Planning for the Standards-Based Classroom

1
Chapter 3

• Planning for the Standards-Based Classroom

2
Setting the Stage

• Effective planning requires that the teacher
  fully understand the learning goals and can
  predetermine learning foci, lesson sequencing,
  activities and projects, and appropriate teaching
  methods and strategies.

3
Planning Managing Interactive Instruction

• Well-planned lessons are critical and should
• Connect past experiences with new knowledge
• Promote active use of language

Past experiences
New Knowledge
4
Course and Program Planning

• Planning generally includes
• Central goals and purposes of the course or
  program
• Local and state standards
• Course content
• Organizing sequencing resources
• Assessment
• Course program evaluation teacher
  self-assessment student self-assessment

5
Course and Program Planning

• Important terminology in curriculum development
• Goal aim or purpose of instruction
• Objective (outcome) The learner will be able
  to..
• Framework state document that describes goals
  and standards to be met

6
Program Models

• Bilingual immersion (90/10 or 50/50)- academic
  instruction given in L1 and L2 for K-12
• Developmental bilingual education academic
  instruction half a day in each language K-6
• ESL or ESOL- All academic instruction in English
• ESL content or sheltered instruction
• Elementary self contained for 1-2 yrs., then to
  mainstream
• Secondary teachers with dual certification in
  ESL/content

7
Program Models

• ESL pull out most implemented, most , least
  effective
• Immersion content-area classes in L2
• Inclusion ESL teacher and classroom teacher
  plan and teach together
• Mainstreaming ESL teacher determines when
  student has proficiency to attend all English
  classes
• Monitoring ESL teacher monitors students close
  to exiting

8
Program Models

• Sheltered English- specialized form of immersion
• Submersion- students attend regular content-area
  classes with no special L2 instruction
• Transitional bilingual education ½ day in L1
  ½ day in L2 changing to all L2 in 2-3 years
• Two-way bilingual education language minority
  and majority students taught together in same
  class

9
Program Models

• Foreign Language Program Models
• FLES a sequential, articulate program which
  teaches the four skills
• FLEX emphasizes culture rather than
  communication limited in scope and time
• Immersion(partial/total) students learn content
  subjects in target language

10
The Role of Textbooks Other Materials in
Planning for Content-Based Instruction
Textbook Analysis Selection

• Visual appeal
• Organization/Activity sequence
• Cultural information
• Activities
• Diverse learning styles
• Integration of language forms
• Allowance for creation of language, knowledge and
  creation of meaning

• Freedom from bias
• Use with CLiDES
• Ideas for alternative
• assessments
• Alignment with local,
• national standards
• Authenticity of text
• Use of technology

11
The Nature Role of Culture in Planning

• Teachers must
• Meet national, state and local standards while
  providing a curriculum that is inclusive of all
  learners

12
Unit Planning

• Assessment
• Provides achievable and measurable unit
  objectives based on a standards-based curriculum
• Is ongoing
• Can be formal or informal

13
Unit Planning

• Planning for Diverse Learner Needs
• Include a wide array of activities to cover
  students varied learning styles
• Closely follow IEPs
• Be aware that cultural differences may appear as
  behavior/learning problems

14
Planning Across Proficiency Levels
Differentiated Instruction

• Three aspects of differentiating
• Content concepts, principles, skills
• Process activities that allow students to learn
• Products projects which allow students to
  demonstrate and extend knowledge
• Remember every class and every student is
  unique!

15
Daily Lesson Planning

• Planning Phase
• Identify
• Performance objectives
• Content of each lesson
• National, state, and local standards
• Ask yourself these questions about your students
  
• what do you want them to know?
• what do you want them to be able to do?
• what measurements can be used for assessing
  growth, progress, achievement and performance vs.
  peers?

16
Daily Lesson Planning

• Teaching Phase
• Setting the Stage introduce topic access
  background information
• Providing Input vocab, grammar, content
• Guided Participation tasks in pairs, groups
• Extension culminating activity
• Methods/Approaches/Strategy appropriate to
  objectives, students
• Other Activities follow-up activity,
  assessment, homework, technology, materials,
  closure

17
Daily Lesson Planning

• Reflection Phase
• What worked well
• What did not work well
• What you will do differently
• How the plan can be improved
• One important thing that you learned

18
Daily Lesson Planning

• Other Considerations
• Time will the lesson work well in the morning
  as well as the afternoon?
• Place seating arrangement, equipment placement,
  location of print materials, use of bulletin
  boards
• Locating other resources in additional to
  textbook, add Internet, magazines, newspapers,
  films, CD-ROMs, videos, student sourced materials

19
Daily Lesson Planning
Daily Lesson Planning

• The Lesson Plan Format
• Beginning teachers should use templates provided
  for specificity and detail
• Experienced teachers can use a shorter version

20
Planning Alternative Scheduling Formats

• Block Scheduling offers in-depth instruction,
  extended learning sessions
• 4 x 4 model (Straight Block, 90/90)
• Four 90-min. classes/day, 5 days/week for one
  semester new classes the following semester
• Rotating Block Schedule (Flexible Block, A-B
  Block Schedule, 8-Block Schedule)
• Four 90-min classes on A days 4 different 90-min
  classes on B days

21
Effective Planning Teaching Strategies

• Strategies for Teaching on Block Scheduling
• Plan a wide variety of activities
  (student-centered and teacher-centered)
• Address multiple learning styles and
  intelligences
• Work smarter act as facilitator during
  cooperative learning, group and pair activities,
  learning centers
• Use a pacing guide for long-term planning