Standard 7 Planning for Instruction
Agenda <ul><li>Check-in Activity </li></ul><ul><li>Objectives </li></ul><ul><li>Recap Readings </li></ul><ul><li>Discussio...
Check-In <ul><li>Turn to a neighbor and talk to them about how they’re doing! Anything exciting, stressful, challenging go...
Just for laughs… <ul><li>http://youtu.be/kn8faeuQjE0   </li></ul>
Objectives <ul><li>SWBAT: </li></ul><ul><ul><li>Identify and model the backward planning process </li></ul></ul><ul><ul><l...
Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>We begin planning a lesson by thinking about  content  - which sh...
Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>Helpful to have a strong knowledge of students’ backgrounds when ...
Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>The 3-step backward planning process: </li></ul><ul><li>Decide wh...
Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>4 Components of writing an objective: </li></ul><ul><li>Content -...
Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>What is a lesson? </li></ul><ul><ul><li>Used to attain specific s...
Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>Lesson Components  (in the suggested order of planning) </li></ul...
Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>4.  Extended Practice  - provide application opportunities – acti...
Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>8.  Setup  - prepare students beginning of lesson, signal for att...
Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>What is an activity? </li></ul><ul><ul><li>Helps students further...
Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>Activity Components </li></ul><ul><li>1. Preplanning  – think thr...
Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>3.  Middle  - what students do in activity </li></ul><ul><li>Prov...
Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>4.  Closing  - tie it all together, provide opportunity for stude...
Recap of McTighe and Thomas’ “Backward Design for Forward Action” <ul><li>Districts and schools can integrate improvement ...
Discussion of Standard 7 <ul><li>Given all the information we’ve covered, if, hypothetically, you had to answer a question...
Now Let’s Make a Lesson! <ul><li>Or start one, at least… </li></ul><ul><ul><li>Think about the content you are teaching </...
Wrap-Up <ul><li>Now I understand why teachers have summer vacation! </li></ul>
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Standard 7 presentation

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Presentation on INTASC Standard 7

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Standard 7 presentation

  1. 1. Standard 7 Planning for Instruction
  2. 2. Agenda <ul><li>Check-in Activity </li></ul><ul><li>Objectives </li></ul><ul><li>Recap Readings </li></ul><ul><li>Discussion on Standard 7 </li></ul><ul><li>Make your own lesson plan! </li></ul><ul><li>Wrap up </li></ul>
  3. 3. Check-In <ul><li>Turn to a neighbor and talk to them about how they’re doing! Anything exciting, stressful, challenging going on in their lives? </li></ul>
  4. 4. Just for laughs… <ul><li>http://youtu.be/kn8faeuQjE0 </li></ul>
  5. 5. Objectives <ul><li>SWBAT: </li></ul><ul><ul><li>Identify and model the backward planning process </li></ul></ul><ul><ul><li>Discuss an interpretation of Standard 7 </li></ul></ul><ul><ul><li>Identify the different purposes for using lessons and activities </li></ul></ul><ul><ul><li>Begin creating their own lesson plan using backward planning </li></ul></ul>
  6. 6. Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>We begin planning a lesson by thinking about content - which should be diverse, inclusive and connected to students’ lives </li></ul><ul><li>Carrier content “carries the knowledge or skills you are teaching, informs students about a diversity-related topic, and potentially engages students in your class who are from the same background” (p. 5) </li></ul>
  7. 7. Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>Helpful to have a strong knowledge of students’ backgrounds when planning - so we know what they have been exposed to and what their interests are </li></ul><ul><li>Good to offer students choices in what they are reading or studying - sometimes this is not always an option but something to try to integrate into a curriculum </li></ul>
  8. 8. Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>The 3-step backward planning process: </li></ul><ul><li>Decide where you want your students to be - the specific desired learning outcome </li></ul><ul><li>Define what evidence you will accept that students can achieve this outcome </li></ul><ul><li>Decide how you are going to get them there - plan the actual lesson or activity </li></ul>
  9. 9. Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>4 Components of writing an objective: </li></ul><ul><li>Content - should be specific, stand-alone </li></ul><ul><li>Behavior - What students will do to demonstrate learning </li></ul><ul><li>Conditions - in isolation or in context, artificial or real-world </li></ul><ul><li>Criterion - level of acceptable performance, standard of mastery, the proficiency level expected </li></ul>
  10. 10. Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>What is a lesson? </li></ul><ul><ul><li>Used to attain specific short-term objective </li></ul></ul><ul><ul><li>Clear beginning and end </li></ul></ul><ul><ul><li>followed by evaluation of student’s learning in relation to objectives </li></ul></ul>
  11. 11. Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>Lesson Components (in the suggested order of planning) </li></ul><ul><li>Preplanning - how content connects with bigger picture - why students should know this </li></ul><ul><li>Body - actual instruction, heart of lesson </li></ul><ul><ul><li>Explanation, demonstration </li></ul></ul><ul><ul><li>Visual Support </li></ul></ul><ul><ul><li>Participation </li></ul></ul><ul><ul><li>Checking for understanding </li></ul></ul><ul><ul><li>Differentiation </li></ul></ul>
  12. 12. Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>4. Extended Practice - provide application opportunities – activities, seatwork, homework – practice individually prior to evaluation </li></ul><ul><li>5. Evaluation - has learning occurred? Do I need to build on the lesson or re-teach? </li></ul><ul><li>6. Opening - motivate & focus, connect new learning, state objective and purpose </li></ul><ul><li>7. Closing - tie material together, review, preview of next topic, reference opening </li></ul>
  13. 13. Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>8. Setup - prepare students beginning of lesson, signal for attention </li></ul><ul><li>9. Editing - note management skills needed in lesson, evaluate congruence – make sure students are evaluated on what they were taught and what they practiced </li></ul>
  14. 14. Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>What is an activity? </li></ul><ul><ul><li>Helps students further process, practice and generalize knowledge and skills </li></ul></ul><ul><ul><li>Part of long-term planning </li></ul></ul><ul><ul><li>Has clear purpose that helps students reach goals and objective </li></ul></ul><ul><ul><li>Not always used for evaluation but for informal observation, decision-making </li></ul></ul>
  15. 15. Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>Activity Components </li></ul><ul><li>1. Preplanning – think through how activity connects with learning outcome, objective - and big idea </li></ul><ul><li>Select activity that helps progress toward objective, write a description – be creative, think about students’ need and diversity </li></ul><ul><li>2. Beginning - prepare students for participating and learning in activity; give an opening </li></ul>
  16. 16. Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>3. Middle - what students do in activity </li></ul><ul><li>Provide info verbally and visually </li></ul><ul><li>Active participation of all students </li></ul><ul><li>Accommodations & options </li></ul><ul><li>Set of rules - questions, set of statements, list of directions, sample of finished product, list of procedures </li></ul><ul><li>Check for understanding </li></ul>
  17. 17. Recap - Chapters 1-2 & 12-14 from Price & Nelson <ul><li>4. Closing - tie it all together, provide opportunity for students to share what they created, observed </li></ul><ul><li>5. Editing </li></ul>
  18. 18. Recap of McTighe and Thomas’ “Backward Design for Forward Action” <ul><li>Districts and schools can integrate improvement plans via backward planning by “first thinking carefully about the desired results and then working backward to develop meaningful assessments and learning plans” </li></ul><ul><li>“ identify desired results, analyze multiple sources of data, and determine appropriate action plans” </li></ul><ul><li>“ consider the root causes of present achievement, and then - and only then - implement systemic actions to address root causes, promote enduring learning, and increase test scores </li></ul>
  19. 19. Discussion of Standard 7 <ul><li>Given all the information we’ve covered, if, hypothetically, you had to answer a question in the near future that asked for your interpretation of INTASC Standard 7, how would you begin to answer that? </li></ul><ul><li>The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals. </li></ul>
  20. 20. Now Let’s Make a Lesson! <ul><li>Or start one, at least… </li></ul><ul><ul><li>Think about the content you are teaching </li></ul></ul><ul><ul><li>Create a specific objective that students will learn and be able to defend that objective - i.e. what is the rationale? </li></ul></ul><ul><ul><li>Identify an evaluation that will signal to you that students have - your evidence that they have learned something </li></ul></ul><ul><ul><li>Begin thinking about what your lesson might look like </li></ul></ul>
  21. 21. Wrap-Up <ul><li>Now I understand why teachers have summer vacation! </li></ul>
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