, National Science Teachers Asso- ciation, American Association for the Advancement of Science, and National Commis- ‘sion on Social Studies offer several recommendations that can be accommodated within extended periods of instructional time: + MORE experiential, inductive, hands-on learning «+ MORE active learning in the classroom, with all the attendant noise and move- ment of students doing, talking, and collaborating + MORE deep study of a small number of topics so that students internalize the field’s method of inquiryTaking the Show on the Road 191 MORE responsibility transferred to students for their work: goal setting, record keeping, monitoring, evaluation MORE choice for students: for example, picking their own books, writing topics, team partners, and research partners MORE enacting and modeling of the principles of democracy in school MORE attention to affective needs and the varying cognitive styles of individual students MORE cooperative, collaborative activity; developing the classroom as an inter- dependent community MORE reliance on teachers’ descriptive evolution of student growth, including qualitative /anecdotal observations. What Practitioners Tell Us! When asked, “What skills do students need in 80- to 10-minute classes?” teachers reported the following list: Organizing time, materials, information Responsibility for own learning Self-ditection Understanding directions Skillful listening Cooperative learning Using resources to find information or to problem-solve Problem solving Asking questions ‘Taking notes Setting goals Studying and test taking Using notes Achieving goals Reading for meaning Observing Reading textbooks Finding main idea Memory strategies Interpreting and creating tables (Davenport & Tobin, 1997)192 ‘THINKING INSIDE THE BLOCK SCHEDULE ‘These skill areas served as a basis for the thinking behind Chapters 1 through 13 in this book. ‘Teachers have also commented about the advice they would give to those teaching, in the block: «Don't lecture for more than 15 minutes without processing time, Students won't remember, + Change activities within the 80- to 100-minute period at least four times. Relate one activity to the next so that students don’t loose a sense of continuity, «+ Provide frequent opportunities for movement built into academic activities; for example, use standing diagrams, stand pair share, or carousel brainstorming. + Increase student responsibility and accountability. Invite students to measure and monitor their success on charts. + Make homework meaningful to maximize return, «Use learning journals to promote long-term memory of content. «+ Design extension projects to deepen knowledge for students who finish early. + Seize opportunities to integrate the curriculum; it helps reinforce content and skills. + Teach less but more in depth. + When planning for instruction, first identify standards, benchmarks, or exam outcomes and then work backward, Decide what is most important for students to know and be able to do. You cannot cover everything. Practice selective abandonment, « Plan transitional activities (2-5 min), such as brain teasers, to energize. + Use cooperative learning. « Post grades frequently so that students can track their progress. Grades can go up or down quickly. + Use daily agendas and outcomes. + Post time allocations for activities. «Talk with other teachers; it’s a great way to maximize your strategies and your attitude. «Use simulations, case studies, problem-based learning, role play, community service learning, inquiry, and research to make standards and benchmarks rele- vant to students’ lives. + Recognize that meaningful assignments will keep students on task for longer periods of time. « Overplan. «Spiral lessons. + Use authentic assessment. + Recognize that there is no recipe. Use your ingenuity.‘Taking the Show on the Road 198 + Remember that you have spent many years perfecting the old system. Itwill take just as long to develop in the new system. | Many teachers have admitted to worrying about student absences. Strategies they | have recommended for working with student absences follow: | + Keep a daily file folder of assignments so that students have a central location in which to identify work missed. + Create a separate comer in the room where assignments are posted and copies | of handouts can be found | + Link students with study buddies. If one is absent, another can fill the other in, | + Identify a student on a rotating basis to take notes on a laptop computer. Print out these notes and make them available to the class. Ifa laptop is not available, have students take turns note taking and photocopy them. + Audiotape discussions or instruction. Ask specific students to share class notes. + Identify a student assistant “to fill students in” when they return from an absence. + Develop a homework hotline, + Create a Help Wanted form. Students can fill this in and make an appointment to meet with the teacher about missed instructional time, | Checklists for Teaching in Extended Periods of Instructional Time ‘The following checklists have been developed as “ticklers” for planning assessment, instruction, curriculum, and classroom environment. These questions represent aspects of planning linked to the implementation success: Assessment How will I assess? Are the standards I am assessing and the criteria clear? struction? Does the assessment reflect How will I use assessment results for planning? Will the feedback to students be substantive, specific, constructive, and timely? ooooa Curriculum QQ What content will I teach? Q_Inwhat order? Q_Inwhat “chunks?”THINKING INSIDE THE BLOCK SCHEDULE To what standards does this relate? O. What resources can be used (e.g,, texts, CD-ROM, Internet, videos)? Q. What prerequisite knowledge is required? Instruction How will I gain students’ attention? How will I relate today’s topics to students’ lives and a larger context? Inwhat way will I share the lesson outcomes? How will I get students to recall previous knowledge that relates to this topic? How will I present the content of the lesson? ‘What questioning strategies will I use? How will I keep the pace moving? Have I considered multiple intelligences and visual, auditory, and kinesthetic learners? receptive /expressive language? How will I actively involve students? How will I gtoup students? How will I check for understanding? How will I monitor and adjust instruction? How will I provide for perfect practice? How will [ ask students to summarize their learnings? How will [ask students to demonstrate authentically what they know and can do? How might homework reinforce learnings? How will I revisit this lesson’s key points /skills to promote long-term retention? ooocooo ooogoco os Classroom Environment (How can I create an environment characterized by “high challenge and low threat”? CQ How can I create a climate of high expectations? Q. How can I promote positive relationships between and among my students and myself? Q. How can Thelp students develop social and emotional skills, including self-awareness? managing emotions? motivating oneself delaying gratification? empathy? handling relationships? (Goleman, 1995) oooooTaking the Show on the Road 195 Q_ How can I support students in developing responsibility for attendance? coming to class with necessary materials? class participation? completing assignments? monitoring their progress? Q_ How can I manage time well with respect to O pacing? Q transitions? Q. beginning and ending class? Q. handling distribution/collection of materials /supplies? . How can I create and maintain a sense of learning community and pride among students? ecooo Final Reflections No doubt about it. Change is difficult, even if it is desirable. As educators strive to create meaningful learning environments within a block schedule for both adults and students in the school, there will be times of fecling overwhelmed, wanting to go back to more familiar ways, or pethaps even frustration. It is crucial to remember that collaboration, careful planning, problem solving, resource seek- ing, sharing, and a spirit of hope and optimism are powerful ingredients for facilitating this change process. As the final curtain of this book draws near, let's reflect on why we all entered the teaching profession . . . because we wanted to make a difference for students. Imagine the power of influence that could be generated within a school when all the stakeholders, committed to making a difference, work together to provide meaningful learning experiences within extended periods of instructional time. A ‘sion of this reality can help those within the schoolhouse and the surrounding community hold on to their convictions about what working within the block should be like. This vision and those convictions can steer the school through rough seas and keep it on course—a course guided by the needs of students, needs that can be satisfied when exposed to a challenging educational experience in a climate nurtured by caring adults. Note 1. Special thanks to the Northeast Foundation for Children, Greenfield, Massachu- setts 01301.a2 Writing the Script Lesson Planning lesson by lesson. In the past, scenes (lessons) in schools were short bursts of information that were added to, day by day. Now, many schools are being reorganized into extended periods of instructional time to allow deeper inquiry into the curriculum. This extension changes not only what can be accomplished in a lesson or class but also how it can be accomplished. Teachers talking longer and more slowly and giving students more seatwork to fill the time simply won't work. Longer periods of instructional time require teachers to draw from repertoires of strategies to produce lively, engaging lessons. Because of limited time, over the years, many teachers who have wanted to be creative in lesson design have been hampered. Short periods of instructional time tend to promote daily routines and often prohibit more in-depth treatment of content. With more time in class periods, creativity in planning can be unleashed and devel- ‘oped, increasing the joy of teachers and students and promoting students’ interest and retention. A first step in expanding teachers’ instructional repertoires is to have faculty members come together and brainstorm strategies they know and use. One faculty did this and identified 210 techniques. This process validates what teachers are already doing. It also raises a consciousness regarding other strategies that are available and that others are using. The opportu- A play is organized scene by scene. Curriculum is organizedWriting the Script 43 nity to converse with other teachers and to observe them using different teaching techniques strengthens interdependence and collaboration within and among faculty colleagues. It also allows staff to identify training and staff development needs they would like to have addressed. Knowing that short-term memory, or conscious memory, has a limited number of chunks, given the developmental age of the learner, the teacher needs to consider how much content to present within a lesson and how to organize it to facilitate optimal learning, The process of chunking content is an important consideration in extended class time periods. Chunking is the term used for grouping or connecting content and skills together because of some linking thread, such as a concept or theme, ‘Another important understanding about how the brain learns is the concept of beginning, ending, and middle (BEM; Fitzgerald, 1996), or the primacy-recency effect: The brain pays attention to what it encounters first and remembers it best; it remembers second what comes last, and remembers least what is in the middle, In longer periods of time, therefore, teachers must divide the time into “chunks” so that the lesson contains several “firsts” and “lasts” to capture and sustain the attention of the learners. This chunking also allows teachers to vary the activities, which, in turn, often provides a medium to meet a wider variety of learner needs. For example, one teacher began a lesson with a crossword puzzle that reviewed the previous day’s biology vocabulary. Students paired and shared. Following this, the teacher read a prompt from the crossword, and students responded, The teacher then provided an overview of the class period, Students were to watch a video, construct a graphic organizer, use kits to build models, and write about their learnings in their learning journals. Within these lesson chunks, the activities are varied from active to metacognitive, individual to interactive. Such a design provides variety and engages or recaptures student attention to rejuvenate the learner. A variety of lesson-planning models have been proposed. Whichever model one chooses, the following considerations for lessons in the block should be kept in mind: * Divide the time into three ot four chunks to provide several beginnings, ends, and middles (BEMs). Consider changing topics or activities related toa particular standard. This promotes alertness, attention, and engagement. + Chunk the content so that students can develop “mental files” of connected, related ideas and information. + Vary teaching strategies so that the diversity of learners in the class is addressed and honored. « Provide a variety of learning experiences so that each learner is in a state of “flow” (Csikszentmihalyi, 1991) at some time during the period. Consider select- ing activities representative of the multiple intelligences in the group. + Build in opportunities for interactive dialogue, movement, and hands-on tasks, as well as for intrapersonal moments of reflection. ‘+ Consider the cognitive research on how humans make meaning and develop memories of key learnings.er THINKING INSIDE THE BLOCK $CHEDULE * Consciously select assessment strategies that are built into the learning cycle to give the learners ongoing feedback based on their progress toward targeted standards. Vary the type of assessment strategies so that all learners may thrive, Decision Making Teachers deal with a constant stream of decision making. In fact, it has been said that teachers make upwards of 1,500 decisions each day, either conscious or unconscious. As they pertain to lesson planning, teacher decisions hover around three areas: content of lessons, behavior of the learners, and behavior of the teacher, Content of Lessons As decision making relates to content concerns, focus on the following: + Standards and benchmarks > + Stair steps of skills leading to outcomes + Where each student is on the stair steps Behavior of the Learners Teachers are concerned about how students will get the information into their heads. How will auditory, visual, and kinesthetic learners receive and understand the information? Of the many strategies available (e.g., lecture, cooperative learning), which will be appropriate? Teachers must also decide how students will show what they know, be it through dialogue, demonstration, performance, writing, role playing, or modeling, Behavior of the Teacher ‘These questions arise: How will [manipulate the variables of motivation to promote my students’ enthusiasm? How will Forganize and deliver information? How will I assess? Undergirding these questions and determining success is class environment, for if the classroom is tense or unruly, not much learning will take place. In contrast, a welcoming atmosphere in which students can experience relaxed alertness is prefer- able, Let's examine the process of lesson design, focusing on some key considerations for ensuring success. These considerations, as well as the brain research shared in the previous chapters, provide crucial “checkpoints” for the selection of lesson strategies best suited to both the learners and the content.Writing the Script 48 Lesson-Planning Models ‘One of the most familiar lesson-planning models is Madeline Hunter's (Russell & Hunter, 1976) 7-step lesson plan. As we look at each step of this lesson approach, we ‘can see that these steps link very much to what has been learned about how the brain Jearns and makes meaning. The seven steps are as follows. Motivation 1. Anticipatory or mental set. This step of the lesson is to capture student attention through sensory stimulation (visual, auditory, tactile, or olfactory). It sets the stage for the learning that is to come. Teachers can also provide an “emotional hook” for thenew learning by introducing a challenge, question, or problem that is compelling or intriguing to students. As cach learner is unique with respect to background, knowledge, and experience, so is the key that unlocks or opens each learner’s latent mental files. To facilitate learning, teachers must access prior knowledge or provide a shared experience on which to build the new learning. If a learner has scant prior knowledge, setting the context will create a focus for the learning that is to come. This approach inspires curiosity and motivation. So it is important fo use a mental set at the beginning of any learning segment. Strategies such as think pair share, K-W-L, brainstorming, advance organizers, videos, or field trips may be used to accomplish this. 2. Sharing the purpose. This step gives an overview of the lesson or unit to provide a sense of security about the lesson’s direction and how one will get there. Changes will occur at some point, depending on the interests or preferences of the learners in the group, but direction and purpose are important elements in lesson design. Many Ieamners want to know “Why would I need to learn this?” The mental set helps establish the relevance of the learning, which is a key ingredient in capturing student attention. ‘The objective and purpose of the learning should be shared so that students are clear about what will be examined in the lesson, as well as why one would need to know the information for use in the real world. Linking learning to students’ reality is an impor- tant aspect of the anticipatory set. The brain likes the “big picture.” With this in focus, the little pieces are better understood. So itis important to provide written agendas or agenda maps. These are helpful in that they reveal the big picture. Providing rubrics, targets, or standards may help balance the anxiety of challenging expectations and presents students with a reason for their being immersed in certain activities. The Instructional Process 3, Providing input. The input of the lesson is the “meat and potatoes,” or content that is necessary to present or provide to the learners. Considering the broad standards46 THINKING INSIDE THE BLOCK SCHEDULE targeted and the subject discipline expectations, teachers choose content or subject material to create a high-quality and meaningful learning experience. In short periods of class time, teachers are somewhat restricted in how they can present input. For the sake of efficiency and expediency, teachers often resort to lecture as a basic input tool, Although lecture is one tool for giving input, for many students it is not optimal. When teachers consider the capacity of the individual to take in more information by sceing and hearing, touching and talking, they expand their strategies. Some experts suggest that 67% of the population learns best visually! Hence, if endur- ing understanding of content is a goal, the teacher may want to explore approaches stich as demonstrations, case studies, experiments, or cooperative learning tasks. With extended periods of time, teachers are freed from the constraints of “stand and deliver” to use a richer variety of input strategies to meet the needs of diverse learners. Recognizing that the brain has a limited amount of memory space in short-term, or working, memory, teachers need to examine content for both quality and quantity. This examination should include decisions about which information to include selectively, how it should be presented, and which order is preferable. This process is referred to as task analysis. Task analysis requires a concept or body of information to be broken down into its component parts. These parts are then ordered according to what the earner must perform first, second, third, and so on, Presenting information in a logical, sequential way helps the brain learn because the brain looks for patterns. So it is important to conduct a task analysis to consider the best order and how the content should be chunked to help learners make the most sense of the information. Consider- ation should also be given to the complexity of the task and how the chunks can be sequenced to increase the chances that students can achieve mastery, Short lectures may be one choice for giving input. Information can also come from other students through a cooperative structure such as Jigsaw. The teacher might use a video clip, invite a guest speaker, provide a reading, use drama, or role-play. Input strategies should accommo- date the diversity of learners and address multiple intelligences. As in the mental set, sensory stimulation will engage the leamer, capturing and sustaining the learner’s attention. As always, the input should relate to the competen- cies that are to be achieved and should be presented in a way that makes the content relevant to students’ lives. 4, Demonstrating and modeling. Modeling refers to the visual representation of what is being taught. In most cases, modeling is presented after or with information being presented. Modeling helps students retain in memory what is learned by adding visually to what has been presented verbally. It provides variety and creates interest, as well as offers, in some cases, a hands-on experience. $0 it is important to recognize the value of concrete materials and try to include models that relate to the content of the lesson. This gives students the opportunity to see, touch, and examine materials that will help deepen understanding. Models and demonstrations in science, manipu- latives in mathematics, mind maps to depict character sketches in language arts, demonsirations in physical education, and maps and charts in social science are all strategies that provide visual and kinesthetic hooks to foster student learning.Writing the Script 47 5. Checking for undersianding. During the checking for understanding step, the teacher monitors students to determine whether they understand the material presented. The teacher assesses students’ competency in using the skills that have been introduced. On the basis of this assessment, the teacher then makes adjustments in the learning process. Adjustments may include reteaching by using an alternative strategy, rethink- ing the task analysis, reteaching the steps, or abandoning the lesson for the moment and coming back with a fresh approach. This step is generally done before the appli- cation or practice so that when asked to practice, students can do so masterfully. So it is important to check for understanding in ways that require students to demonstrate a skill or understanding of a concept. Often, a teacher asks students whether they understand and the students nod their heads. The teacher then proceeds to the next step of asking whether anyone has any questions. To this, most often, students shake their heads. All the teacher really knows at this point is that the students can still move their heads, Students should instead be involved in an activity or task that checks their understanding beyond a nod or shake of the head, They may be involved in a brain- storming or a think pair share, wherein they explain their thinking, address a question, or answer prompts posed by the teacher or questions generated by students. Any of these strategies will help students clarify their thinking. At the same time, it helps the teacher redirect the learning or facilitate the correction of any misconceptions or misunderstandings. Checking for understanding increases the chances that students will be successful when they apply their learnings. Checking for understanding may be part of the mental set in which teachers will check that students are clear in their understanding before presenting the next step. Sometimes teachers will again check for understanding during the closure phase of the lesson. This can be accomplished with a journal entry or an “out the door” or “exit slip,” wherein students jot down key learnings on a ticketlike slip of paper and hand it to the teacher as they leave, 6. Guided and perfect practice, Practice is that step of the lesson where students get a chance to apply or rehearse what they have learned. Guided practice includes coaching with or by peer groups or through teacher observation and monitoring. Without guided practice, students may practice incorrectly. It has been said that “Practice doesn’t make perfect, only perfect practice makes perfect.” If students have received coaching and feedback and have developed a clear unclerstanding of the material or procedures, they can proceed to independent or group practice, confident that they are on the right track to developing a skill or knowledge base that is accurate. So i is important fo provide an ‘opportunity for students to explore and apply knowledge and skills in a supportive atmosphere where constructive guidance and feedback are given. Two examples are {a) structuring situations in which students try one example of a math problem or work ‘one example witha partner and (b) taking students on a walk ina nearby neighborhood to identify geometric shapes in the real world. Asking students to use a Venn diagram to compare and contrast their own personalities with that of the main character in a piece of literature may be a way of checking whether students understand the character and /or can use the skill of comparing and contrasting. After the teacher assesses during48 THINKING INSIDE THE BLOCK SCHEDULE practice that students are able to work independently to apply the new learning, students should have the opportunity to apply the learning in a variety of ways. They may work alone or collaborate ona teacher-directed task, Some teachers invite students to select how they wish to practice. Students’ flexibility to choose how they will “show what they know” will increase the chances of high interest and engagement with the new learning and thus enable students to develop long-term retention. 7. Closure, This step is usually the “final check” to determine whether students clearly understand the learning and can demonstrate this in a meaningful way. Closure generally revisits the purpose of the lesson and the expectations or targets. Often, closure addresses the transfer process and helps students reflect on where this new information or skill will be useful in the real world. What else might they want to know pertaining to the concepts or procedures learned? Discussion at this point may intrigue learners to investigate some aspect of the lesson further and more deeply. Personal questions may arise that some learners may want to pursue. So it is important to invite students to summarize their learning during closure activities. Socratic and open- enced questions stimulate higher levels of thinking to help students analyze, synthe- size, and evaluate the learning, Students can be encouraged to predict or form hypotheses about what may come next in the learning, based on current information. A community circle (Gibbs, 1995), where students sit in a circle and reflect on a key aspect of their learning or a key question that puzzles or intrigues them, is another strategy for closure. Students may be assigned homework to consolidate their skills after they have reviewed the steps in the process. They may use a page divided down the middle, with a log on one side and reactions and reflections on the other side, to record new learnings and suggest a use for them in their daily world. Typically, independent practice follows closure. This engages students in developing, fluency and speed in applying new learnings on their own. Summary As outlined above, the 7-step lesson plan may seem linear and straightforward. It can, however, be as creative as the repertoire the teacher has at his or her disposal. ‘The steps do not have to be in a specific order, and the time spent on each step is not necessarily the same in each lesson. Recalling the primacy-recency effect and the need for several beginnings, ends, and middles chunked during the class period, the teacher can be flexible in designing learning by using a variety of strategies and tools to reach the desired standards. The teacher must consider not only the variety of instructional strategies but also the importance of varying the learning experiences to include active, passive, kinesthetic, and reflective tasks. With this information, teachers can design lessons that will appeal to the diverse learners they serve in a way that reflects the learners’ interests, prefer- ences, and multiple intelligences. With the techniques and strategies shown in Figures 5.1 in their repertoire, teachers will be more able to select and use thatWriting the Seript 49 which enables more learners to reach the standards. Teachers can select from the categories to create lessons that are engaging and dynamic for extended periods of instructional time. All the strategies are described in the chapters in this book. Figure 5.1, Toole for Success When Teaching in Extended Instructional Blocks Instructional models Concept attainment Concept formation Inquiry Advance organizer Mnemontes Role play Synectics Direct instruction Lecture ‘Simulations Group investigation Collabor ‘Think pair share ‘Think pair share write draw Wheel in a wheel Take a stand Check mate Interview team Round the block. Collaborative corners Takeastand Jigsaw Brainstorming ive structures, Grouping strategies Cards Counting off Statistics Chairs Smell your way to a group Assignments Name tags Candy ‘Team formation Roles Collaborative skills, Active learning Encourager Listening Carousel brainstorming ‘Questioner ‘Taking turns Shaping up a review Clarifier Encouraging others ‘Ticket out Summarizer Using positive statements Rhyme Prompter Using quiet voices Divide and conquer Gatekeeper Participating equally ‘Talk walk Recorder Staying on task Experiments, Reporter Asking for help, Dramatization Materials manager Checking for understanding | | Crosswords ‘Timekeeper Asking for clarification Graphic organizers Researcher Following directions Investigations Liaison Accepting difference Observer Disagreeing agreeably Multiple intelligences ‘Assessment tools ‘Authente tasks Verbal linguistic Rubries Exhibitions Musical shythmic Contracts Presentations Bodily kinesthetic PNI Demonstrations Logical mathematical Six hats Debates Naturalist Logs and journals Speeches Visual spatial aad Models Intrapersonal Reflection stems Products Interpersonal Portfolio Posters Conferences Projects50 THINKING INSIDE THE BLOCK SCHEDULE Figure 5.2 is an example of a lesson a teacher could use in an extended period of time, selecting from the array of techniques and strategies available, Figure $2. Nutrition Lesson ‘Nutrition: Healthy choices Standard: Students will make informed decisions for a healthy life, Expectations: Students will identify options for healthy snacking based on knowledge of good. nutrition, Beginning a Lesson: How will lengage or motivate the learner? capture attention? How can the senses be engaged? Choices? Have students in small groups examine a selection of snacks and prioritize their preferences. or Suggest a think pair share in which students share with their partners the snacks they had yesterday and record on self sticking notes. Develop a web as a large-group activity or ‘Small groups can examine several advertisements and list the snacks recommended and the reasons given for eating these choices. Presenting Content: How can I present information in a clear, interesting way? Choices? Students view a short video outlining the nutritional requirements and suggestions for healthy snacking, Students list key points to remember. They take a talk walk with a partner to share the information. or ‘A guest speaker from the local health department visits to talk about healthy eating, Students go te collaborative corners selected on the basis of whether they practice healthy snacking as compared to the information given. or ‘Students engage in a jigsaw to share information from texts, Active engagement of the learn How will [hook the learner to rehearse or become involved with the information? Choices? Students will design a poster sharing the information about selecting healthy snacks. or Students wil create a rap or song to encourage others to choose healthy snacks. or Arle play will be presented to share information about healthy choices. Checking for understandi How will [check to make sure students have the correct information? Choices? Students will explain theit poster to the class. or Students will present their rap or song. or Students will act out their role play.Writing the Script 51 Application and practi How will students apply their new learnings? Students will record their snacks for the next 3 days. They will bring in their recorded lists and analyze their snacks, using thelr knowledge of nutrition. They may use a computer program to analyze their snack intake. Closure: Students will reflect on their analysis and write a responce in their journal. Students will set goals for themselves about their snack choices. Extension: Ina few weeks, the activity can be carried out again to see whether students’ snacking habits have improved or changed in any other way. Assessment: Posters can be graded. Feedback can be given on presentations based on a rubric, A quiz can be given to test knowledge of nutrition. Figures 5.3 (p. 52) and 5.4 (p. 53) are variations of block lesson plans for consider- ation. One of these may be useful for planning. These forms may be adapted and modified (o suit individual teachers’ preferences.82 THINKING INSIDE THE BLOCK SCHEDULE Figure 5.3, Block Lesson Plan T Motivation: Activate prior knowledge Review or homework Engage the learners Providing the context and Sharing the purpose Giving the “big picture” Instructional Process. Presentation: Input » Modeling © Check for larity *# Guided and perfect practice Closure: Robbins, P, Gregory, G., fe Herndon, I. F. Thinking Inside the Block Schedule: Stategis for Teaching in Extended Periods of Time. Copyright Corwin Press, Inc.Writing the Seript 53 Figure 5.4, Black Lesson Plan IT The “Big” Picture ‘What is the standard of learning 1 am going to address in designing, teaching, and assessing this lesson? Lesson expectation ‘What will stuclents know and be able to do as a consequence of this lesson? ‘What strategies will [use to: Activate prior knowledge? ‘Motivate and engage the attention of the learner? Sot the context? Deliver instruction? (input, modeling, rchearsal opportunities) Check for understanding? Provide opportunities for perfect practice? Assess student learning? Foreshadow next stops? Robbins, P, Gregory, G, & Herndon, L, E. Thinking Inside the Block Schedule: Strategies for Teaching in Extended Periods of Tine. Copyright Corwin Press, Inc.4 THINKING INSIDE THE BLOCK SCHEDULE Other ways of organizing lessons are shown in Figure 5.5. Figure 8.5. Teaching in the Block Lecturette Students (no more than ‘summarize Welcome 10-15 min) Processing time Report out learnings. Introduction or ‘Options Options: Next class is to the oulcomes + Think pairshare + Random foreshadowed. for the day Quiet activity Check mate * Card deck (eg. reading, + Round the block _—_« Select reporters. Homework is, Sponge activity working problems,» 1-2-4 assigned. (tosop up time viewing video) + Write pair share that might be wasted while rolls taken) or Discussion of a current event rolation to today’s contentWriting the Script 85 Additional lesson design formats are available, such as the two shown in Figure 5.6. Various instructional strategies and assessment tasks may be selected, depending on targeted standards and content. Figure 5,6, Visual “Chunking” of a Block Lesson 4 Journal entries Community circle Six hats Homework assigned 3 Presentations 1 Welcome Essential question? Lecturette 2 People seareh Activity or Learning centers ‘Small-geoup processing 1 Check mates Homework review, 6 Students participate in game 2 Jigsaw of new ‘material Students develop jeopardy questions 3 ‘Mind mapping of key concepts 4 Whole-class sharing170 THINKING INSIDE THE BLOCK SCHEDULE Figure 1.1, Planning Model for the Learning Cycle Questions to consider: How will we know? What will students know and be able to do? (skills) What attitudes or behaviors will be developed? Describe criteria and indicators for success. Rubrics and targets may be used at this point to show students the expectations. ‘What assessment tools will be used to collect data? ‘What learning strategies will enable students to develop these competencies? (Remember, one size doesn’t fit all.) ee FEES a tao atnaaanna aaa aceaaaee ance orreseecveseececeeee eee eee ee aSgsgEE nec ae ees ee eee ee How will feedback be built into the process? How will metacognition and goal setting be addressed? Robbing, B, Grogory,G., &e Herndon, LB. Thinking Insite the Block Schedule: Strategies for Tenching in Extended Periods of Time, Copyright Corwin Press, Inc.Critics’ Choice m1 Assessment Extended periods of instructional time can provide students with an opportunity to explore content in depth with the goal of long-lasting understanding (Wiggins & Mecrighe, 1998), Larger blocks of time help us move from misconceptions to reality: Misconceptions ... Reality... ‘One assessment is enough. Many assessment tools validate data. Personal judgment alone is enough. _Clear criteria and indicators are needed. ‘Teachers do assessments to students, Students are partners in the assessment process. To collect data on student growth and achievement, teachers can use any of the many assessment tools now available. Some assessment tools and strategies are shown Figure 13.2, Figure 13.2. Assessment Tools and Strategies Products and Projects Checklists + Dioramas + Individual /peer * Maps + Group + Research + Teacher + Video production + Multiple intelligences + Portfolios CRs + Models * Video Pen-and-Pencil Tests * Group members + Matching + Teacher + Multiple choice a + Fill in the blanks © Essay Performances * Speeches * Presentations Demonstration Music/dances Exhibitions + Pactual information + Data for reaction + Time management Journals + Personal reflection + Goal setting + Metacognition190 THINKING INSIDE THE BLOCK SCHEDULE + Focus students on educational goals, Providing information to students about intended curriculum “targets” enhances their progress toward those ends. It also offers a sense of meaning; this influences attention in extended periods of instructional time. «+ Incorporate direct teaching that exhibits key features and systematic steps. Providing students with an understanding of an instructional context and identifying the staircase of skills leading to a particular desired end clarifies and enhances their learning experiences. + Use advance organizers that show students relationships between past learning and current learning. This approach strengthens memory of content ancl processes. When students construct graphic tools and connect prior and current learnings, understanding is deepened, This is especially crucial for long-term memory of content if a student has a subject such as math in the fall semester and not in the spring. « Teach students multiple learning strategies and promote metacognition by providing modeling, guided practice, and application. Extended periods of instructional time Jend themselves to multiple learning strategies—many not possible during a traditional schedule. Metacognition deepens learners’ experiences; this is often accomplished through cumulative learning journals in which students reflect on classroom experiences and record their insights. + Use mastery learning techniques for teaching subject matter. Mastery learning is based on how the mind processes information. Using “brain-compatible” ap- proaches enhances learning and promotes long-term memory. + Incorporate cooperative learning. Teachers who have had successful experiences teaching in a block schedule report that cooperative learning is a key strategy. It fosters positive classroom climate, as well as academic achievement. When students spend extended periods of instructional time together, they need a specific structure for relating to one another, problem solving, resolving conflicts, and enhancing relationships. In addition, cooperative experiences provide valu- able learnings about the skills necessary for teamwork and communication in the workplace. ‘The National Council of Teachers of Mathematics, National Science Teachers Asso- ciation, American Association for the Advancement of Science, and National Commis- sion on Social Studies offer several recommendations that can be accommodated within extended periods of instructional time: + MORE experiential, inductive, hands-on learning + MORE active learning in the classroom, with all the attendant noise and move- ment of students doing, talking, and collaborating + MORE deep study of a small number of topics so that students internalize the field’s method of inquiryTaking the Show on the Road 191 MORE responsibility transferred to students for their work: goal setting, record. keeping, monitoring, evaluation MORE choice for students: for example, picking their own books, writing topics, team partners, and research partners MORE enacting and modeling of the principles of democracy in school MORE attention to affective needs and the varying cognitive styles of individual students MORE cooperative, collaborative activity; developing the classroom as an inter- dependent community MORE reliance on teachers’ descriptive evolution of student growth, including qualitative/anecdotal observations. What Practitioners Tell Us! When asked, “What skills do students need in 80- to 100-minute classes?” teachers reported the following list: Organizing time, materials, information Responsibility for own learning Self-direction Understanding directions Skillful listening Cooperative learning Using resources to find information or to problem-solve Problem solving Asking questions ‘Taking notes Setting goals Studying and test taking Using notes Achieving goals Reading for meaning Observing Reading textbooks Finding main idea Memory strategies Interpreting and creating tables (Davenport & Tobin, 1997)192 THINKING INSIDE THE BLOCK SCHEDULE ‘These skill areas served as a basis for the thinking behind Chapters 1 through 13 in this book. ‘Teachers have also commented about the advice they would give to those teaching in the block: + Don’t lecture for more than 15 minutes without processing time, Students won't remember. + Change activities within the 80- to 100-minute period at least four times. Relate one activity to the next so that students don’t loose a sense of continuity. «+ Provide frequent opportunities for movement built into academic activities; for example, use standing diagrams, stand pair share, ox carousel brainstorming. + Increase student responsibility and accountability. Invite students to measure and monitor their success on charts. « Make homework meaningful to maximize return. «Use learning journals to promote long-term memory of content. + Design extension projects to deepen knowledge for students who finish early. + Seize opportunities to integrate the curriculum; it helps reinforce content and skills. «+ Teach less but more in depth. + When planning for instruction, first identify standards, benchmarks, or exam outcomes and then work backward. Decide what is most important for students to know and be able to do. You cannot cover everything. Practice selective abandonment. « Plan transitional activities (2-5 min), such as brain teasers, to energize. + Use cooperative learning. + Post grades frequently so that students can track their progress. Grades can go up or down quickly. + Use daily agendas and outcomes. + Post time allocations for activities. + Talk with other teachers; it’s a great way to maximize your strategies and your attitude. + Use simulations, case studies, problem-based learning, role play, community service learning, inquiry, and research to make standards and benchmarks rele- vant to students’ lives. «Recognize that meaningful assignments will keep students on task for longer periods of time. + Overplan. * Spiral lessons. + Use authentic assessment. + Recognize that there is no recipe. Use your ingenuity.‘Taking the Show on the Road 193 + Remember that you have spent many years perfecting the old system. Itwill take just as long to develop in the new system. ‘Many teachers have admitted to worrying about student absences. Strategies they have recommended for working with student absences follow: + Keep a daily fie folder of assignments so that students have a central location in which to identify work missed. + Create a separate corner in the room where assignments are posted and copies of handouts can be found. * Link students with study buddies. If one is absent, another can fill the other in. | + Identify a student on a rotating basis to take notes on a laptop computer, Print out these notes and make them available to the class. Ifa laptop is not available, have students take tums note taking and photocopy them. + Audiotape discussions or instruction. Ask specific students to share class notes. + Identify a student assistant “to fill students in” when they return from an absence. + Develop a homework hotline, + Create a Help Wanted form. Students can fill this in and make an appointment to meet with the teacher about missed instructional time. Checklists for Teaching in | Extended Periods of Instructional Time | The following checklists have been developed as “ticklers” for planning assessment, | instruction, curriculum, and classroom environment. These questions represent aspects of planning linked to the implementation success: | Assessment How will I assess? Are the standards I am assessing and the criteria clear? Does the assessment reflect instruction? How will [use assessment results for planning? Will the feedback to students be substantive, specific, constructive, and timely? oooca Curriculum Q What content will I teach? Q_Inwhat order? Q_ Inwhat “chunks?”‘Taking the Show on the Road 195 Q How can I support students in developing responsibility for attendance? coming to class with necessary materials? class participation? completing assignments? monitoring their progress? Q. How can I manage time well with respect to Q pacing? Q transitions? beginning and ending class? handling distribution /collection of materials /supplies? Q How can I create and maintain a sense of learning community and pride among, students? ooocoo Final Reflections No doubt about it. Change is difficult, even if it is desirable. As educators strive to create meaningful learning environments within a block schedule for both adults and students in the school, there will be times of feeling overwhelmed, wanting to go back to more familiar ways, or perhaps even frustration. It is crucial to remember that collaboration, careful planning, problem solving, resource seek- ing, sharing, and a spirit of hope and optimism are powerful ingredients for facilitating this change process. As the final curtain of this book draws near, let’s reflect on why we all entered the teaching profession .. . because we wanted to make a difference for students. Imagine the power of influence that could be generated within a school when all the stakeholders, committed to making a difference, work together to provide meaningful learning experiences within extended periods of instructional time. A vision of this reality can help those within the schoolhouse and the surrounding community hold on to their convictions about what working within the block should be like. This vision and those convictions can steer the school through rough seas and keep it on course—a course guided by the needs of students, needs that can be satisfied when exposed to a challenging educational experience in a climate nurtured by caring adults, Note 1, Special thanks to the Northeast Foundation for Children, Greenfield, Massachu- setts 01301.THINKING INSIDE THE BLOCK SCHEDULE To what standards does this relate? Q What resources can be used (e.g., texts, CD-ROM, Internet, videos)? Q. What prerequisite knowledge is required? Instruction. How will I gain students’ attention? How will I relate today’s topics to students’ lives and a larger context? In what way will I share the lesson outcomes? How will [get students to recall previous knowledge that relates to this topic? How will I present the content of the lesson? What questioning strategies will I use? How will [keep the pace moving? Have I considered multiple intelligences and visual, auditory, and kinesthetic learners? receptive/expressive language? How will [actively involve students? How will I group students? How will I check for understanding? How will I monitor and adjust instruction? How will I provide for perfect practice? How will Lask students to summarize their learnings? How will Lask students to demonstrate authentically what they know and can do? ‘How might homework reinforce learnings? How will I revisit this lesson’s key points/skills to promote long-term retention? oOoooocooDn ooocoooo oo ‘Classroom Environment Q. How can I create an environment characterized by “high challenge and low threat”? (How can I create a climate of high expectations? Q How can I promote positive relationships between and among my students and myself? Q_ How can Thelp students develop social and emotional skills, including self-awareness? managing emotions? motivating oneseli/delaying gratification? empathy? handling relationships? (Goleman, 1995) ooooo