Planning and Conducting Instruction
Evertson, Chapter 5
Types of Planning
Long Range Goals
Short Range Goals
Year, terms, and units
Units, weeks, and days
Determined by the State, local or district
To teach for understanding, application and appreciation
Roadmaps that transform curriculum into activities, assignments and learning experiences
Formats for Instruction
Whole Group
Formed byentire class
To deliver informationon new content or skills
Cover much info.In little timeEveryone hears the same info.
Does notmeet needs of many students
Small teacher-led group
Homogeneous Using set criteria
To provideactivities thatmeet specific needs
Check moreAccurately forunderstanding
EngagementIn long periods of seatwork
Small Cooperative Groups
Teacher-formedheterogeneousgroups based ondifferent criteria
To reinforcepreviously taught materialand social skills
More opportunitiesfor students to Interact with material
SometimesSome students do not benefit
Small Non-Competitive Groups
Random selection withteacher guidance asneededheterogeneousgrouping
Experience aprocess orproduce a Product withno grades
Social skillsfostered
Difficult tocheck forunders-tandingduring activity
Student Pairs
Teacher or student selected based on reciprocal learning needs
Enhance collaborativelearning byreciprocal learning process
Involve bothstudentsFosters socialskills and Reciprocallearning
One studentmay do all the working
Individualized Instruction
One student
To meetindividual student needsIEPs, absentwork enrichmentand remediation
Teacher studentratio a plusremedial andenrichment helpeasily given
Time Consumingat theexpense of others
Centers and Stations
Teacher createdFor all students
Enrichmentremediation
Application andRehearsal of new skills
Difficult to Manage andmonitor
Feedback During Discussion
Why use it…Encourage students to evaluate events, topics or resultsHelp students clarify the bases of opinions to become aware of others’ opinions Help them improve oral expression
How to use it…teacher skills
Why use it…Encourage students to evaluate events, topics or resultsHelp students clarify the bases of opinions to become aware of others’ opinions Help them improve oral expression
How to use it…teacher skills•Friendliness (not a threatening environment)•Conflict resolution•Encouraging expression of diverse opinion•Include less verbal or more reticent students to participate•Give students opportunities to paraphrase, clarify and elaborate•Keep discussion moving and on target•Ultimate goal giving the student the opportunity to lead the discussion
And remember plan the questions in advance!
Feedback During Recitation & Checking
Recitationquestion and answer sequence in which the teacher asks questions, usually of factual nature and accepts, guides or correct students
How to use it…teacher skills* Check for understanding
* Distribute the questions among all students* Develop a way to systematically on which students get a turnuse checklist or stack cards and as students
answer, put the card away* Choral responses should be used at the beginning of
concept development
* And allow the students enough answer tim
Checkingstudents check their own workHow to use it…teacher skills* Careful monitoring, explain, model and practice the procedures
Common Series of Activities # 11. Checking or recitation (previous day lesson)2. New content skills are taught tied to prior knowledge3. Class work – related to new concept4. Practice new concept (independent work, group work, discussion)5. Preview homework
Alternative Set of Activities #2 – whenconcept is complicated1. Checking or recitation 2. Content development (part 1)3. Classroom or independent work4. Checking 5. Continue content development6. Class work (usually brief)7. Independent work or group work8. Preview homework
Planning for Clear Instruction1. Review the lesson in teacher’s workbook2. Pay attention to suggestions3. Study exercises, questions and problems4. Note examples and demonstrations5. Stress the utility and interest of lesson6. Be enthusiastic
Presenting New Content
•Students must understand where the lesson is going—give objectives or advance organizers (outline of the chapter)
•Provide handout with content with “fill the blanks” for students to be motivated to follow the instruction—to be reviewed withthe class afterwards
•Avoid digressions or interruptions
•Display important terms and relationships in the overhead
•Presentations = focused
•Use examples, illustration and multimedia!
Checking for Understanding
AskGroup
Recitation
DisplayR or W
answers
Other games
Technology in the Classroom•Procedures for using the computers (i.e. schedules)•CD ROMs and Internet for research (parental permissions?)•Rules if using the internet•Preview the assigned sites•Monitor the students frequently
Kounin’s Whole Group Instruction
Preventing Misbehavior
Withiness
Overlapping
Let students know that you are aware of what is happening by identifying and correcting misbehavior
Attending to 2 or
More events at the
same time
The teacher makes eye contact with any student who is about to misbehave
The teacher is
explaining while a student wants water….
Issue Skills Definitions Examples
Managing Movement
Momentum
Smoothness
Keeping lessons moving briskly; planning carefully to prevent slowdowns
Staying on track with the lesson
Avoiding digressions
The teacher realizes that she is taking too much time on a single concept
Or the teacher decides to go more in depth in one concept
The teachers avoid comments that tend to draw attention to irrelevant characteristics
Maintaining
Group Focus
Group Alerting
Encouraging
Accountability
High Participation
Formats
Engage the attention of the whole class while individuals are responding
Communicating to students that their participation will be observed
Using lessons that define behavior of students
E/student has a number that was given to him at random.
The teacher draws numbers and uses them to call on students
At the end of lecture and discussion e/student is asked to explain another what they have learned
While students are working on the board the other students are working on the same problems in their desks
Common Problems in Conducting Instruction
1. Transitionsinterval between two activities• Students talk loudly at the beginning of the dayestablish
routines and expectations• Students talk after assignment has been givenpost the
assignment and prompt them to get started• Students go to supplemental instruction loudly while others
are still workinghave a designated signal to let the students know that they have to leave, acknowledge appropriate behavior, leave instructions in the folder
• During the last afternoon activity students quit work before the endestablish routine such as “let me have your papers and we will continue tomorrow”
• Unable to make the transition from one activity to the othergive students a few minutes notice, describe the materials needed for the other transition and monitor them
• The teacher delays the activities to look for materials, finish attendance reporting, pass or collect papershave materials organized ahead of time
2. Clarity• Communicating information in a clear
and comprehensive manner• Must organize information in coherent
sequence• Give examples• Be concrete• Ask questions of students to assess their
comprehension• Practice!
• To do this you must have your goals tasked analyzed into objectives
• Moving from simpler to more complex ideas