Effective Instructional Strategies From Theory to Practice Chapter 2 Planning and Organizing for Teaching

Effective Instructional Effective Instructional StrategiesStrategies

From Theory to PracticeFrom Theory to Practice

Effective Instructional Effective Instructional StrategiesStrategies

From Theory to PracticeFrom Theory to Practice

Chapter 2Chapter 2

Planning and Organizing for Planning and Organizing for TeachingTeaching

A Model of Teaching

• Step 1-Diagnose the learning situation• Step 2-Plan the course• Step 3-Plan the instruction• Step 4-Guide learning activities• Step 5-Evaluate learning• Step 6-Reflect• Step 7-Follow up

Effective Instructional Strategies, Second Edition

Chapter 2 - Planning and Organizing for Teaching

Categories of Classroom Time

• Mandated time• 7 hours a day• 180 days /year

• Allocated time• Time for each activity

• Instructional time• Time it should take

• Time on task• Time students are engaged

• Academic Learning Time

Time Wasters

• Starting classes• Excessive use of films• Discipline time• Early finishes• Extracurricular activities

Curriculum: Defined• “…all the planned and unplanned learning experiences that

students undergo while in a school setting.”

Sometimes the gap between the curriculum guidelines and what is actually taught in classroom.

It’s at this point that Curriculum Mapping steps in..

Benefits of Curriculum Mapping

• Detect and fix curriculum gaps• Address repetitions in the curriculum• Refine scope and sequence

connections• Identify potential areas for curriculum

integration• Better alignment of assessments with

state/district standards• Upgrade teaching strategies and

materialsEffective Instructional Strategies,

Second Edition


Backward Design Model (Wiggins and McTighe, 2005)



Begin by identifying the desired results and then “work backwards” to develop instruction.

UbD –Understanding by Design

Curriculum Reform Efforts

• Subject-centered v. student-centered curriculum

• Brain-based learning• Hydration and learning• Environmental factors• Integrated learning



Subject-centered v. Student-centered curriculum



Student-centered

• Centered on Learner Needs Determination of Subject Matter• Centered on Cooperative • Emphasis on Variability in Exposure to Learning• Emphasis on Skills• Emphasis on Immediate Meanings of Learning• Emphasis on Indirect Strategies

Subject-centered

• Focus on Subject Matter• Centered on Subjects• Subject Matter Organized by Teacher before Instruction• Emphasis on Facts, Knowledge, and Information• Generally Lower-Level Learning• Emphasis on Uniformity of Exposure• Emphasis on Direct Strategies

Curriculum integration

• Provides holistic, problem-based learning that leads to a greater ability to make connections and to solve problems.

• Models for implementing integrated curriculum (Ross and Olsen, 1993)– Single-Subject Integration– The Coordinated Model– The Integrated Core Model– The Integrated Double Core Model– The Self-Contained Core Model



Pg. 37

The well-planned curriculum will…

• reflect the needs of students, society, and the subject itself.

• be structured around state standards (sometimes called skills, outcomes, or benchmarks)



Instructional Planning

Teachers are responsible for…•organizing the state-mandated curriculum-or mastery curriculum.

•planning generic lessons.•planning enrichment activities.



Instructional Planning (cont.)• 60-75% of instructional time should be

allocated to the mastery curriculum (Glatthorn, 1987).

• Generic lessons comprise interpersonal and intrapersonal attitudes, beliefs, skills, and knowledge

• Enrichment activities include things that are nice to know but not essential for all students.



Planning Your Course• What major topics (chapters) will be

covered? Can you justify your selections?

• Should the class textbook content (chapters) be supplemented?

• How should the topics (chapters) be grouped to form units of study? Why?

• In what sequence should the planned units be taught? Why?

• How much emphasis should each unit receive? In a 35-week course, how much time should each unit receive (in weeks and fractions of weeks)?



Course Plan• The course plan should be flexible.• Analyze textbook to determine

important content.• Plan for time allotments based on

method and procedure.• Include extra time in the plan-for

review, enrichment, or instruction.



Differentiated Instruction

• Instructional approaches should vary and be adapted in relation to individual and diverse students in the classroom.

• Teachers can differentiate at least 4 classroom elements:



• content

• process

• products

• learning environment

Eight Areas of Multiple Intelligences

• Linguistic• Logical-

mathematical• Spatial• Bodily-kinesthetic

• Musical• Interpersonal• Intrapersonal• Naturalist

(Gardner, 1983)



Pg. 51

Technology in the Classroom

• Integrate technology literacy into school curriculum.

• Take advantage of students’ familiarity with technology.

• Computer-based instruction—CBI—to support and enhance instruction.

• Immediate access to information increases interest in content.

• Multi-media resources enhance instruction. • Repurposing of pre-existing educational

materials.• Need for professional development.



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Effective Instructional Strategies From Theory to Practice Chapter 2 Planning and Organizing for Teaching