Planning for Instruction Unit Planning

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Planning for Instruction Unit Planning

• Chapter 9

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I. Factors influencing topic selection

• A. School District Curriculum
• B. National and State Standards
• C. Student needs and interests

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II. Formulating goals and objectives

• A. Goals- broad general statements of intended
  educational outcomes
• B. Objectives- specific learning outcomes
• C. Goals and objectives guide selection of
  materials and activities
• D. Objectives and professional standards
  connection

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III. Organizing the Content

• A. Factstorming (Brainstorm potential content)
• Web of what is known about a topic
• B. Expanding the Content (Organize concepts and
  facts)
• Extensive content research conducted by
  teacher

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IV. Selecting the learning experiences

• A. Four Factors
• 1. Teacher
• 2. Students
• 3. Goals and Objectives
• 4. Physical Environment

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IV. Selecting the learning experiences

• B. Phases of planning learning experiences
• 1.Introductory activities (Motivation)
• 2.Developmental Experiences (Building Knowledge,
  Comprehension)
• 3.Culminating Activities (Knowledge is extended
  and applied through review,
• summarization, closure)

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IV. Selecting the learning experiences

• C. Thematic Blueprints brief descriptions of
  all daily activities for unit
• D. Daily Lesson Plans- details how daily
  activities will be implemented

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V. Assessing Instruction and Learning

• A. Formative assessment (Ongoing throughout the
  instruction)
• 1. Students demonstrate learning
• requires that student apply information
• students complete clearly specified tasks
• task or product must be observed and rated in
  accordance with specific criteria
• 2. Helps determine students' strengths and needs
  for improvement
• 3. Tools for aiding classroom observations and
  evaluating student work (check lists, rubrics,
  anecdotal records)

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V. Assessing Instruction and Learning

• B. Summative assessment (At the end
  of the unit)
• 1. Standardized tests
• Pros and Cons
• 2. Teacher-made tests (Criterion
  referencedresults describe individual
  performance), tests should relate to objectives
  (multiple choice, matching, completion,
  true/false, completion, essay)
• 3. Portfolios (Purposeful collection of student
  work that exhibits students efforts, progress,
  and achievements)
• 4. Other authentic/performance assessments of
  students knowledge, skills, understandings

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V. Assessing Instruction and Learning

• Student-Led Parent Conferences
• Provide students opportunity to talk about what
  has been learned
• Combination of student work collected over time
  and students own explanations of what they did
  and why
• Provides students opportunity to begin assessing
  their own progress
• Held several times a year with families using
  portfolio work