Planning for Instruction
Context for Learning (CFL)
The Context for Learning template is available in final handbooks
The Context for Learning template will be available once pre-released handbooks are finalized
There may be minor variations among the templates dependant upon your content area
Content for Learning Information
About the School Where You Are Teaching
1. In what type of school do you teach? __ Elementary __Middle __High __Urban __ Suburban __Rural
List any special features of your school or classroom setting (e.g., themed magnet, students who are tracked into the class, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.
Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
CFL: About the Class Featured in this Assessment
1. How much time is devoted each day to literacy instruction in your classroom?
2. Identify any textbook or instructional program you primarily use for literacy instruction. If a textbook, please provide the title, publisher, and date of publication.
3. List other resources (e.g., Smart Board, hands on materials, on-line technology resources) you use for literacy instruction in this class.
4. About the Students in the Class Featured in this Assessment
CFL: About the Students in the Class Featured in this Assessment
1. Percentage of students eligible for free/reduced lunch ___
2. Grade level(s), ____
3. Number of students in the class males ____ females ___English language learners__students identified as gifted and talented __students with Individualized Education Programs (IEPs) or 504 plans____
CFL: Students (contd)4. Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect your literacy instruction and assessment in this learning segment
Special NeedsNumber of StudentsAccommodations, Modifications, and/or pertinent IEP goalsExample:Learning DisabilityExample:4Example:Close monitoring, follow up, andResource Room
CFL: Things to Remember
CFL set the stage for assessment and instruction
Consult with cooperating teacher as needed
Chart is optional, but it clarifies students learning needs for the evaluator
Complete the template and follow the prompts
Accommodations/modifications from IEP that are applied consistently during instruction and assessment that listed on the chart should NOT be included on lesson plan
WHATS THE FIRST THING YOU NEED FOR GOOD BEHAVIOR MANAGEMENT?
Something to TEACH
That is MEANINGFUL to the students
Learning Target (Big Idea)Based on
Unnecessary DetailORI DONT NEED DETAILED LESSON PLANS
Experienced teachers dont write detailed lesson plans
Teachers DO think through their lessons in detail
I respond to my students as the lesson progresses
Teachers anticipate student questions and potential learning problems
But this will mean I am taking work home!
Do you know a good teacher who doesnt?
Why Write Detailed Lesson Plans?What the research indicates
To ensure that all students learn
Reflective teachers are better teachers
Practice helps to analyze student learning
Practice helps to anticipate student questions and learning problems
With experience, a shortened lesson plan is acceptable
Its required for passing the TPA
Its required for licensure
Lesson Plan Format 1
Required until Supervisor and Cooperating Teacher agree to format 2 or format 3
Required for TPA LESSONS
Name:Week ofDate of LessonSubject:Content:
------------------------------------------------------------------------------Content Standard(s)Learning Target (Big Idea):Learning and Academic Language Objectives:Assessment of Student Learning (formal and informal):Resources and Materials:Motivational Techniques:Instructional Strategies:Key Learning Activities Closure Activity:Reflection:
CONTENT STANDARDSOhio is in transition
Depending upon grade level and contentMay use state standardsMay use national standards
Verify with cooperating teacher
Use grade level standards
Learning Target (Big Idea):
Learning and Academic Language Objectives:
Assessment of Student Learning (formal and informal)
Pre, formative and summative
Aligns withContent standardsBenchmarks or objectives
If appropriate, describe alternative assessments
Content StandardsBenchmarks/objectivesAssessments# and textPrerequisites or Grade levelTied directly to standards and objectives#1 Science inquiry and applicationProperties of objects and materials can change. Objects can be moved in a variety of ways, such as straight, zigzag, circular and back and forth.
An assessment question or procedure for each objective/benchmark
Resources and Materials:
Adapted materials not listed in the Context for Learning
Relates to knowledge of students backgroundCulturalPrior knowledgeInterests
Why will your students want to learn this material
Can you make learning this material fun
Organize Instructional Strategies
What are YOU doing/using, specificallyInstructional strategiesPrompting strategiesCorrection techniquesScaffolding tasks
Key Learning ActivitiesWhat the student required to do?
Both learning tasks and assessment focus on multiple dimensions of the content
Progression of tasks and the assessments guides students to deep understandings of the content
Align assessment and learning activities
What happened to PROCEDURES?Procedures usually focus on just student learning/activities
When teachers focus on their own behavior and instructional strategies, student learning increases
Suggestion (if not comfortable writing instructional strategies and key learning activitiesWrite your procedure sectionCreate a table with two columnsStep by step fill in instructional strategies and key activities
Instructional Strategies Key ActivitiesTeacher begins lesson with whisper down the lane.
Teacher introduces the concept of miscommunication and the need for clarification using examples of vague expressions
Students take turns passing the sentence along until the last student repeats the sentence aloud
Students respond by asking a clarifying question
Students chart clarifying questions in response to sentences within
Reinforces and summarizes student learning goals
Is often left outRun out of timeOh, I am finishing the lesson tomorrow
ReflectionIntegratesKnowledge of the studentsResearch, theory, effective practices
Changes in teaching practiceSpecific and strategic to improve individual and collective understanding of standards and objectives
Three levelsReflectionLevel 1 What? What happened?ReflectionLevel 2: So What? What does it mean?ReflectionLevel 3: Now what? What do I do now?Includes type of issue
Dont forget to ENJOY your student teaching experience
Questions later, contact email@example.com