LONG RANGE,UNIT, AND LESSON PLANNING

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LONG RANGE,UNIT, AND LESSON PLANNING

• Each type of planning focuses on a different
  timeline and purpose.

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• All 3 types of planning are critical to effective
  instruction.
• The Education Act requires that Long Range Plans
  be available in the school office for parent
  viewing upon request ( usually required by
  September 30th of the current school year).
• During the Performance Appraisal Cycle, or when
  concerns about performance arise, administrators
  will ask to see unit and lesson plans.
• Be sure to include your E.A. in your plan for the
  day.

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LONG TERM PLANNING

• Sometimes referred to as Long Range or Course
  Planning.
• Shows an overview of the course, or integrated
  courses, for the full year.
• Helps you to determine and book resources,
  volunteers, excursions, etc.
• Keeps you moving ahead!

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UNIT PLANNING

• More detailed than a Long Range Plan
• Starts with the ends in mind.first identify how
  you will have students demonstrate their learning
  (called backward design).
• Includes Overall Expectations, Specific
  Expectations, Assessment Strategies, Resources,
  and Instructional Strategies.
• Is flexible.plans are just a guideline!

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Teach to Kids!

• Natural shift during your career
• Adjust plans as you go along to reflect needs and
  interests.
• Use unit plans as a guide, not a bible.
• Reflect on plans and add to them after finishing,
  or while working in, each unit.
• Share with colleagues! Plan together!

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LESSON PLANS

• Provide day by day detailed plans about each of
  your lessons.
• Evolve in style as you gain experience and
  confidence (e.g., from several pages to several
  words).
• Include time for mini-lessons as needed
  throughout the day.
• Start with the end in mindconsider first how you
  will ask students to demonstrate their learning
  and move ahead with plans once that is decided.

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LESSON PLANS

• Should include
• - an introduction, hook, or mental set
• - a clear indication of the learning
  expectations ( stated in an age appropriate way)
• - body of the lesson (input, modeling
  and demonstration, guided practice followed by
  independent practice)
• - a conclusion or closing

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LESSON PLANS

• Should always be guided by the PHASES OF
  INSTRUCTION
• MOTIVATION
• NEW LEARNING
• CONSOLIDATION
• APPLICATION

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LESSON PLANS

• MOTIVATION
• - 3 to 5 minutes
• - create interest
• - connect this lesson to past
• learning
• - be clear about what students will
• know or be able to do at the end
• of this lesson, and why that has
  value

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LESSON PLANS

• NEW LEARNING
• - model, model , model
• - review throughout the lesson,
• constantly cycling back to ensure
• new concepts and ideas are clear
• - ensure that everyone is involved
• - keep the lesson input as short and
• brisk as possible
• - involve as many senses as possible
• - keep ACTIVE LEARNING in mind as you
• progress through the lesson design
  your input to appeal
• various types of learners (i.e.,
  auditory, visual, kinesthetic, etc)

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CONSOLIDATION

• This is time to practice the new learning in
  near contexts.
• You scaffold the learning during this time.
• Monitor closelythe more time students spend
  practising doing something the wrong way, the
  more time you will spend un-teaching and
  re-teaching.
• Provide several closely monitored opportunities
  for this type of practice.
• Make anecdotal notes about progress and needs as
  you supervise.
• Use this time to teach mini-lessons to
  individuals or small groups who didnt grasp the
  new learning during your first lesson.

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APPLICATION

• Keep in mind that the learning hasnt happened
  until the student can use it independently.
• Provide structured time to practise the new
  learning in far contexts.
• Gradually release responsibility for
  learningscaffold from a more removed position.
• Provide a wide variety of contexts for use of the
  new skill.
• Involve students in assessing the extent of their
  learning.
• This part of the lesson (or sequence of lessons)
  should take the most time.
• Include remediate and enrichment applications.

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APPLICATION

• Keep in mind that learning is, and should be,
  hard work
• So, if you find yourself working harder than you
  feel your students areits time to re-evaluate
  your approach.

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TIMELINE FOR PHASES OF INSTRUCTION

• Time needed will vary depending on the complexity
  of the expectation.
• Motivation and New Learning should take a
  relatively short amount of time
• - 10-20 minutes in Primary grades
• - 20-30 minutes in Junior grades

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TIMELINE FOR PHASES OF INSTRUCTION

• CONSOLIDATION and APPLICATION phases should take
  up the majority of time in a lesson or series of
  related lessons
• Your role changes from teller/shower to
• guide/assessor as the phases of instruction
  progress.