CH03 PPT

Methods for Effective Teaching: Meeting
the Needs of All Students
Eighth Edition
Chapter 3
The Fundamentals of
Planning
Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights Reserved
Chapter Overview
3.1 What is Planning?
3.2 Curriculum Considerations When Planning
3.3 Types of Teacher Plans
3.3 The Linear-Rational Approach to Planning
3.4 Additional Planning Considerations
Planning
Planning for instruction refers to decisions that are made
about organizing, implementing, and evaluating instruction.
• The goal of planning is to ensure student learning.
• Planning helps create, arrange, and organize instructional
events to enable that learning to occur.
Curriculum Considerations When
Planning
• Curriculum Standards
– National and State Learning Standards
– State and Local Curriculum Frameworks
– Translating Curriculum Standards into Classroom
Instruction
• Common Core Curriculum
• 21st Century Skills
Curriculum Standards
National and State Learning Standards
• Influenced by InTASC, Common Core Standards, and
professional organizations (e.g., National Council of
Teachers of Mathematics).
State and Local Curriculum Frameworks

• A curriculum framework is an organized set of standards
that define what the student should know and be able to
do.
Common Core Curriculum (1 of 2)
The Common Core State Standards Initiative is a state-led
effort to develop a clear and consistent curriculum
framework to prepare students for college and the
workforce.
Over 40 states have adopted the Common Core
Standards.
Common Core Curriculum (2 of 2)
The Common Core Standards are available for:
• Mathematics, K-12
• English-language arts and literacy in history/social
studies, science, and technical subjects for grades K-12
21st Century Skills (1 of 2)
• The term “21st Century Skills” refers to certain core
competencies such as collaboration, digital literacy,
critical thinking, and problem solving.
• These are to be taught in the core academic subjects.
21st Century Skills (2 of 2)
Advocates also endorse the inclusion of these 21st century
interdisciplinary themes into core subjects:
• Global awareness
• Financial, economic, business, and entrepreneurial
literacy
• Civic literacy
• Health literacy
• Environmental literacy
Types of Teacher Plans
• Backward Mapping
• Course Planning
• Term Planning
• Unit Planning
• Weekly Planning
• Daily Planning
Backward Mapping (1 of 3)
• At the start of planning, identify intended learning
outcomes and how students are expected to demonstrate
their achievement at the end of instruction. This is
backward mapping (sometimes called backward design).
• Then you plan backwards by designing instructional
activities that focus on learning outcomes.
• First, identify desired results (essential goals, essential
questions, essential content)
• Next, back up to identify assessment evidence for use
during and after instruction.
• Finally, you back up further to identify the learning plan
(the major learning activities and lessons)
Back it up when planning:
• The entire course
• The terms in the course
• The units
• The weekly plans
• The daily plans
The Linear-Rational Approach to Planning
1. Formulation of Aims and Goals
2. Specification of Objectives
3. Assessment of Student Needs
4. Strategies and Learning Activities
5. Evaluation of Student Performance
1. Formulation of Aims and Goals
• Aims—Broad statements about the intent of education
(most broad)
• Goals—Translations of aims into more specific, subject-
related terms (more specific)
2. Specification of Objectives
Objectives—Translations of goals for use in unit planning
and lesson planning to identify student learning outcomes
(most specific)
3. Assessment of Student Needs
Use assessment information to guide instructional planning.
Conduct some assessments prior to instruction to find out:
• Students’ prior knowledge about the next unit of
instruction
• Students’ interests, backgrounds, problems, and needs
• Student’s strengths and weaknesses
4. Strategies and Learning Activities
• Select instructional strategies that will enable students to
learn the material and reach the student learning
outcomes.
• A variety of instructional strategies should be used to
differentiate instruction.
5. Evaluation of Student Performance
• With backward mapping, plans for evaluating student
performance are made even before instruction begins.
• Various types of assessments should be conducted.
Additional Planning Considerations (1 of 2)
1. Resources for Planning
2. Teacher-Student Planning
3. Team Planning
4. Preparing a Syllabus
5. Planning to Integrate Technology into Instruction
Additional Planning Considerations (2 of 2)
6. Planning for Assessments
7. Preparing Classroom Assignments
8. Planning for Motivation
9. Planning to Use Academic Time Wisely
10.Planning for the Response to Intervention (RTI)
1. Resources for Planning
• Curriculum guides
• Curriculum materials from the state department of
education or professional organizations
• Teacher edition of the textbook
• Other textbooks
• Professional journals
• Web-based resources
2. Teacher-Student Planning
• Teacher–student planning means that the teacher does
not make all the decisions about the curriculum and
instruction and that students are involved in some degree
in the planning and decision making.
3. Team Planning
Team planning occurs when two or more teachers
collaboratively prepare instructional plans.
4. Preparing a Syllabus
• A syllabus is a written statement about the content,
procedures, and requirements of a particular course.
5. Planning to Integrate Technology into
Instruction
• Student use of instructional technology can promote
communication, collaboration, and creativity.
• Planning and use is influenced by:
– Availability of the technology
– Knowledge and skill by students and the teacher
– Time required to use the technology
– The appropriateness of technology for the learning
objectives
6. Planning for Assessments
• Decisions about the specific means of assessing students
during and at the end of a unit take place in the planning
process for the unit.
• Decisions for assessments take place at the start of the
planning process, not after all the instruction takes place.
7. Preparing Classroom Assignments
• An assignment—Is a written statement specifying a
charge and a process for accomplishing something.
8. Planning for Motivation
• Teachers can take actions to motive students to learn.
• Three aspects of planning for motivation:
– Develop a comprehensive approach
– Adjust motivational strategies to your instructional
situation
– Build motivational issues into all levels of your
instructional planning
9. Academic Learning Time
• Academic Learning Time—The amount of time a
student engages in learning tasks that yield fairly high
rates of success.
10. Response to Intervention (RTI)
• RTI requires that teachers assess students systematically
and provide levels of support for students who need
assistance.
• Most RTI models include three levels, or tiers:
– Core Instruction
– Supplemental Phase
– Intensive Intervention
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Methods for Effective Teaching: Meeting

the Needs of All Students

State and Local Curriculum Frameworks

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