Chapter 4,5: Zarrillo

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• Chapter 4,5 Zarrillo Topic 30,31 Duplass
• Samantha
• Mark

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Lesson Plans Organizing Instruction

• Chapter 4
• Zarrillo

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General Guidelines

• Concept of lesson should be broad and include
• 1. Teacher directed lessons involving entire
  class (D.I)
• 2. Small group or individual lessons (C.L)
• 3. teacher as facilitator, tutor, resource
  provider (Constructivism)

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• Despite format there are 2 guidelines for
  planning effective lesson
• 1. Decide precisely what students are expected to
  learn
• Clear objectives
• 2. Decide what the teacher must do for students
  to achieve what is expected of them
• Anticipate problems
• Materials
• Instruction and when to input
• Visual aids

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Lesson Plan Formats

• Comprehensive Format
• time consuming
• Detailed
• Abbreviated Format
• Less detailed
• Less time consuming
• Still require thought and careful planning

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Comprehensive Lesson Plan (p.76)

• 1. places lesson in context
• 4. the what subject matter to be learned
• 5. accomplishment of students the do
• 6. not all lessons include these values acquired
  by students
• 7. tailor for student needs resources,
  objectives
• 8. assessment

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Abbreviated Lesson Plan

• 1. The Plan Book Grid
• Spiral bound
• 2 page spread
• Time across top
• Day of the week down left side
• 2. Three-column Single Sheet (p. 83)

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Writing Lesson Objectives

• Make objectives meaningful by identifying
  specific and observable performance
• Raise level of performance
• Blooms taxonomy
• Knowledge
• Comprehensive
• Application
• Analysis
• Synthesis
• Evaluation

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Level of affective instructional outcomes

• Consider when writing value objectives
• 1. Receiving- listen with open mind
• 2. Responding- demonstrate new behaviors and
  volunteer to become involved
• 3. Valuing- students make commitment to what they
  value get involved
• 4. Organizing- leading others to see change
  implemented
• 5. Characterized by values- outside classroom
  students are characterized by values learned,
  morals

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Madeline Hunters Direct Instruction Model

• 1. Anticipatory Set- opening for lesson
• 2. Statement of Objectives
• 3. Instructional Input- basic information
• 4. Modeling the Information or Process- examples
  of finished product
• 5. Checking for Understanding- observing students
  to determine if they possess necessary concepts
  to achieve objectives
• 6. Guided Practice- short questions solving
  problems finish maps/colorings etc, observed by
  teacher
• 7. Independent Practice- work independently
  without supervision often homework

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Concept Attainment Model

• Used at the end of a lesson/unit (p.91)
• 1. Presentation of Data
• 1.1 To help students better understand a concept,
  explained with examples and non examples
• 1.2 students asked to compare the two
• 1.3 students form definition of concept
• 2. Test Attainment of Concept
• 2.1 students presented with examples and non
  examples for them to label definition may be
  refined
• 2.2 teacher comments on definitions may need to
  restate definition
• 2.3 students generate examples test of
  application of definition
• 3. Analysis of Thinking Strategy (not always
  included)
• 3.1 students description of conclusion
• 3.2 students discuss change in definition
• 3.3 students discuss characteristics of concept
  and consider testing hypothesis (definition)

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Cooperative Learning Enhance Skills and
Knowledge Through Group Activities

• Chapter 5
• Zarrillo

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Group Projects (p. 98)

• 1. Inquiry Projects- students work together to
  solve a problem
• 2. Written Projects- students work together to
  produce written product book, script, etc
• 3. Visual Arts Projects- students work together
  to produce work of art
• 4. Performing Arts Projects- students work
  together to dance, act, or sing in a performance.
• 5. Combination Projects- students asked to use
  more than one format (e.g. projects that require
  both visual an performing arts)

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Outline of Steps in a Group Project(p. 99)

• 1. Form the group- for student autonomy ask for
  volunteers
• 2. Provide an overview of the project
• 3. Decide what each student will do- to increase
  student control, allow them to chose roles they
  will play.
• 4. Make a list of materials and resources
• 5. Establish a timetable- timetable for
  completing project should include times when the
  group will meet again
• 6. Work with individuals, subgroups, and the full
  group- should have a schedule indicating when
  teachers will provide guidance and assistance.
  Increase student autonomy by encouraging them to
  help each other.

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Types of Cooperative Learning Groups (p.102-105)

• Student Teams- Achievement Divisions (STAD)
• Students divide into heterogeneous groups that
  are cross sections of the whole class
• Given material to learn together (may take up to
  several days
• Students tested individually
• Individual scores become performance score for
  whole group

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• Jigsaw
• Students assigned to home groups
• Each individual student given a piece of
  information to learn
• Students with like information from other groups
  get together and share information
• Students become experts on their information
• Students form with home groups and take turns
  teaching their team members the information the
  learned individually and from the expert groups

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• Think-Pair-Share
• The whole class is given a question to answer
• Question should not be too complex or too simple
• Question should be written on chalkboard,
  whiteboard, or chart paper
• Depends on complexity of answer students should
  be required to write their answer down
• The partner up and share their answers with
  another student
• Partners explain their rationale that led them to
  the answer
• Each student will have their chance to talk
• Whole class comes together and discusses answers
  to the question
• Floor is open
• Partners with shared answers should both be given
  time to share how they got the answer

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• Three-Step Interview
• 1. Teacher asks a question or set of questions
• Should be thought provoking questions
• Written on board or chart paper
• Groups of four are made
• Within groups partners are selected
• One partner (Interviewer) asks the other
  (Interviewee) questions to answer
• Other partner (Interviewee) gives answers
• 2. Students reverse roles
• The Interviewer becomes the Interviewee
• Works best with follow-up questions such as
  Why do you think that? and can be challenged,
  Why do you think that?
• 3. group reconvenes and round-robin fashion
  shares answers

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Making Cooperative Learning Work(p. 105)

• Four Features must be present
• 1. Group Goals
• Positive Interdependence
• Students must believe that they sink or swim
  together (Johnson and Johnson)
• Group should have clear sense of what they are to
  accomplish goal should be understood by all
  members
• Individual Accountability
• Each students performance should be evaluated
• Meaning keeping record of two things
• Students performance in process of working group
• Students level of achievement in the product the
  group created

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• Four Features contd
• Social Skills
• get to know and trust one another, communicate
  accurately and unambiguously, accept and support
  one another, and resolve conflicts
  constructively (Johnson and Johnson)
• Four steps in teaching social skills
• 1. Students must see the need for the skill
• Resolving conflicts quickly and fairly will help
  a group finish their assignment
• 2. Students must understand the skill
• Be supportive of others
• Constructive criticism
• 3. Students must have many opportunities to
  practice these social skills
• Students given many chances to work in groups
• 4. Students must evaluate how well they are doing
• Group processing groups need discuss successes
  and frustrations

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• Four Features contd
• Effective Planning for all cooperative learning
  activities
• Be sure the goal is clear
• Be sure the goal is attainable
• Be sure that the roles are clearly and reasonably
  defined
• Be sure the group has adequate materials and
  resources to finish their task
• Be sure that time lines are set and that members
  of the group adhere to them

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Issues in Grouping (p. 107)

• Other strategies should be used as well
• Cooperative Learning helps make social studies
  social.
• Criteria to place students in groups
• most groups should be based from interest or
  proximity
• Heterogeneous
• Range of abilities
• Ability grouping
• Placing students in groups on basis of academic
  level
• Interclass Grouping
• Use of team teaching
• Time. How long should the students stay in their
  groups?
• Varies from months and many goals/activities to
  one activity and one goal
• It is possible to keep groups together all year
  long
• Can create new groups every new activity

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• Duplass Topic 30 Instructional Planning
• You got to be careful if you dont know where
  you are going, because you might not get there.
• Yogi Berra

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The importance of lesson planning

• Planning what you intend to teach requires a
  great deal of thought, organization, and
  inspiration.
• In social studies, you as a teacher should focus
  on Procedural Knowledge and Big Ideas.

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The importance of lesson planning

• Planning is crucial for a novice teacher lesson
  plans act as a road map that will keep the
  teacher headed in the right direction.
• The purpose of a lesson plan is to ensure that
  the class day is meaningful, productive, and
  rigorous and that the teacher has made the best
  use of the limited amount of time spent with the
  students.

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The importance of lesson planning

• As a new teacher, you may not move as
  expeditiously as you planned-or you may move more
  quickly. Interruption cannot be planned, and
  TEACHABLE MOMENTS may take precedence. For these
  reasons, the kinds of learning experiences that
  you plan for your students should be uniquely
  suited to the distinctive attributes of the
  classroom.

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Types of lesson planning

• Instructional sequence
• This is an instructional format that allows you
  to keep track of the main idea you are going to
  teach and how you are going to do so. (we will
  describe this topic more in topic 31)

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Types of lesson planning

• Planning for elementary school class requires
  integration of all the subjects into a semester
  lesson plan and daily lessons.
• You should not assume that you have to teach all
  subjects every day. Some teachers prefer to
  teach social studies once a week for a longer
  period of time, and math every day in shorter
  blocks.

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Types of lesson planning

• One key to successful planning is to focus on
  what you want to accomplish and to take the time
  to do it RIGHT!
• Hurried lessons deprive students the opportunity
  to construct their knowledge.

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Resources for lesson planning

• As a novice teacher it would be helpful to find a
  colleague or mentor that will share resources and
  ideas with you.
• This may require time spent after school
  gathering information, attending special training
  courses, and visiting libraries.
• With the ability of internet, teachers can have
  convenient access to a vast resource of
  information from almost anywhere.

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Resources for lesson planning

• The textbook can provide accurate content that
  can be used to develop the Big Ideas and
  Procedural Knowledge important in social studies
  education and the basic reading skills essential
  to a successful elementary school program.

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• Duplass Topic 31 Instructional Sequence
• Organizing is what you do before you do
  something, so that when you do it, its not all
  mixed up.
• Christopher Robin, in Winnie the Pooh by A.A.
  Milne

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Instructional Sequence

• Planning a lesson is a creative activity that
  combines strategies and knowledge to engage
  students and forge new thinking on their part.

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Instructional Sequence

• The typical lesson sequence follows these steps
• Identify the state standards for your grade level
  and the related Social Studies Constructs.
• Evaluate the basal textbook and other resources.
• Brainstorm and conceptualize goals and content
  for all subjects.
• Draft a Semester Lesson Plan Organizer.
• Complete Daily Lesson Plan Organizers for a
  weeks worth of instruction based on the Semester
  Lesson Plan Organizer.
• Complete a social studies lesson plan.

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Instructional Sequence Model

• Components of the Method/Instructional Sequence
  section of the Social Studies Lesson Concept
  Organizer.
• The Direct instruction method Madeline Hunter
  identifies key components of the instructional
  process that are intended to ensure mastery by
  students.
• Nine events of instruction By psychologist
  Robert Gagne, has similarities to the Hunter
  method.
• Joyce and Weil organized the Concept attainment
  method, based on the work of psychologist Jerome
  Bruner, into a sequence with similarities to
  Hunters direct instruction method.
• Constructivist model Proposed by George Gagnon
  and Michelle Collay. The terminology is
  substantially different from the previous three
  models, but the steps are similar.

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Instructional Sequence Model

• These models present strategies and a sequence
  that underscore a basic principle in elementary
  education-it is not enough for a teacher to be
  able to demonstrate that something was taught
  elementary school teachers are expected to have
  students demonstrate that they have learned the
  new knowledge.
• As a result, practice is a necessary step for
  elementary students, while it is optional with
  high school students and college students.

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INSTRUCTIONAL SEQUENCE MODEL
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Sources

• Duplass, James A. Teaching Elementary Social
  Studies. Houghton Mifflin Co. Boston, NY 2004.
• Zarillo, James J. Teaching Elementary Social
  Studies. Pearson Education, Inc. Upper Saddle
  River, NJ. 2004.