Marjorie Hall Haley, PhD - GMU1 Chapter 3 Planning for the Standards-Based Classroom

Marjorie Hall Haley, PhD - GMU

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Chapter 3

Planning for the Standards-Based Classroom


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Setting the Stage

Effective planning requires that the teacher fully understand the learning goals and can predetermine learning foci, lesson sequencing, activities and projects, and appropriate teaching methods and strategies.


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Planning & Managing Interactive Instruction

Well-planned lessons are critical and should: Connect past experiences with new

knowledge

Promote active use of language

Pastexperiences

New Knowledge


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Course and Program Planning

Planning generally includes: Central goals and purposes of the

course or program Local and state standards

Course content Organizing; sequencing; resources

Assessment Course & program evaluation; teacher

self-assessment; student self-assessment


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Course and Program Planning

Important terminology in curriculum development: Goal – aim or purpose of instruction Objective (outcome) “ The learner will

be able to…..” Framework – state document that

describes goals and standards to be met


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Program Models Bilingual immersion (90/10 or 50/50)-

academic instruction given in L1 and L2 for K-12 Developmental bilingual education –

academic instruction half a day in each language K-6

ESL or ESOL- All academic instruction in English ESL content or sheltered instruction –

Elementary – self contained for 1-2 yrs., then to mainstream

Secondary – teachers with dual certification in ESL/content


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Program Models

ESL pull out – most implemented, most $, least effective

Immersion – content-area classes in L2 Inclusion – ESL teacher and classroom teacher

plan and teach together Mainstreaming – ESL teacher determines

when student has proficiency to attend all English classes

Monitoring – ESL teacher monitors students close to exiting


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Program Models

Sheltered English- specialized form of immersion

Submersion- students attend regular content-area classes with no special L2 instruction

Transitional bilingual education – ½ day in L1 & ½ day in L2 changing to all L2 in 2-3 years

Two-way bilingual education – language minority and majority students taught together in same class


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Program Models

Foreign Language Program Models FLES – a sequential, articulate

program which teaches the four skills FLEX – emphasizes culture rather

than communication; limited in scope and time

Immersion(partial/total) – students learn content subjects in target language


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The Role of Textbooks & Other Materials in Planning for Content-Based Instruction

Visual appeal Organization/Activity sequence Cultural information Activities

Diverse learning styles Integration of language

forms Allowance for creation of

language, knowledge and creation of meaning

Freedom from bias Use with CLiDES Ideas for alternative assessments Alignment with local, national standards Authenticity of text Use of technology

Textbook Analysis & Selection


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The Nature & Role of Culture in Planning

Teachers must: Meet national, state and local

standards while providing a curriculum that is inclusive of all learners


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Unit Planning

Assessment Provides achievable and measurable

unit objectives based on a standards-based curriculum

Is ongoing Can be formal or informal


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Unit Planning

Planning for Diverse Learner Needs Include a wide array of activities to

cover student’s varied learning styles Closely follow IEP’s Be aware that cultural differences

may appear as behavior/learning problems


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Planning Across Proficiency Levels: Differentiated Instruction

Three aspects of differentiating: Content – concepts, principles, skills Process – activities that allow students

to learn Products – projects which allow students

to demonstrate and extend knowledge Remember – every class and every

student is unique!


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Daily Lesson Planning Planning Phase

Identify: Performance objectives Content of each lesson National, state, and local standards

Ask yourself these questions about your students:

what do you want them to know? what do you want them to be able to do? what measurements can be used for

assessing growth, progress, achievement and performance vs. peers?


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Daily Lesson Planning Teaching Phase

Setting the Stage – introduce topic; access background information

Providing Input – vocab, grammar, content Guided Participation – tasks in pairs, groups Extension – culminating activity Methods/Approaches/Strategy –

appropriate to objectives, students Other Activities – follow-up activity,

assessment, homework, technology, materials, closure


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Daily Lesson Planning

Reflection Phase What worked well What did not work well What you will do differently How the plan can be improved One important thing that you learned


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Other Considerations Time – will the lesson work well in the

morning as well as the afternoon? Place – seating arrangement, equipment

placement, location of print materials, use of bulletin boards

Locating other resources – in additional to textbook, add Internet, magazines, newspapers, films, CD-ROMs, videos, student sourced materials


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The Lesson Plan Format Beginning teachers should use

templates provided for specificity and detail

Experienced teachers can use a shorter version



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Planning & Alternative Scheduling Formats

Block Scheduling offers in-depth instruction, extended learning sessions 4 x 4 model (Straight Block, 90/90)

Four 90-min. classes/day, 5 days/week for one semester; new classes the following semester

Rotating Block Schedule (Flexible Block, A-B Block Schedule, 8-Block Schedule)

Four 90-min classes on A days; 4 different 90-min classes on B days


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Effective Planning & Teaching Strategies

Strategies for Teaching on Block Scheduling Plan a wide variety of activities (student-

centered and teacher-centered) Address multiple learning styles and

intelligences Work smarter – act as facilitator during

cooperative learning, group and pair activities, learning centers

Use a pacing guide for long-term planning

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Marjorie Hall Haley, PhD - GMU1 Chapter 3 Planning for the Standards-Based Classroom