curriculum & instructional strategies sessions 1 the principle goal of education is to create...

Curriculum & Instructional Strategies Curriculum & Instructional Strategies Sessions 1Sessions 1

The principle goal of education is to create men The principle goal of education is to create men [and [and women women added by Radloffadded by Radloff]]who are capable of doing new who are capable of doing new things, not simply of repeating what other things, not simply of repeating what other generations have done -- men generations have done -- men [and women [and women added by added by

RadloffRadloff]]who are creative, inventive and discoverers.who are creative, inventive and discoverers.

Jean PiagetJean PiagetWrite your reflections in your Write your reflections in your Idea Cookbook, Idea Cookbook, and and

we’ll discuss it when everyone is finishedwe’ll discuss it when everyone is finished ..

Beginning Class Items Beginning Class Items

• Announcements Announcements • Book shareBook share• Article shareArticle share• General thoughts or commentsGeneral thoughts or comments• Anyone change any personal information?Anyone change any personal information?• Anyone have a job to report?Anyone have a job to report?

Before students in a chemistry class begin an experiment, their teacher routinely asks them to write a few sentences explaining the objective of the experiment and how the procedures will help achieve the objective. Which of the following is the greatest benefit of this teaching strategy? -------------------------------------------------------------------A. It increases the likelihood that most or all of the experiments will

yield the desired resultsB. It promotes students’ development quickly and efficientlyC. It facilitates students’ development of a conceptual framework to

guide their workD. It helps ensure that all students start the activity with an equal

chance of success

When teachers create unit tests, it is most important to ensure that the tests: -------------------------------------------------------------------

A. address previously defined learning goals and are closely aligned with what students have been taught

B. include questions that are written at various levels of difficulty and in a range of assessment formats

C. offer students opportunities to respond to both fact-based and opinion-based questions

D. are designed in ways that will yield a substantial range of variation in student scores

Write down the following:Write down the following:1.1. What is your most positive memory of a teacher?What is your most positive memory of a teacher?2.2. What is your most negative memory of a teacher?What is your most negative memory of a teacher?After…let’s discuss how these might impact you as a After…let’s discuss how these might impact you as a

classroom teacher.classroom teacher.


Multiple Intelligences (pp. 1-10)Multiple Intelligences (pp. 1-10)Kronowitz (pp. 292-296)Kronowitz (pp. 292-296)Watch It! “Multiple Intelligences” (p. 293)Watch It! “Multiple Intelligences” (p. 293)


Differentiated InstructionDifferentiated InstructionKronowitz (p. 296)Kronowitz (p. 296)These goes along with The Essential Nine (Marzano, These goes along with The Essential Nine (Marzano,

2001)2001)


How might everything we’ve discussed thus far impact How might everything we’ve discussed thus far impact how you go about planning instruction?how you go about planning instruction?


““Student Teacher Talks…” (p. 207)Student Teacher Talks…” (p. 207)DiscussionDiscussion


Backward Design Backward Design If you were to plan any of the following, how might you If you were to plan any of the following, how might you

go about it?go about it?a.a. Wedding Wedding b.b. PartyPartyc.c. Professional goals Professional goals d.d. Vacation Vacation


““Backward Design” (pp. 17-28)Backward Design” (pp. 17-28)Three groups Three groups Group #1 – What is Backward Design? (p. 17)Group #1 – What is Backward Design? (p. 17)Group #2 – The Backward Design Process (p. 18)Group #2 – The Backward Design Process (p. 18)Group #3 – Application of Backward Design (p. 25)Group #3 – Application of Backward Design (p. 25)Formulate three questions for further discussionFormulate three questions for further discussion

OverallSession 11

Curriculum & Instructional Strategies Curriculum & Instructional Strategies Session 1Session 1

Instructional Planning Grid (binder, p. 16)Instructional Planning Grid (binder, p. 16)DiscussionDiscussion

Madeline Hunter’s Lesson Cycle Madeline Hunter’s Lesson Cycle DiscussionDiscussion

Lesson Presentation (Sign up Sheet)Lesson Presentation (Sign up Sheet)Preparation and DiscussionPreparation and Discussion


This is the IPGthat you use forthe mini teach

This is the IPGthat you use forthe observation

Located in the front of your binderLocated in the front of your binderChecklist for Lesson PlanningChecklist for Lesson PlanningInstructional Planning Grid (IPG)Instructional Planning Grid (IPG)Helpful guidelines for completing IPG Helpful guidelines for completing IPG Rubric for the mini lessonRubric for the mini lesson

A MSWord copy of the IPG that you can use is on the A MSWord copy of the IPG that you can use is on the website. Feel free to download and use it. website. Feel free to download and use it.


DiscussDiscussDifferences between the IPG used for your Differences between the IPG used for your observations and the IPG used for the mini lessonobservations and the IPG used for the mini lesson


Madeline Hunter’s Lesson CycleMadeline Hunter’s Lesson CycleReview separate Adobe document Review separate Adobe document


Madeline Hunter’s Lesson Plan

A. ObjectivesB. Standards C. Anticipatory SetD. Teaching: InputE. Teaching: Modeling F. Teaching: Check for Understanding G.Guided Practice H. ClosureI. Independent Practice J. MaterialsK. Duration

Objectives Before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives are. What, specifically, should the student be able to do, understand, care about as a result of the teaching informal. Bloom's Taxonomy of Educational Objectives – shown below, gives an idea of the terms used in an instructional objective. See Robert Mager [library catalog] on behavioral objectives if writing specificity is required.

Standards The teacher needs to know what standards of performance are to be expected and when pupils will be held accountable for what is expected. The pupils should be informed about the standards of performance. Standards: an explanation of the type of lesson to be presented, procedures to be followed, and behavioral expectations related to it, what the students are expected to do, what knowledge or skills are to be demonstrated and in what manner.

Anticipatory Set Anticipatory set or Set Induction: sometimes called a "hook"

to grab the student's attention: actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson. To put students into a receptive frame of mind.

1. to focus student attention on the lesson. 2. to create an organizing framework for the ideas,

principles, or information that is to follow (c.f., the teaching strategy called "advance organizers").

3. to extend the understanding and the application of abstract ideas through the use of example or analogy...used any time a different activity or new concept is to be introduced.

Teaching: InputThe teacher provides the information needed for students

to gain the knowledge or skill through lecture, film, tape, video, pictures, etc.

Teaching: Modeling Once the material has been presented, the teacher uses it

to show students examples of what is expected as an end product of their work. The critical aspects are explained through labeling, categorizing, comparing, etc. Students are taken to the application level (problem-solving, comparison, summarizing, etc.).

Teaching: Checking for Understanding Determination of whether students have "got it" before proceeding. It is

essential that students practice doing it right so the teacher must know that students understand before proceeding to practice. If there is any doubt that the class has not understood, the concept/skill should be re-taught before practice begins.

Questioning strategies: asking questions that go beyond mere recall to probe for the higher levels of understanding...to ensure memory network binding and transfer. Bloom's Taxonomy of Educational Objectives provides a structure for questioning that is hierarchical and cumulative. It provides guidance to the teacher in structuring questions at the level of proximal development, i.e., a level at which the pupil is prepared to cope. Questions progress from the lowest to the highest of the six levels of the cognitive domain of the Taxonomy of Educational Objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation.

Guided Practice An opportunity for each student to demonstrate grasp of

new learning by working through an activity or exercise under the teacher's direct supervision. The teacher moves around the room to determine the level of mastery and to provide individual remediation as needed.

Closure Those actions or statements by a teacher that are designed to bring a

lesson presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught. "Any questions? No. OK, let's move on" is not closure. Closure is used:

1. to cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson,

2. to help organize student learning, 3. to help form a coherent picture, to consolidate, eliminate confusion and

frustration, etc., 4. to reinforce the major points to be learned...to help establish the network

of thought relationships that provide a number of possibilities for cues for retrieval. Closure is the act of reviewing and clarifying the key points of a lesson, tying them together into a coherent whole, and ensuring their utility in application by securing them in the student's conceptual network.

Independent Practice Once pupils have mastered the content or skill, it is time to provide

for reinforcement practice. It is provided on a repeating schedule so that the learning is not forgotten. It may be home work or group or individual work in class. It can be utilized as an element in a subsequent project. It should provide for decontextualization: enough different contexts so that the skill/concept may be applied to any relevant situation...not only the context in which it was originally learned. The failure to do this is responsible for most student failure to be able to apply something learned.

Materials List materials needed.

Duration Type the amount of time needed to complete this lesson.

Robert Mager’s Instructional Objectives Robert Mager’s Instructional Objectives


Characteristics of Useful ObjectivesCharacteristics of Useful Objectives1.1. Performance – What the learner is able to doPerformance – What the learner is able to do2.2. Conditions – Important conditions under which the Conditions – Important conditions under which the

performance is expected to occur performance is expected to occur 3.3. Criterion – The quality or level of performance that Criterion – The quality or level of performance that

will be considered acceptablewill be considered acceptablePreparing Instructional Objectives Preparing Instructional Objectives (Robert Mager)(Robert Mager)


Given a list of factors leading to significant historical events, be able to identify (underline) at least five factors contributing to the Crash of 1929.

Given a meter with a single scale and a range switch, be able to identify (state) the scale corresponding to each setting of the range switch.

Given a list of thirty-five chemical elements, be able to recall (write) the values of at least thirty.

Given a compass, ruler, and paper, be able to construct and bisect any given angle larger than five degrees. Bisections must be accurate to one degree.

Constructivism (pp. 22-24)Constructivism (pp. 22-24)


Constructivism

A theory on how one learns Understandings are constructed based on one’s reflection

on experiences New experiences are reconciled with past experiences to

form new understandings

Constructivism in the Classroom

Constructivist educators believe…1. In encouraging real-world problem solving, experiments,

and creative thinking 2. In fostering students’ ability to reflect on past knowledge

and experiences to shape new meanings 3. In promoting students to assess how new learning

experiences are helping them4. In discussing the learning after the instructional activity

(reflection)

How does it differ from traditional approaches?

a. Focus shifts from the teacher to the student(s)b. Teacher is no longer the expert pouring knowledge into the

students’ brainsc. Students are actively involved in their own learning d. Teacher is facilitator, coach, mediator, and helpere. Teacher’s most important role is asking good questions f. Both teacher and student think of knowledge as dynamic,

ever-changing views of the world rather than inert facts to be memorized

Comparison

Chart on p. 23

Please return from break within 15 minutesPlease return from break within 15 minutes

curriculum & instructional strategies sessions 1 the principle goal of education is to create...

Documents

students development

offer students opportunities

student scores slide

equal chance of success

unit tests

range of assessment

substantial range of

opinionbased questions