Planning and Conducting Instruction

Evertson, Chapter 5

Types of Planning

Long Range Goals

Short Range Goals

Year, terms, and units

Units, weeks, and days

Determined by the State, local or district

To teach for understanding, application and appreciation

Roadmaps that transform curriculum into activities, assignments and learning experiences

Formats for Instruction

Whole Group

Formed byentire class

To deliver informationon new content or skills

Cover much info.In little timeEveryone hears the same info.

Does notmeet needs of many students

Small teacher-led group

Homogeneous Using set criteria

To provideactivities thatmeet specific needs

Check moreAccurately forunderstanding

EngagementIn long periods of seatwork

Small Cooperative Groups

Teacher-formedheterogeneousgroups based ondifferent criteria

To reinforcepreviously taught materialand social skills

More opportunitiesfor students to Interact with material

SometimesSome students do not benefit

Small Non-Competitive Groups

Random selection withteacher guidance asneededheterogeneousgrouping

Experience aprocess orproduce a Product withno grades

Social skillsfostered

Difficult tocheck forunders-tandingduring activity

Student Pairs

Teacher or student selected based on reciprocal learning needs

Enhance collaborativelearning byreciprocal learning process

Involve bothstudentsFosters socialskills and Reciprocallearning

One studentmay do all the working

Individualized Instruction

One student

To meetindividual student needsIEPs, absentwork enrichmentand remediation

Teacher studentratio a plusremedial andenrichment helpeasily given

Time Consumingat theexpense of others

Centers and Stations

Teacher createdFor all students

Enrichmentremediation

Application andRehearsal of new skills

Difficult to Manage andmonitor

Feedback During Discussion

Why use it…Encourage students to evaluate events, topics or resultsHelp students clarify the bases of opinions to become aware of others’ opinions Help them improve oral expression

How to use it…teacher skills

Why use it…Encourage students to evaluate events, topics or resultsHelp students clarify the bases of opinions to become aware of others’ opinions Help them improve oral expression

How to use it…teacher skills•Friendliness (not a threatening environment)•Conflict resolution•Encouraging expression of diverse opinion•Include less verbal or more reticent students to participate•Give students opportunities to paraphrase, clarify and elaborate•Keep discussion moving and on target•Ultimate goal giving the student the opportunity to lead the discussion

And remember plan the questions in advance!

Feedback During Recitation & Checking

Recitationquestion and answer sequence in which the teacher asks questions, usually of factual nature and accepts, guides or correct students

How to use it…teacher skills* Check for understanding

* Distribute the questions among all students* Develop a way to systematically on which students get a turnuse checklist or stack cards and as students

answer, put the card away* Choral responses should be used at the beginning of

concept development

* And allow the students enough answer tim

Checkingstudents check their own workHow to use it…teacher skills* Careful monitoring, explain, model and practice the procedures

Common Series of Activities # 11. Checking or recitation (previous day lesson)2. New content skills are taught tied to prior knowledge3. Class work – related to new concept4. Practice new concept (independent work, group work, discussion)5. Preview homework

Alternative Set of Activities #2 – whenconcept is complicated1. Checking or recitation 2. Content development (part 1)3. Classroom or independent work4. Checking 5. Continue content development6. Class work (usually brief)7. Independent work or group work8. Preview homework

Planning for Clear Instruction1. Review the lesson in teacher’s workbook2. Pay attention to suggestions3. Study exercises, questions and problems4. Note examples and demonstrations5. Stress the utility and interest of lesson6. Be enthusiastic

Presenting New Content

•Students must understand where the lesson is going—give objectives or advance organizers (outline of the chapter)

•Provide handout with content with “fill the blanks” for students to be motivated to follow the instruction—to be reviewed withthe class afterwards

•Avoid digressions or interruptions

•Display important terms and relationships in the overhead

•Presentations = focused

•Use examples, illustration and multimedia!

Checking for Understanding

AskGroup

Recitation

DisplayR or W

answers

Other games

Technology in the Classroom•Procedures for using the computers (i.e. schedules)•CD ROMs and Internet for research (parental permissions?)•Rules if using the internet•Preview the assigned sites•Monitor the students frequently

Kounin’s Whole Group Instruction

Preventing Misbehavior

Withiness

Overlapping

Let students know that you are aware of what is happening by identifying and correcting misbehavior

Attending to 2 or

More events at the

same time

The teacher makes eye contact with any student who is about to misbehave

The teacher is

explaining while a student wants water….

Issue Skills Definitions Examples

Managing Movement

Momentum

Smoothness

Keeping lessons moving briskly; planning carefully to prevent slowdowns

Staying on track with the lesson

Avoiding digressions

The teacher realizes that she is taking too much time on a single concept

Or the teacher decides to go more in depth in one concept

The teachers avoid comments that tend to draw attention to irrelevant characteristics

Maintaining

Group Focus

Group Alerting

Encouraging

Accountability

High Participation

Formats

Engage the attention of the whole class while individuals are responding

Communicating to students that their participation will be observed

Using lessons that define behavior of students

E/student has a number that was given to him at random.

The teacher draws numbers and uses them to call on students

At the end of lecture and discussion e/student is asked to explain another what they have learned

While students are working on the board the other students are working on the same problems in their desks

Common Problems in Conducting Instruction

1. Transitionsinterval between two activities• Students talk loudly at the beginning of the dayestablish

routines and expectations• Students talk after assignment has been givenpost the

assignment and prompt them to get started• Students go to supplemental instruction loudly while others

are still workinghave a designated signal to let the students know that they have to leave, acknowledge appropriate behavior, leave instructions in the folder

• During the last afternoon activity students quit work before the endestablish routine such as “let me have your papers and we will continue tomorrow”

• Unable to make the transition from one activity to the othergive students a few minutes notice, describe the materials needed for the other transition and monitor them

• The teacher delays the activities to look for materials, finish attendance reporting, pass or collect papershave materials organized ahead of time

2. Clarity• Communicating information in a clear

and comprehensive manner• Must organize information in coherent

sequence• Give examples• Be concrete• Ask questions of students to assess their

comprehension• Practice!

• To do this you must have your goals tasked analyzed into objectives

• Moving from simpler to more complex ideas