PRIJ 3030 Planning- Session 8

A• Planning • Instruction

Planning

-Long-range planning provides a broad overview of learning in every subject for the whole year, -Unit plans build on these identified studies and elaborate learning goals and assessment strategies for a period of time, usually 3-6 weeks-Daily and weekly plans further break this down into how it would work in a day or a week.

Mental Set:Reflection

Make two lists:

What I already know about lesson design/unit planning.

What I think I need to know about lesson design/unit planning.

Purpose and Objectives For This Topic:

• To understand that there are many factors influencing lesson planning: some are external and unchanging factors, some are dynamic and flexible factors

• To understand the elements of Lesson design and unit design

• To understand that powerful instructional strategies must be a part of every lesson…from Mental Set to Closure.

Where To Begin?• If asked to create a lesson for your

practicum class, what steps would you take to begin planning?

• Discuss with an elbow partner.

“Begin With the End In Mind”

• consider background information that students bring with them prior to the lesson

• consider how our lesson can create awareness of critical issues of equity, diversity, and social justice, therefore, going beyond the prescribed curriculum

• differentiate your lesson activities to meet the diverse needs of your students

“Begin With the End In Mind”

• decide on the student materials, teacher resources, human resources, and equipment needed to execute the lesson

• plan to actively engage your students

• examine and reflect on your lesson by considering the learning styles addressed

Curriculum Expectations

• All planning begins here, you ask yourself “Why I am teaching the material in this way?”

• Select learning expectations that your lesson will address–Overall vs. Specific Expectations

• Expectations are measurable, observable, clear, and specific

Assessment & Lesson Design

• Assessment is a critical feature of any lesson plan in which students will be learning new information, concepts, or skills.

• Assessment must be closely aligned with the curriculum objectives

• Determine specific assessment, learning strategies and tools that will be used to know how well your students will achieve desired expectations

What is Lesson Design?

Lessons are a two-step process—the preparation and the delivery of the lesson.

A framework for planning instructionin which the elements can:

• be used in varied order• be combined or stacked• facilitate the integration of powerful strategies

which help to improve learning

All of the elements should be consideredwhen planning a lesson.

Where does Lesson Design fit?

Lessons are usually a part of a unit and sometimes can stand alone.

As teachers prepare lessons, they need to ask the following questions:

What do my students need to learn? (Curriculum)

How will I know if they’ve learned it? (Assessment & Evaluation)

How will I facilitate their learning? (Lesson Design)

The Giving Tree – Shel SilversteinGrade 3, S & T, O E- 1, S E – 1.1, 1.2, 3.1

Grade 3 S & T

If you are doing an investigation into plants, Growth and Changes in Plants focuses on the characteristics and requirements of plants and the ways in which plants grow. Students will observe and investigate a wide variety of local plants, from trees and mosses in their natural environment to flowers and vegetables grown at school or on farms, and will consider the impact of human activity on plants and their habitats. Students will also learn about the importance of plants as sources of oxygen, food, and shelter, and theneed for humans to protect plants and their habitats. The Giving Tree would be a way to begin this study…

Overall and Specific ExpectationsGrade 3, S & T, O E- 1, S E – 1.1, 1.2, 3.1Assessing ways in which humans impact plants and the ways in which plants impact upon human societyThe ways in which plants are important to us and how we as individuals can either harm plants or minimize harm to plants

Grade 3, Language, O E – 1, S E – 1.4, 1.5, 1.6 Read and demonstrate an understanding of a variety of literary, graphic, and informational, texts, using a range of strategies to construct meaning; and demonstrate an understanding of texts, make inferences and extend understanding to their own experiences

Read Aloud:The Giving Tree

Guided Questions

Before Reading:

What are the characteristics of living things? Have you ever had a connection to a particular tree or place in nature?

What story can I tell about myself and a tree that I know?

Guided Questions

During: Can we make money from trees? How does the tree satisfy the boy’s demands?

What do we need from trees? What do we want from trees?

Can you imagine a world without trees?

With a partner, prepare a response to one of the following questions, you will present to the class:

After:If you were the boy in The Giving Tree how would you have acted?

What is the message in this story?

Do you think that human beings think like the boy in the story?

What were some of the learning goals we focused on today?

Madeline Hunter: One Approach to Lesson Design

Madeline Hunter, a Canadian, researched and developed an approach to lesson delivery

observed and worked with teachers trying to understand why/when they were effective

identified a sense of instructional flow which was observed in more effective learning environments

developed a Lesson Design format which she says is “not a rigid formula but a launching pad for creativity”

The components in her design can:- occur in any sequence- be omitted or repeated- be used sequentially

Elements of Lesson DesignListed below are the components of Madeline Hunter’s model for

Lesson Design

INTRODUCTIONMental Set

Sharing the Purpose and Objective

BODYInput

ModellingCheck for UnderstandingPractice – Guided Practice

Independent Practice

CONCLUSIONClosure

Introduction, Mental Set, or Hook

• is the most important part, which sets the stage for engaging the learner

• It should motivate and inspire students to participate

• It should link to past experiences of the students

• Engaging the emotions and values, in addition to the interests

Sharing the Purpose

• it is important so that students will be able to know the learning expectations and begin to build ownership and motivation for learning

• is the key to making the lesson meaningful and relevant

Body of the LessonInput• aim to include as many learning styles

as possible• strive to involve all studentsModelling• provides students with clear examples

of what the learning looks like and sounds like

• it increases memories

Body of the Lesson Cont.

Practicing• students are given time to experiment,

experience, and apply their understandingsGuided Practice• students follow instructions and practice

with support and guidance from the teacherIndependent Practice• students work on a task by themselves or in

a group with minimal teacher supportChecking for Understanding• helping to increase your students’ success

Conclusion/Closure

• Calls for thoughtful reflection• Ties together key learnings: to

summarize, synthesize, or consolidate

• Remember to leave time to check for understanding

Science and Technology Curriculum

• With a partner, have a look at the Overall and Specific Expectations for both of your current practicum placements

• Start brainstorming ways of connecting content material to learning in other curriculum areas, particularly literacy

• Share your ideas

Reflection

• Review your list from earlier in the session.

• Have you answered some of your questions? What do you still need to know about designing effective lessons?