Planning for Teaching and Learning

Agenda

The Elements of Planning

Goals and Objectives Resources for Teaching Collaborative Planning Setting Objectives Providing Feedback Case Study

Elements of planning

content sequence strategies who does what,

when, where, and in what order

resources, materials

standards learner needs technology homework classroom climate student

assessment and more…

What planning does for us…

gives a sense of direction, confidence, security organizes, sequences, and increases familiarity with

course content prepares us to interact with students incorporates techniques to motivate students takes into account individual differences and diversity includes requirements and evaluations of student

performance helps us become reflective decision-makers about

curriculum and instruction (Burden & Byrd, 2010)

Goals and Objectives

Goals are general statements of intent. They are broad and do not specify steps toward reaching them.

Objectives are statements of the measurable learning that is intended to result from instruction.

When choosing resources, consider… relationship to objectives and curriculum standards educational value in terms of curricular and

instructional goals absence of bias concerning gender, race, religion,

etc. relative worthiness of the time necessary to

implement or use the resource motivational attributes from a student perspective accuracy and timeliness of content

Single-subject unit planning

1. Select a suitable theme.2. Determine goals and specific objectives for the unit.3. With your goals and objectives in mind, determine

assessments that will gauge learning.4. Develop an outline of the breadth of the unit and an

approximate time line.5. Sequence learning objectives and make daily plans.6. Gather resources and arrange for special events

that will enhance the unit.

Interdisciplinary unit planning

1. Choose a theme.

2. Develop essential questions/big ideas.

3. Plan big events.

4. Write daily plans.

5. Plan assessments.

6. Evaluate the unit.

Components of a Traditional Lesson

1. Anticipatory Set

2. Objective Clarification

3. Presentation of New Knowledge and Skills

4. Guided Practice with Feedback

5. Assignment of Independent Practice

6. Closure

Setting Objectives and Providing Feedback

Allow students to set personal learning goals. Students should be encouraged to share these goals and what they have learned as a unit progresses.

1. Generalizations for Goal Setting:

a. Instructional goals narrow what students focus on.

b. Instructional goals should not be too specific, but should include what a learner should be able to do.

c. Students should be able to personalize the goals by contracting for their desired grade.

2. Classroom Practice for students in Goal Setting:

a. “I want to know more about…”

b. “I want to know…”

c. Contract for the attainment of goals

a. Feedback should be corrective.b. Feedback should be timely.c. Feedback should be specific to the

criterion.d. Students should provide some of

their own feedback. (via a chart, peer editing, etc.)

3. Providing feedback is an important modification that enhances

achievement