Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Planning Instruction


Published on

This is a Master’s course presentation which I created for the assigned group project.

Published in: Education, Technology
  • Be the first to comment

Planning Instruction

  1. 1. Chapter 6: Planning Instruction<br />Planning, Implementing, and Assessing<br />EDU 5154<br />By: <br />Kenny Chan<br />John Daskalakis<br />Meghan Haskin<br />
  2. 2. Agenda<br />Importance of instructional planning and characteristics of young adolescents that should be considered when planning<br />Importance of Interdisciplinary instruction, problems that may arise<br />General process of instructional planning and discuss planning for students who are at risk<br />
  3. 3. Importance of Instructional Planning<br /><ul><li> Allow young adolescents to gain knowledge, learn skills they can apply outside of the classroom
  4. 4. Helps educators keep in mind the needs of their students</li></li></ul><li>Importance of Instructional Planning<br />Able to identify and schedule resources<br />Helps adhere to local, state, and national guidelines<br />Provides continuity of instruction and efficient use of time in classroom<br />
  5. 5. Factors Affecting Middle School Instructional Planning<br />Young adolescents have diverse characteristics<br />New schools, new team of teachers, new friends<br />Young adolescents like to move around and be active; enjoy collaboration<br />Developing their own learning strategies<br />
  6. 6. Enginuitor - I'm a Physics Guy<br />
  7. 7. Roles of Curriculum Guides, State and National Mandates on Instructional Planning<br />Mandates provide instruction but schools may develop their own curricula<br />School districts may vary on the leeway that they give their teachers in teaching the content<br />Educators will feel pressured to be at a certain place in curriculum guide at a particular time<br />
  8. 8. Roles of Textbooks in Instructional Planning<br />Some of the worst experiences in middle school classrooms because teachers don’t plan and instead, try to follow a teacher’s guide<br />Texts are not providing students with developmentally responsive instruction<br />Problems may arise when the text does not match the state or local curriculum<br />
  9. 9. Roles of Individual Teachers on Instructional Planning<br />Teachers who fail to use instructional resources of the school and community<br />May miss the benefits that school library media specialists and other resources teachers can provide<br />Do not use new technology<br />
  10. 10. Interdisciplinary Team Organizationand Interdisciplinary Instruction<br /><ul><li> A group of teachers from various curriculums that combine</li></ul> their skills and resources to present guidance and information<br /><ul><li> Alternate names: interdisciplinary teaching, multidisciplinary</li></ul> instruction, and integrated instruction<br /><ul><li> The organization of teachers into interdisciplinary teams is</li></ul> integral to the middle school concept and is the most common<br /> type of middle school organization. (Mc Ewin, Dickson, and<br /> Jenkins,1996)<br />
  11. 11. In order for an I.D.I. team to be successful, the team must:<br /><ul><li>Operate as a cohesive unit
  12. 12. Maintain positive relationships
  13. 13. Communicate with others
  14. 14. Instructional relationships between two teams and their related domains</li></li></ul><li>Instructional Relationships Between<br />Two Teams and the Related Domains<br />
  15. 15. Integrating Music and Math<br />courtesy of<br />
  16. 16. By being introduced to the I.D.I. team, students have experienced reduced feelings of isolation, higher self esteem, less stress and aggression. In some cases, students are also happy to do class work and homework!<br />
  17. 17. RMCT Music - I'm In Rome<br />
  18. 18. No group is perfect!<br /><ul><li>Not created over night
  19. 19. Work alone</li></ul>I like to cooperate, but not all of the time. There are things in the curriculum that I need to emphasize. But that doesn’t mean that I don’t support the team and the interdisciplinary teaching. And, even when I teach independently, I’m meeting with my team on a lot of things other than instruction. - E.L.A. Teacher, pg. 147 <br /><ul><li>Control freak(s)
  20. 20. Differences, ideas
  21. 21. Personal preferences
  22. 22. Schedules/Planning</li></li></ul><li>Time Management Between Teammates <br />
  23. 23. Organizational Concepts: Multiage Teams<br /><ul><li> Multiage classrooms are made up of a number of randomly assigned students from different grade levels (Kommer, 1999).
  24. 24. Multiage teams can use a number of collaborative small-group instructional techniques for peer learning, including teacher-led small groups, student-led shared-task groups, and partners.
  25. 25. The age range of a Multiage classroom is roughly three years or more. Often, these students stay within the same Multiage team for their entire middle school education.
  26. 26. Thirty percent of each grade level is present in a classroom. There is a 10% variable left open for the new students that may enter the classroom during the school year. </li></li></ul><li>Organizational Concepts: Looping Teams<br />Looping is the practice of placing the same group of students with one teacher for three years or more (Nichols & Nichols, 2002). Benefits in looping include a decrease in the student’s anxiety and eliminating the unfamiliar teacher and the unfamiliar rules and processes of the classroom. By eliminating the whole transitional period, there is an increased amount of time created for more learning. The relationship between the parent and the student results in a much more positive effect in growth and development (McCowan and Sherman, 2002).<br />
  27. 27. General Process of Instructional Planning<br />
  28. 28. Necessary to Planning<br />Curriculum<br />National Standards<br />Breakdown into units<br />Weekly/daily plans<br />
  29. 29. Involve Students in Planning<br />The best way to motivate young adolescents<br />Young adolescents need to learn to make decisions<br />Size of groups<br />Composition of groups<br />Determine working rules<br />Determine guidelines for the content of class projects<br />Identify resources to be used<br />Help set schedule for project<br />Evaluation criteria<br />
  30. 30. Determining Goals and Objectives<br />Essential to the success of IDI <br />Not only describe what the students outcome should be, but also keeps the teacher on track and organized<br />Three instructional domains<br />Cognitive/intellectual<br />Affective/psychosocial<br />Psychomotor/physical<br />
  31. 31. Tying the Interdisciplinary Unit Together<br />Using language arts as a thread to move across disciplines<br />Start with a combination of two disciplines<br />Can involve two or more teachers on a team<br />Pyramid of involvement<br />
  32. 32. Involvement in IDI<br />
  33. 33. Allowing for Individual Differences<br />Developmental <br />Cultural <br />Use Gardner’s multiple intelligences<br />
  34. 34. Checklist for Interdisciplinary Units<br />Identified the topic or themes of the units<br />Determined our instructional goals<br />Determined the prior learning of our students<br />Identified the skills we hope to reinforce<br />Determined new skills<br />Written specific student behavioral objectives<br />Checked to be sure our objectives are developmentally responsive<br />Identified resources that we need for the unit<br />Located sources for those resources and notified appropriate individuals<br />Identified specific instructional responsibilities<br />Determined developmentally responsive activities that match our student objectives<br />Identified possible student grouping<br />Developed a sequence of activities <br />Determined our desirable outcomes based on our objectives and activities<br />Selected appropriate methods to assess student learning<br />Planned for all educators involved in the unit to assess its success after its over<br />
  35. 35. Planning for Students at Risk of Failure<br />Why this is important<br />Almost 25% of young adolescents are at a high risk of failing…the next 25% are at moderate risk<br />Not because they can’t learn…schools are not adequately engaging them<br />
  36. 36. Planning for Students at Risk of Failure<br />Reasons for risk of failing<br />Lack of confidence<br />Fear<br />Labeling<br />Low self esteem<br />Constant reprimands<br />Nagging<br />Punishments <br />
  37. 37. Planning for Students at Risk of Failure<br />As a middle school teacher your planning must consider the young adolescents’, psychological, social, and emotional needs.<br />Encourage students, use genuine praise, and positive comments<br />Plan a instruction that will…<br /> Ensure success<br />Build a positive atmosphere<br />
  38. 38. IDI Can Help Students at Risk<br />Teacher coordinate homework assignments and projects together<br />Use examples from adolescent literature<br />Base problem solving activities on historical situations<br />
  39. 39. Questions/Comments<br />