short term planning-modelo programacion english-editar

8/12/2019 Short Term Planning-modelo Programacion English-editar

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An Clr NisintaIonduchtaithe do

Mhinteoir

The National Induction Programme for

Teachers

Short- TermPlanning:

Draft

uidelines


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Drafted !" re#resentati$es of:1 Department of Education and Skills

2 National Council for Curriculum and Assessment

3 Professional Development Service for Teachers

4 National Induction Programme for Teachers

%ul" &'()

Draftdocument


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Table of Contents

Page

General introduction 3

What should be included in a teachers short-term plan? 5 date and class level .. 5

content objectives and skills 5

learning objectives6

learning activities / methodologies6

resources7

Differentiation 7

assessment

linkage and integration !

reflection !

11

Appendix A: Shortterm planning stages""

Appendix !: Support "hen "riting learning objectives"#

Appendix #: $vervie" of methodologies

"3

Appendix D: Differentiation strategies"$

Appendix %: Assessment methods"5

Appendix &: Short'erm (lanning 'emplate. "6

Appendix ): 'eacher *eflection Document.. "7

Appendix +: (lanning frame"ork for pla, "

Appendix -: (lanning frame"ork for pla,: )uidelines. "!

Appendix : (lanning frame"ork for pla,: $vervie" of pla, areas. #"

Appendix : (lanning frame"ork for pla,: #ompleted sample... ##

Appendix 0: Science third and fourth class Shortterm plan2 . #3

Appendix 3: 3athematics senior infants Shortterm plan2 .. #$

Appendix 4: 5isual Arts junior infants Shortterm plan2 ..#5

Appendix $: %nglish senior infants Shortterm plan2 .. #6

Appendix (: +istor, senior infants Shortterm plan2 #

2 Short-term planning and preparation draft document
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General introduction

Short-term planning assists you in clarifying the work to be completed in a defined

period. As a probationary teacher you are required to prepare short-term plans for each

week. The plan should identify the essential learning eperiences to be pro!ided and

the epected learning outcomes for the children. "t should show the teaching strategies

and methods you will use in this period. #our plan should also pro!ide a means of

assessing whether the epected learning outcomes ha!e been achie!ed and so pro!ide

the basis for self-assessment of the appropriateness of the methods you decided to

use.$

%uidelines for &robationary Teachers in &rimary Schools D%S6 78892.

As a teacher6 ,ou "ant to promote %ualit& learningand teaching for all pupils in ,ourclass. 'here is a clear link bet"een the ualit, of learning achieved b, the pupils and the

ualit, of the teacher preparation. 'he D%S -nspectorate highlight a strong correlationbet"een lessons deemed to have satisfactor, learning outcomes and the ualit, of thepreparation for the lesson "ncidental "nspection 'indings ()*)6 D%S 78182. (lanningforms one part of teacher preparation.

;hile *ule 17< of the *ules for 4ational Schools sets out the general reuirements forteacher planning6 teachers use their professional discretionto decide ho" to plan.Short-term planning draft guidelines is part of a suite of materials that offer practicalsupport for this process.

Principles of good planning

Some suggestedprinciples of good teacher planning are identified here. 'hese arepresented under three %uestionsthat teachers ma, find useful to guide reflection ontheir planning.

1. Who is planning for?1 )uides me6 the teacher

2. Wh& is planning needed?1 )ives me clarit&about

"hat the pupils "ill learn

ho" the pupils "ill learn

ho" - "ill kno" "hat the pupils have learned

'he ke, uestions ,ou ask ,ourself "hen planning are set out in 'ppendi( '.

3) *o+ is planning done?

1 'he lengthof m, plans is not an indication of their ualit,. 'he detail and level ofplanning reuired ma, var, from teacher to teacher. &or example ne"l,ualifiedteachers ma, draft more detailed schemes than their experienced colleagues.

http://teacherinduction.ie/images/pdfs/Probation_Resources/Guidelines_for_Probationary_Teachers.pdfhttp://teacherinduction.ie/images/pdfs/Probation_Resources/Guidelines_for_Probationary_Teachers.pdfhttp://teacherinduction.ie/images/pdfs/Probation_Resources/Guidelines_for_Probationary_Teachers.pdfhttp://teacherinduction.ie/images/pdfs/Probation_Resources/Guidelines_for_Probationary_Teachers.pdfhttp://teacherinduction.ie/images/pdfs/Probation_Resources/Guidelines_for_Probationary_Teachers.pdfhttp://teacherinduction.ie/images/pdfs/Probation_Resources/Guidelines_for_Probationary_Teachers.pdfhttp://teacherinduction.ie/images/pdfs/Probation_Resources/Guidelines_for_Probationary_Teachers.pdf


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3, plans are practicaland purposefuland the format adopted is user-friendl&. -nother "ords6 it=s about +hat +or,s for me. 'he format used for shortterm planningma, var, from school to school. -t is advisable that a school staff should consider usinga similar format for all teachers.

1 3, shortterm planning is informedb, m, longterm plan.

'hese suggested principles of planning underpin the notion that good teacher planningand preparation can never be reduced to a mere technical or mechanical processsuch as completing grids and templates. -t=s much more than that. %ver, class conte(tis uni%ue and the class teacher is best placed to assess pupils= learning strengths andneeds6 and ho" these are best met.

'he processof planning presents the teacher "ith the space to reflecton uestionsrelating to the next stages of the children=s learning: +hat will the pupils learn in thisweek,fortnight,term ow will they learn it ow will " know that they ha!e learned

it

;hat emerges in the plan is a practical recordof the teacher=s decisions about

the learning and teaching.

'hese guidelines and supporting templatesoffer support to the teacher "hen makingand recording important ongoing decisions about the children=s learning and his/herteaching.



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What should be included in a teachers hort-Term Plan?

.or each sub/ect area the short-term plan should contain01. Date6 Subject6 #lass 0evel

2. Strand6 Strand >nit

3. #ontent $bjectives and Skills "here appropriate2

4. 0earning $bjectives

5. 0earning Activities

6. *esources

7. Differentiation

8. Assessment

9. 0inkage and integration

10. *eflection

'hese headings reflect those presented in the /urriculum Statementand the Teacher %uidelinesforeach subject area in the &rimary School /urriculumD%S6 1???26 the School (lan and longtermplans. -n this "a,6 a clear link bet"een the &rimary School /urriculumD%S6 1???26 the "holeschool plan6 individual teacher planning and teaching and learning in the classroom is established.'hese headings are expanded belo" and illustrated through a series of vignettes based on the%nglish curriculum. -n addition to this6 some samples of shortterm plans are included in theAppendices.

") 1ate2 ub/ect and Class e4el

'his section of the shortterm plan should include the class level/s and the period covered.%xperienced teachers are reuired to prepare fortnightl, plans and probationar, teachers mustprepare "eekl, plans in advance.

'he teacher=s name ma, be included and perhaps the recommended time allocation per subjectif considered useful.

#) Content b/ecti4es and ,ills

'he 4##A /urriculum &lanning Tool6an online database of all content objectives and skills inthe &rimary School /urriculum D%S6 1???26 supports the eas, identification and selection ofcontentobjectives and skills. 'he number of content objectives and skills included should be

realistic in terms of the overall time allocation available for a subject in ,our shortterm plan.1

#hoose content objectives appropriate for the shortterm plan. *efer to longterm/terml, plan.
http://nccaplanning.ie/http://nccaplanning.ie/http://nccaplanning.ie/http://nccaplanning.ie/http://nccaplanning.ie/http://nccaplanning.ie/


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1Refer to the Primary School Curriculum and DES Circular 0056/2011 for information on the suggested time

allocation for subects.



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3) earning b/ecti4es 0ased on content ob1ecti!es and pupils2prior learning3

Key question @What do +ant the pupils to learn this +ee,?

*efer to longterm/terml, plan. #hoose the content objectives2 appropriate for the shortterm plan.

!reak do"n the content objective into manageable learning objectives including skills as

appropriate.

#learl, identif, the learning objectives2. 5isit 'ppendi( for practical support in ho" to "riteeffective learning objectives. 'ppendi( includes a list of useful verbs to help ,ou "rite thelearning objective e.g. identify4 describe4 compare.%nsure that learning objectives are specific6attainable6 realistic and support assessment

'he teacher=s professional judgement based on the uniue context of the class and the timeallocation for ever, subject "ill inform decisions about ho" much should be included in the plan.

+eres an example from the %nglish curriculum to illustrate ho" a broad content objective can informthe "riting of a learning objective.

%nglishBB Senior -nfants BB;ritingBB #ompetence and confidence in using language

Content ob/ecti4e0 ;rite and dra" freuentl,

5et us refine this content ob1ecti!e by epressing it as a learning ob1ecti!e. This will help to identify

the specific learning that will be achie!ed in the period of time represented by your short-term plan:

earning ob/ecti4e0 'he children "ill be enabled to:;rite captions for a "all stor, based on a retell of 'armer Duck.

When there is clarit& about +hat learning &ou +ant the children to achie4e in the time periodrepresented b& &our short-term plan2 it is more li,el& that this learning +ill be successfull&achie4ed) Clarit& in the learning ob/ecti4es +ill also help &ou in ma,ing decisions about +hatlearning acti4ities +ill be most effecti4e in achie4ing this learning)


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$) earning 'cti4ities89ethodologies

Key Question: *o+ am going to support the pupils to achie4e the learning ob/ecti4es?

0earning activities should be selected on the basis of their potential to support pupils= achievementof the learning objectives identified in the shortterm plan. 'he learning objectives2 "ill inform the

learning activities. 'he activities "ill be based on the methodologies and strategies in ,our longtermplan. An overvie" of methodologies for each subject available in 'ppendi( C"ill also be helpful.'his section of ,our shortterm plan should also outline ho" the pupils "ill be organised e.g. "holeclass "ork6 group "ork6 pair "ork and individual "ork



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:(ample0 :nglish - enior nfants ;hort-term planrallanguage

1 3

odelling language

2 'alk and discussion3 (la, and games

4 Stor,

5 -


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mprovisational drama

6 >se of poetr, and rh,me

se of child=s "ork

MethodologiesCommonto allsu!+ects

aeilge

1 3odh na sraithe

2 3odh na l Jnfhreagartha gnKomhaK3 An modh closlabhartha

4 An modh closamhairc5 3odh na rJite6 3odh DKreach

Aisteacht8abhairt2AithrisAthrJ0abhairt agus plL#luichK teangaScLalaKochtDrJmaKocht ar ala na huaireMsJid filKochta agus rKme&oghlaim tascbhunaithe

reading0ibrar, usage*eading for purpose

+riting

1$ral

familiarisation

2&re

e"riting

33o

delled"riting

4 Shared "riting5 )uided "riting6 -ndependent "riting7 (rocess "riting8 0anguage experience

9 (resent at ion toaudience

,istor"

1 Stor,

2 >se of documentar,evidence

3 >se of artefacts

4 >se of pictures andphotographs

5 >se of oral evidence

6 Drama and role pla,7 &ield"ork8 (atch stud,

9 #oncept mapsand brainstorming

10Sh

o"inglin

esofdevelopment

Ph"sical*

ducation

1

2

3

4

5

6

7

Acti$elearning

uideddisco$er"*n.uir"

Tal/anddiscussion

Pro!lemsol$ing

Colla!or

ati$eCo-

o#erati$

elearning0sin

gtheen$ironmen

t

S/ills


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through content 0se of ICT

1ree e2#loration of materials 3earningthrough #la" Direct teaching

Music

1 #hants

2 #allandresponse3 5isual scaffolding4 odal, hand signs "ith tonic solfa

5 #lapping6 conducting6 marching6dancing

6 *ecording sounds using graphics,mbols

7 3iming the movements of performers

8 -mitating environmental sounds "ith bod,percussion

9 *esponding to music in a variet, of "a,s10 Singing games and action songs

SP,*

1#ircle'ime

2'hin

kingtime

3!rai

nstorming

4Stru

cturedinterv

ie"s

5#o

operativegames

6

Simulations

7 (hoto language8 *ole pla,/Drama

activities

9 ;alking debate

10 Agree/disagree11 Diamond

4ine/*anking

12 )roup dec is ionmaking

13 #ollaborative problemsolving

14 Designing andconducting surve,s anduestionnaires

15 &ree "riting

16 *eflective "riting

17 3aintaining a portfolio

3Nineadhna)aeilgetrK)haeilge

Bitheoireacht

1AglLamhdophJistK

20Lit

heoireachtmhNnlaithe

30Lit

heoireacht igcomhphJirt

4

0Litheoireachtfaoit

hreoir

50L

itheoireachtne

amhspleJch

6

)rNpaKplLigcomh

airleabhar

70

Litheoir

eachtbheirt

e

8MsJid

naleabharlainne

crbhneoireacht

1'aithKoc

ht ObhLal

2

ScrKbhneoireachtmhNnlaithe

3ScrKbhn

eoireacht igcomhphJirt

4ScrKbhn

eoireachtfaoithreoir

5ScrKbhn

eoireachtneamhspleJch

6(rOisea

s naScrKbhneoireachtadrLachtNagusathdhrLachtN2

7

SaorscrKbhneoireacht

8#ur

chuigetaithKteanga

9#ur

ilJthairdoluchtfLachana

4i

sualArt

s

1;ork

ingfromexperience

2;ork

ingfromimagination

3;or

kingfromobservationandcuriosit,

4%xpl

oringmaterialsandtools

53ixin

gcolours


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Planning for differentiation across the curriculum D .ifth class

7

& trateg& :(planation*o+ use this strateg& tosupport

differentiation D e(amples

0evel 'he teacher varies the level and&!6 S*6 !' and !# "ill be provided "ithreading


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Learning

complexit, of the content to reflectthe material the, can read independentl, as the,

content

diversit, of the children=s previous continue to develop their comprehension andachievement. fluenc, skills.

Seuence A child is introduced to different S*6 !#6 '( and )$=D "ill be asked to tap the

elements of the learning content inbeat of a variet, of musical pieces initiall,before

accordance "ith his/her identified asking them to tap the rh,thm.stage of readiness.

'eaching st,leA variet, of methodologies is usedto +igher order uestioning "ill be used morereflect the different "a,s in "hich freuentl, to challenge D&6 )+ and S& in theirchildren learn. learning.

#oncrete materials "ill be made available onalldesks as an optional support for children.

'ask A variet, of tasks are set relating to #onsolidation and extension of learning for allthe same learning activit,. 'hetasks children using a variet, of tasks and games.var, in their level of complexit,. 'he level of the tasks given to the ,ello" and

blue groups "ill be kept under freuent revie"to ensure that these children are beingsufficientl, challenged.

process

(ace'eachers ma, var, the rate at"hich D& and )+ "ill be encouraged to moveteaching takes place and/ or therate

rapidl, through the earl, stages of a task"hile

at "hich children are reuired to"ork then "orking more slo"l, to achieve moreand produce outcomes. highl, finished or inventive "ork.

&! "ill be given adeuate time to "orkthroughL

earning

the different steps "ith support from the

teacher.

-nterest 'he task is devised "ith the specific $ral language activities for &! "ill focus oninterests of the children in mind. areas of interest such as soccer.

#hoice #hildren can choose activities thatD& "ill be offered the opportunit, to extendthe

the, find more interesting and thatenuir, task be,ond the areas identified forthe

match their abilit,. class.

Support 'he teacher varies the nature of the 'emplates "ill be provided to support S* andsupport in accordance "ith the !' in presenting their "ritten "ork.children=s individual needs. ;ebuests "ill be used to extend some

children=s learning on various topics.

*esource 'he children are provided "ith *eference books using more challenging textlearning materials/resourcesspecific

and greater complexit, of thought andlanguage

to their o"n level of learning need. "ill be provided to D) and 5+.

*esponse 'he children have opportunities to !#=s understanding of some topics "illprovide different outcomes "hile assessed b, listening to a verbal presentation

Learning

utco!e

"orking on the same task.supported b, his dra"ings/diagrams ratherthan

a "ritten report.


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Draftdocument


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'ppendi( :0 'ssessment methods across the curriculum

'his illustrated table includes a menu of assessment methods adapted from the &rimary School /urriculum

D%S6 1???2 andAssessment in the &rimary School /urriculum7 %uidelines for Schools6 4##A 788G2.Theeamples included are for illustrati!e purposes only and should be replaced by the class teacher witheamples rele!ant to the pupils in his,her own class,es.

n the short-term plan2 the assessment methods +ill be de4eloped in greater detail for e4er& sub/ect)
http://www.curriculumonline.ie/en/http://www.curriculumonline.ie/en/http://www.curriculumonline.ie/en/http://www.curriculumonline.ie/en/http://www.ncca.ie/uploadedfiles/publications/assess%20%20guide.pdfhttp://www.ncca.ie/uploadedfiles/publications/assess%20%20guide.pdfhttp://www.ncca.ie/uploadedfiles/publications/assess%20%20guide.pdfhttp://www.curriculumonline.ie/en/http://www.curriculumonline.ie/en/http://www.ncca.ie/uploadedfiles/publications/assess%20%20guide.pdf


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Planning for assessment across the curriculum D .ifth class

9ethod :(planation *o+ use this method to support assessment +ith m& class

elf-assessment 'he child reflects on his/her o"n - use a range of self assessment tools including


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"ork b, asking +hat did " dowell

*ubrics ;0 grids+here did " ha!e a difficulty+hatAssessment guidelines

: Puestions

Thumbs up/thumbs do"n

can " do better net timepage1Q %valuation sheets

'alk partners

Conferencing 'he teacher helps the child to'he children have freuent opportunities to talk about their "ork in eitherone

reflect on his/her piece of "ork.toone6 small groups or "holeclass settings. 'hese are some of the:uestions -

Assessment guidelines:

use to guide thisinteraction:

+hat did you find easy to do +as there anything you found difficult +hatpage7Q part do you find especially difficult +here do you think you need more

help

Portfolio A selection of the child=s "ork - promote the use of portfolios in 5isual Arts6 creative "riting and Science

samples provides a focus for the design and make2.


teacher and child to identif, - use scanned/ photographs of the children=s 7D and FD "ork samples in

progress made and areas for 5isual arts to maintain an eportfolio for ever, child.pageF8 improvement. ;ork samples

ma,

be compiled in a folder in the

classroom and are useful "henreporting to parents and ma,also

be passed on to the child=s next

teacher.

Concept mapping 'he child graphicall, presents At times6 - provide opportunities for the children to use concept maps at the

his/her prior kno"ledge and start and end of the unit of "ork.


understanding about a particulartopic. 0ater the child amendsandpage

F< extends the map to reflecthis/her

ne" learning.

Euestioning 'he child experiences a range of - use a variet, of uestions to assess a child=s developing understanding of

uestions to assess the progressne" learning. 'hese range from closed uestions e.g. +hat is the name ofthis


s/he is making in their learning.?D shape to more open uestions that encourage higher order thinkinge.g.

/an you identify any (-D shapes with lines of symmetry in the classroompageQ7

Teacher obser4ation 'he teacher observes the child=s 3, observation is directed at all forms of learning and social interaction

pla, and activit,6 "ritten "ork6 bet"een the children both inside and outside the classroom. 3ost of m,


discussion and uestioningduring observations are mentall, noted but6 on occasion6 - "ill keep brief notes.

class or group "ork. A record ofpageQduringgroup activities.

2'ssessment01 Teacher obser4ation0

Does the pupilparticipate in thediscussionI

2 Euestioning0

0o"er order +here didthe duckling li!e

+igherorderow


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doyout

hinkthatthe

littledu

cklingwa

sfeelingDo

youthink

thatpup

ilse!erfeel

thisway

3 elf-assessment0

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