Presented by Ms. Geeta Stowe BCPS- KKI Partnership Program

Our Goals?
To summarize standards-based reform efforts To describe the value of effective planning To discuss and utilize various components of effective lesson plans To provide templates for lesson plans To give guidance for substitute plans

What do you think?
What are the qualities of effective teaching? (What must a teacher know and be able to do?)

Make Instructional Time Count!
What should students know and be able to do?

Is the curriculum relevant? Is the instruction rigorous? Is the learning enduring?

Daggett Presented at June 2005 Model Schools Conference .µ Willard R.´Create a culture that embraces the belief that all students need a rigorous and relevant curriculum and all children can learn.

Did you know? 5. assess knowledge in average curriculum 15. 1994 . reinforce. National Education Commission on Time and Learning. so 9.465 hours needed to teach standards and benchmarks in four core areas 6.6 hours classroom time per day 180 days per year 13.042 hours to teach.104 hours classroom time K-12 69% of time allocated to instruction.500 more hours needed Prisoners of Time.

More Data Driven?? Professional Development Standards Common Core Curriculum Content Standards The High Quality Teacher and Teaching Standards State Assessments Parent Involvement Safe Schools Adequate Yearly Progress .

R.E at every phase Understand the student Value student diversity Plan lessons using research-based practices Use ongoing multiple assessments to evaluate progress Create a nurturing environment Adapt .EFFECTIVE TEACHERS« Know the content and backmap accordingly considering A.modify and differentiate instruction Use effective communication Collaborate .


INSTRUCTIONAL PLANNING AND STRATEGIES Plans are developed to provide students with meaningful learning experiences Plans connect to related learning opportunities Teaching is based on instructional strategies that focus on best practice and research Teaching is supported by strategies that foster interest and progress .

POOR PLANNING Frustration for the teacher and the student Aimless wandering Unmet objectives No connections to prior learnings Disorganization Lack of needed materials A waste of time Poor management .

refinement.GOOD PLANNING Keeps the teacher and students on track Achieves the objectives Helps teachers to avoid ´unpleasantµ surprises Provides the roadmap and visuals in a logical sequence Provides direction to a substitute Encourages reflection. and improvement Enhances student achievement .

3. monitoring/feedback Two. 2. Reteaching. 4. Four main categories of effective instruction: presentation. three and four should provide daily opportunities for differentiation through the implementation of an Acceleration. Enrichment (A.Key Ingredients of Good Planning 1.E) period within each phase.R. . practice. assessment.

attainable. clear objectives Pre-assessment List of materials Review/connection to prior learning Warm-up . motivation and introduction Presentation Practice Evaluation Closure Application .Flow of A GOOD LESSON Effective.

Use PRE-ASSESSMENT What are the characteristics of the learners in the class? What do the students already know and understand? How do my students learn best? What modifications/differentiation in instruction might I need to make? .

Raises students· mental Velcro Engages students cognitively Identifies current knowledge Empowers the learner: ´I already know something«µ Allows adaptation of lesson plan .

How will I know that they have learned it? Students will be able to explain the relationship between story events that happened and why they happened.Use Clear OBJECTIVES What skill or strategy do I want to teach? cause and effect Exactly what do I want students to learn about that skill or strategy? Identify the relationship between causes and effects. . How Would the Objectives Look? Today we will be able to explain the relationship between story events that happened and why they happened in (title) in order to identify the relationship between causes and effects.

Use MATERIALS for easy access Plan! Prepare! Have on Hand!  Murphy·s Law Envision your needs. List all resources. Have enough manipulatives (when needed) for groups or individuals. .

Use Creative & Relative WARM-UPS & INTRODUCTION Grab the attention of the students PROVIDE MOTIVATION Set the tone for the lesson connected to the objective  A question  A story  A quote  An anticipation guide  A discussion starter .

I see«««..PROCEDURES AND PRESENTATION Sets up a step-by-step plan Provides a quick review of previous learning Provides specific activities to assist students in developing the new knowledge Provides modeling of a new skill   A picture is worth a thousand words. I hear.I do! .

Providing for Student Processing of the New Material ´Slowing down is a way of speeding upµ Madeline Hunter 10-2 Theory (again) Wait Time Summarizing .

etc. .C. Write one thing you·ve learned so far or had reinforced in this session beginning with your letter of the alphabet Be ready to share How might you use this in your classroom? Turn to your table groups and share.Y.B.Providing for Student Processing of New MaterialExample: A.B.C to X.Z Letter off A.

LEARNING ACTIVITIES Graphic organizers Creative play Peer presenting Performances Role playing Debates Game making Projects Cooperative groups Inquiry learning Direct instruction Differentiation Direct Instruction! .

. Different graphic organizers represent different kinds of thinking. The goal is for students to be able to select the appropriate graphic organizer.Graphic Organizers Graphic organizers make thinking visible. Students must be taught how to use graphic organizers.

Name and define the specific events of instruction that would be included in your model of direct instruction and give an example of a teacher behavior and a student behavior for each event.Use Strong DIRECT INSTRUCTION ... Huitt (1998) . Developed by W.

262-268.The Importance of Direct Instruction measures In the U. B. Advances in research on instruction. labeled direct or explicit instruction (Rosenshine. Rosenshine. the most often used of student learning are scores on standardized tests of basic skills. one set of models. Using this criteria as the desired student outcome. S. The Journal of Educational Research. (1995). 88(5). has developed overwhelming research support in the past 25 years. . 1995).

(you can use previous night·s H. Independent practice 6.W. Teacher must model the entire process of objective attainment. Review prior learning.Criteria for Strong MULTI-MODAL Direct Instruction! Rosenshine·s model of direct instruction includes 7 specific teacher or student activities): 1. providing strong. specific feedback 5. H. (You can include real student model examples) 4. Present/Discuss new objective and skills to be learned. checking for understanding. Provide Overview 2.W and assignments to review for the next day . Initial guided practice.) 3. Assessment 7.

The greater the structure of a lesson and the more precise the directions on what is to be accomplished. The First Days of Teaching . Harry Wong. the higher the achievement rate.

PRACTICE APPLYING WHAT IS LEARNED Provide multiple learning activities Guided practice (teacher controlled) Use a variety of questioning strategies to determine the level of understanding  Vary RIGOR  Independent practice  Practice may be differentiated BUILD ON SUCCESS .

ask questions. and model the thinking behaviors that are expected. ´I Doµ Intentionally teach. Monitor students· understanding and application of skills and strategies. instruction. objectives. reasoning skills. communicate. and create new knowledge . and the alignment between standards. ´We Doµ Engage students in critical thinking. evaluate. ´You Doµ Expect students to analyze. synthesize. the BIG question.and problem solving skills that were modeled. and assessment.Lesson Planning with Rigor Plan Backward-Teach Forward ´Begin with the end in mindµ Determine the key instructional focus. critique.

Lesson Plans With Rigor : Plan Backward-Teach Forward ´Must Doµ Expect students to ´show what they know and understand.µ ´May Doµ Expect students to manage and direct their own learning .

Guiding Student Practice Practice makes permanent not perfect Don·t allow students to practice incorrectly Learning Sequence     I do (teacher models) We do (whole class practice w/teacher) Y·all do (small group or partner practice while teacher monitors) You do (independent practice) .

 Are there any questions?  Are you all with me?  Am I going too fast?  This is an adverb. isn·t it?  Who can tell me? .Checking the Understanding of All Students What it isn·t«.

Checking for Understanding of All Students What it is:          Think-pair-share Whip around Craft sticks Slate/white boards Learning partners Pair-share-squared Quick-writes Tickets to leave Paired Verbal fluency (30-20-10) .

which do you feel you consistently implement in your classroom? 2.Checking the Understanding of All Students Example: Quick-Write On a piece of paper. please take 2 minutes to answer the following questions. Of the Best Practices we·ve examined so far. Which do you need to be more intentional about implementing in the future? How might you use a quick-write in your classroom? . 1.

Preventing Student Misconceptions Students do not come to school as blank slates What they think they know greatly impacts their learning Anticipate confusion Use specific strategies to bring forth misconceptions .

California has 5-10 earthquakes each year. 3. .Preventing Student Misconceptions Example: Anticipation Guide Before Reading After Reading 1. Earthquake experts are called meteorologists. Most earthquakes happen along a fault. 2.

Can be placed anywhere in a lesson to improve comprehension. Must be supported by the text. Span the three levels of cognitive demand. .´Goodµ Questions: Align to the VSC at the objective/assessment limit level. Require reading of the text.

Levels of Cognitive Demand Bloom Literal Interpretive Knowledge Comprehension Application Analysis Synthesis Evaluation Barrett Recognition Recall Inference Critical Evaluation Appreciation .

CLOSURE Lesson Wrap-up: Leave students with an imprint of what the lesson covered. Students summarize the major concepts  Teacher recaps the main points  Teacher sets the stage for the next phase of learning  .

ALWAYS END YOUR DAILY LESSON WITH A FINAL PROCESSING ACTIVITY cements the day·s lesson for the students provides immediate assessment to inform next day·s instruction .

EVALUATION Assess the learning  Teacher made test  In-class or homework assignment  Project to apply the learning in real-life situation  Recitations and summaries  Performance assessments  Use of rubrics  Portfolios  Journals  Informal assessment .

. Self-assessment tools may be used to gauge progress. Give timely feedback. Feedback should be corrective in nature.Providing Feedback Recommendations For Classroom Practice Use various methods of assessment. Feedback should be specific to criterion.

socioeconomic status. This relationship is consistent regardless of grade.µ Bellon. Teaching from a Research Knowledge Base.Providing Feedback ´Academic feedback is more strongly and consistently related to achievement than any other teaching behavior. 1992 . race or school setting. Jerry J.

it·s ´busy workµ -Assignment sheets Clarify what they are doing and why -Feedback (be specific) Can improve student achievement .Homework Considerations/Recommendations -Amount 10 X the # of the grade as a guideline -Parent involvement Parents as facilitators -Homework policy Feasible & defensible expectations -Purpose Without one.

.. Go one step at a time  Have a picture for every step  An effective lesson plan is a set of plans for building something ² it ´constructsµ the learning.In the end. remember« The format of a lesson should.

REFLECTION What went well in the lesson? What problems did I experience? Are there things I could have done differently? How can I build on this lesson to make future lessons successful? .

SUB PLANS! The Key to substitute success ² easily located DETAILED LESSON PLANS          Updated attendance rosters & seating charts Discipline routines Children with special needs Fire drill and emergency procedures Helpful students.Collect & Grade student work . helpful colleagues (room phone #·s) Classroom schedule Names of administrators Expectations for the work Packet of extra activities  Tip.

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