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 (cont’d) 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 Needs Number of Students

Accommodations, Modifications, and/or pertinent IEP goals

Example:Learning Disability

Example:4

Example: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

WHAT’S 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 Detail”OR

“I DON’T NEED DETAILED LESSON PLANS”

Experienced teachers don’t 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 doesn’t?

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

It’s required for passing the TPA

It’s 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 Lesson

Subject: Content:

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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

Backward design

Aligns withContent standardsBenchmarks or objectives

If appropriate, describe alternative assessments

Alignment

Content Standards

Benchmarks/

objectives

Assessments

# and text Prerequisites or Grade level

Tied directly to standards and

objectives

#1 Science inquiry and application

•Properties 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:

Teacher materials

Student materials

Technology

Adapted materials not listed in the Context for Learning

Motivational Techniques

Relates to knowledge of students backgroundCulturalPrior knowledgeInterests

Why will your students “want” to learn this material

Can you make learning this material fun

Instructional Strategies

Organize Instructional Strategies

What are YOU doing/using, specificallyInstructional strategies

Prompting strategiesCorrection techniques

Scaffolding 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 activities

Write your procedure sectionCreate a table with two columnsStep by step fill in instructional strategies and key

activities

An Example

Instructional Strategies

Key Activities

Teacher begins lesson with whisper down the lane.

Teacher introduces the concept of miscommunication and the need for clarification using examples of vague expressions

Teacher …

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…

Closure Activity

Reinforces and summarizes student learning goals

Is often left outRun out of time“Oh, I am finishing the lesson tomorrow”

ReflectionIntegrates

Knowledge of the studentsResearch, theory, effective practices

Changes in teaching practice Specific and strategic to improve individual and

collective understanding of standards and objectives

Three levelsReflection—Level 1 What? What happened? Reflection—Level 2: So What? What does it

mean? Reflection—Level 3: Now what? What do I do now?Includes “type of issue”

 

QUESTIONS

Don’t forget to ENJOY your student teaching experience

Thank you

Questions later, contact mlbriley@ysu.edu