WORKSHOP:CURRICULUM DESIGN
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The document provides guidance on curriculum design for CBI (Communication-Based Instruction) classrooms. It discusses that curriculums take collaborative, thoughtful planning. The objectives are to help teachers identify the essential parts of a curriculum and design one for their CBI classroom. It defines curriculum design as organizing what students will learn and provides examples of curriculum components like units, topics, lessons, and objectives. It also offers strategies like pre-teaching vocabulary, using gestures and pictures to support learning, and reviewing material regularly.
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Planning 1
This document discusses lesson planning for EFL and ESL classrooms. It provides an overview of what a lesson plan is and why planning is important. A lesson plan is a step-by-step guide for what a teacher plans to do in a classroom on a given day. Planning helps keep lessons organized and focused on curriculum standards. It ensures teachers and substitutes know what is being taught. Planning also helps with time management and reviewing past lessons. The document then discusses common components of a lesson plan format, including objectives, materials, and structure.
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Sec guidelines
Write-Away Days are intended to provide a week of writing instruction and practice for middle and high school students. Teachers should create their own writing prompts based on the curriculum to elicit well-constructed student responses. During the week, teachers should provide instruction on writing skills like organization, vocabulary, and transitions to help students improve. Teachers should score student writing using a rubric to provide feedback and guide further class instruction, rather than extensive grading. The Four Square graphic organizer can help students with organization and development when writing responses.
Planning Principles
The document discusses principles of lesson planning for English language teaching. It emphasizes the importance of planning for keeping students engaged and combining different activities. Key aspects of effective lesson planning include considering the learners, aims, teaching points, procedures, materials, timing, and classroom management. Lesson plans should specify learning outcomes, instructional elements like objectives and assessments, and include a logical sequence of teacher and learner activities.
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Incorporating Storytelling in Your E-learning
An e-learning course presented as a story engages learners emotionally and motivates them to act. Stories have a structure called the story arc that includes an introduction of characters and setting, a conflict or issue, a climax or resolution, and conclusion. When crafting an e-learning story, instructors should personalize it for learners, focus on content over dramatic elements, align the story with learning objectives, plan it with a clear beginning, middle and end, and provide a clear resolution to the conflict.
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This document outlines the assignments, activities, discussions, and assessments for an online course titled EDU 310. Over the course of 5 weeks, students complete individual and group work related to lesson planning, learning theories, assessment strategies, and reflection on teaching practices. Assignments include writing lesson plans, analyzing instructional models, presenting on assessment types, and observing a teacher's lesson. Discussion questions address topics like objectives, decision making, learning styles, and using technology in the classroom. The goal is for students to gain knowledge and skills for effective teaching.
Classroom management
Classroom management involves several key elements including working with students, grouping students, managing critical moments in lessons, maintaining authority, structuring activities, and using various tools and techniques. When deciding how to manage classroom activities, teachers should consider the aims of the specific activity and overall lesson, whether students are engaged in useful work, their planned and alternative options, and how to use time efficiently. Effective classroom management also relies on establishing teacher beliefs, facilitating classroom interaction through various grouping structures, providing clear instructions, gaining students' attention, and eliciting their existing knowledge through questioning.
Recommended
Planning 1
This document discusses lesson planning for EFL and ESL classrooms. It provides an overview of what a lesson plan is and why planning is important. A lesson plan is a step-by-step guide for what a teacher plans to do in a classroom on a given day. Planning helps keep lessons organized and focused on curriculum standards. It ensures teachers and substitutes know what is being taught. Planning also helps with time management and reviewing past lessons. The document then discusses common components of a lesson plan format, including objectives, materials, and structure.
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Sec guidelines
Write-Away Days are intended to provide a week of writing instruction and practice for middle and high school students. Teachers should create their own writing prompts based on the curriculum to elicit well-constructed student responses. During the week, teachers should provide instruction on writing skills like organization, vocabulary, and transitions to help students improve. Teachers should score student writing using a rubric to provide feedback and guide further class instruction, rather than extensive grading. The Four Square graphic organizer can help students with organization and development when writing responses.
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The document discusses principles of lesson planning for English language teaching. It emphasizes the importance of planning for keeping students engaged and combining different activities. Key aspects of effective lesson planning include considering the learners, aims, teaching points, procedures, materials, timing, and classroom management. Lesson plans should specify learning outcomes, instructional elements like objectives and assessments, and include a logical sequence of teacher and learner activities.
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Classroom management involves several key elements including working with students, grouping students, managing critical moments in lessons, maintaining authority, structuring activities, and using various tools and techniques. When deciding how to manage classroom activities, teachers should consider the aims of the specific activity and overall lesson, whether students are engaged in useful work, their planned and alternative options, and how to use time efficiently. Effective classroom management also relies on establishing teacher beliefs, facilitating classroom interaction through various grouping structures, providing clear instructions, gaining students' attention, and eliciting their existing knowledge through questioning.
02 lesson planning
This document discusses lesson planning and its key components. It explains that lesson plans should include aims such as main aims describing the most important thing learners will achieve, subsidiary aims showing required prior skills or knowledge, and personal aims for teacher development. Stage aims describe the purpose of each lesson stage. Lesson plans also include procedures, timing, materials, target language, anticipated problems and solutions. Good lesson plans are relevant, include varied activities, are simple and clear, and are divided into background and procedure sections.
Ecer2014 tas-adapted lessonstudy
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Lesson study is a professional development program for teachers that originated in Japan. It focuses on improving teaching through a continuous cycle of setting goals for student learning, planning lessons collaboratively, conducting research by having one teacher teach while others observe and collect data on student understanding, and reflecting on revisions to the lesson based on results. The goal is gradual, incremental improvements in teaching quality over time through this collaborative, student-focused process of examining teaching practices and student thinking.
Material evaluation
To evaluate materials effectively, one must first define evaluation criteria based on the needs of the course. Both subjective and objective analysis should then be used to analyze how well materials meet the criteria. This involves subjectively determining desired criteria fulfillment and objectively analyzing how the materials realize the criteria. Finally, materials are matched to needs by assessing how closely they fulfill the defined criteria.
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This document defines and describes cooperative learning. Cooperative learning involves organizing classroom activities into academic and social learning experiences where students work in groups to collectively complete tasks and meet academic goals. It has benefits like allowing students to capitalize on one another's resources and skills, and changing the teacher's role from information giver to facilitator. There are formal and informal types of cooperative learning. Formal cooperative learning is more structured and facilitated by the teacher, while informal involves temporary small groups. The document also lists several cooperative learning strategies like fish bowl, round robin, and think pair share.
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Classroom structures that_promote_standards_focused_instruction[1]
The document provides recommendations for classroom structures that promote standards-focused instruction through daily posting of objectives, focus questions, key vocabulary, and assignments for each subject. It also recommends posting lesson plans, schedules, agendas, and student work samples dedicated to specific content areas. Word walls, writing centers, and reading corners are also suggested to organize the classroom and encourage independent work. The overall goal is to create an organized physical space that facilitates instruction aligned to standards and helps students develop organized habits.
Esp751
The document outlines a systematic process for evaluating existing teaching materials to determine how well they match required criteria for a new course. It involves identifying needs based on questions about learners, aims, content, methodology, exercises, and more. Existing materials are then analyzed by answering the same questions. The analyses are compared to see how closely the materials match the desired features. The materials that provide the best match across important criteria are selected. Documentation of the evaluation can then support decisions made regarding material selection. The process aims to identify suitable existing materials to reduce duplication of effort in developing new ones from scratch.
Evaluation
The document outlines a systematic process for evaluating existing teaching materials based on a set of criteria. It involves identifying requirements for materials based on questions about learners, aims, content, methodology, exercises, and other factors. Then existing materials are analyzed by answering the same questions. The analyses are compared to see how well the materials match the identified requirements. Points are awarded based on the degree of matching. The materials that receive the highest scores across important criteria are selected. Documentation is prepared to justify the selection. The evaluation process is intended to identify existing materials that can fully or partially meet needs in order to save effort compared to fully developing new materials.
Materials evaluation
The document outlines a systematic process for evaluating existing teaching materials based on the needs and requirements of a target audience and course. Key steps include:
1) Identifying requirements based on audience, aims, content, skills, methodology, and other factors.
2) Analyzing existing materials based on the same criteria.
3) Comparing requirements against existing materials and awarding points to materials based on how closely they match requirements.
4) Selecting materials that receive the highest scores across important criteria and documenting the decision.
Materials_evaluation
The presentation was made within the course "English for Specific Purposes" and contains information about the materials evaluation
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The document outlines a systematic process for evaluating existing teaching materials based on a set of criteria. It involves identifying requirements for materials based on questions about learners, aims, content, methodology, exercises, and other factors. Then existing materials are analyzed by answering the same questions. The analyses are compared to see how well the materials match the identified requirements. Points are awarded based on the degree of matching. The materials that receive the highest overall scores best meet the most important requirements and are the best choice. The evaluation process helps ensure available materials are fully exploited to meet needs and avoid duplication of effort in developing new materials.
Cornerstones introduction staff meeting march 15 for blog
This document discusses the school's curriculum review process. It notes that the current curriculum was difficult to plan and show progression in subjects. The document proposes adopting the Cornerstones Curriculum to address these issues. Cornerstones would provide pre-planned projects, resources, and progression documents aligned to the national curriculum. It acknowledges some challenges in resetting existing topics but believes Cornerstones will provide more consistency, easier planning and assessment while reducing workload. Teachers will choose Cornerstones projects to teach alongside existing maths and English curricula.
ABCD's of SMART Objectives
Program planning and development presentation slides for online training webinar on writing better program objectives developed for Cooperative Extension Service professionals in Louisiana.
3 5
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The document discusses creating an inclusive classroom environment that meets the needs of all math students. It emphasizes understanding students' diverse learning styles, providing accommodations for students with exceptionalities, and differentiating instruction. The key strategies mentioned include embracing student diversity, learning about students' cultural backgrounds, and designing culturally relevant tasks.
Academic feedback condense
This document discusses the indicator "Academic Feedback" from the NIET rubric. It defines Academic Feedback as how teachers respond to student comments and questions in a way that supports learning, rather than just informing them if their response is correct. It also addresses how teachers use student feedback to adjust their instruction. Descriptors for proficient Academic Feedback include oral and written feedback being frequent and high-quality, as well as feedback being given during guided practice and homework review with teachers circulating to support student engagement and monitor work. Feedback from students is also sometimes used to adjust instruction.
Presentation Theory
The document provides guidance on creating an effective lesson plan by outlining key sections such as goals, objectives, materials, procedures, and reasons for using a teaching plan. It suggests that a lesson plan should begin by establishing goals and objectives, identify required materials and prerequisites, and provide a detailed step-by-step procedure including an introduction, main activity, and conclusion to draw ideas together and reinforce learning. The document stresses the importance of structuring a logical sequence of learning and anticipating potential issues to promote effective teaching.
Student Centered
This document provides an overview of planning for a university course. It discusses the importance of developing learning objectives and outcomes, and distinguishing between different levels of learning based on Bloom's taxonomy. It also compares content-centered and student-centered models of course planning, noting that the latter focuses on what students should be able to do upon completing the course rather than just covering content. The document provides examples of writing measurable learning outcomes and evaluating textbooks. It stresses the importance of planning instruction by dividing a course into manageable pieces and integrating various assessment elements.
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02 lesson planning
This document discusses lesson planning and its key components. It explains that lesson plans should include aims such as main aims describing the most important thing learners will achieve, subsidiary aims showing required prior skills or knowledge, and personal aims for teacher development. Stage aims describe the purpose of each lesson stage. Lesson plans also include procedures, timing, materials, target language, anticipated problems and solutions. Good lesson plans are relevant, include varied activities, are simple and clear, and are divided into background and procedure sections.
Ecer2014 tas-adapted lessonstudy
The document describes an adapted lesson study approach used with pre-service teachers in initial teacher education. Over three cycles, groups of pre-service teachers planned and taught lessons in local schools while observing each other and receiving feedback. Questionnaires and reflections showed this approach improved the pre-service teachers' confidence in areas like lesson planning, teaching, observing pupils, collaboration and reflection. Suggested improvements included reducing group sizes and roles to focus more on pupil learning and the teacher's role.
Planning a lesson
The document outlines the agenda and objectives for a planning session to teach participants how to effectively plan language lessons for children aged 5. The session will cover identifying learning objectives and outcomes, selecting appropriate teaching activities and materials, developing the lesson content, and assessing student understanding. In the afternoon, participants will work in groups to plan a 15-minute language lesson using the tips covered in the first part of the session, and then present their lesson plan to receive feedback.
Reflecting on lesson_study
This document discusses the process of lesson study, an approach to teacher professional development originated in Japan. It involves teachers collaboratively planning, observing, and revising lessons with a focus on student thinking and mathematics learning. The goal is continuous improvement of teaching practice over time. The lesson study cycle includes setting goals, developing a lesson, teaching and observing the lesson, debriefing and revising, then repeating the process with reflection. Teachers engage as researchers investigating their chosen goals and student learning through this collaborative process of lesson planning and analysis.
Reflecting on lesson_study
Lesson study is a professional development program for teachers that originated in Japan. It focuses on improving teaching through a continuous cycle of setting goals for student learning, planning lessons collaboratively, conducting research by having one teacher teach while others observe and collect data on student understanding, and reflecting on revisions to the lesson based on results. The goal is gradual, incremental improvements in teaching quality over time through this collaborative, student-focused process of examining teaching practices and student thinking.
Material evaluation
To evaluate materials effectively, one must first define evaluation criteria based on the needs of the course. Both subjective and objective analysis should then be used to analyze how well materials meet the criteria. This involves subjectively determining desired criteria fulfillment and objectively analyzing how the materials realize the criteria. Finally, materials are matched to needs by assessing how closely they fulfill the defined criteria.
Cooperative learning
This document defines and describes cooperative learning. Cooperative learning involves organizing classroom activities into academic and social learning experiences where students work in groups to collectively complete tasks and meet academic goals. It has benefits like allowing students to capitalize on one another's resources and skills, and changing the teacher's role from information giver to facilitator. There are formal and informal types of cooperative learning. Formal cooperative learning is more structured and facilitated by the teacher, while informal involves temporary small groups. The document also lists several cooperative learning strategies like fish bowl, round robin, and think pair share.
VT PCSD
This document discusses vertical teams and their purpose. It defines a vertical team as teachers from different grade levels who work together to develop a continuum of knowledge and skills from one grade to the next. This leads to better understanding of what is taught each year and helps reduce repetition. The goals of vertical teams are to increase achievement for all students, foster communication between grades, encourage innovation, and apply data-driven instructional practices. The agenda covers identifying topics for the next semester, discussing cross-curricular projects, and including elements to help future grades as well as reviewing AP sample questions.
SID Cadre 1 Mathematics Workshop
The document outlines the agenda and goals for Cadre Day 1 in Southern Indiana focused on mathematics instruction. The goals are to deepen understanding of Common Core math standards, create understanding of using multiple representations in problem solving, and apply strategies to support math learning. The agenda includes revisiting previous training, formative assessment, developing proportional reasoning, and number sense. Follow up coaching days are scheduled for later dates. Activities include reviewing previous work, a student work sorting protocol, learning about proportional reasoning, and discussions on computational fluency and number sense.
Classroom structures that_promote_standards_focused_instruction[1]
The document provides recommendations for classroom structures that promote standards-focused instruction through daily posting of objectives, focus questions, key vocabulary, and assignments for each subject. It also recommends posting lesson plans, schedules, agendas, and student work samples dedicated to specific content areas. Word walls, writing centers, and reading corners are also suggested to organize the classroom and encourage independent work. The overall goal is to create an organized physical space that facilitates instruction aligned to standards and helps students develop organized habits.
Esp751
The document outlines a systematic process for evaluating existing teaching materials to determine how well they match required criteria for a new course. It involves identifying needs based on questions about learners, aims, content, methodology, exercises, and more. Existing materials are then analyzed by answering the same questions. The analyses are compared to see how closely the materials match the desired features. The materials that provide the best match across important criteria are selected. Documentation of the evaluation can then support decisions made regarding material selection. The process aims to identify suitable existing materials to reduce duplication of effort in developing new ones from scratch.
Evaluation
The document outlines a systematic process for evaluating existing teaching materials based on a set of criteria. It involves identifying requirements for materials based on questions about learners, aims, content, methodology, exercises, and other factors. Then existing materials are analyzed by answering the same questions. The analyses are compared to see how well the materials match the identified requirements. Points are awarded based on the degree of matching. The materials that receive the highest scores across important criteria are selected. Documentation is prepared to justify the selection. The evaluation process is intended to identify existing materials that can fully or partially meet needs in order to save effort compared to fully developing new materials.
Materials evaluation
The document outlines a systematic process for evaluating existing teaching materials based on the needs and requirements of a target audience and course. Key steps include:
1) Identifying requirements based on audience, aims, content, skills, methodology, and other factors.
2) Analyzing existing materials based on the same criteria.
3) Comparing requirements against existing materials and awarding points to materials based on how closely they match requirements.
4) Selecting materials that receive the highest scores across important criteria and documenting the decision.
Materials_evaluation
The presentation was made within the course "English for Specific Purposes" and contains information about the materials evaluation
Materials evaluation
The document outlines a systematic process for evaluating existing teaching materials based on a set of criteria. It involves identifying requirements for materials based on questions about learners, aims, content, methodology, exercises, and other factors. Then existing materials are analyzed by answering the same questions. The analyses are compared to see how well the materials match the identified requirements. Points are awarded based on the degree of matching. The materials that receive the highest overall scores best meet the most important requirements and are the best choice. The evaluation process helps ensure available materials are fully exploited to meet needs and avoid duplication of effort in developing new materials.
Cornerstones introduction staff meeting march 15 for blog
This document discusses the school's curriculum review process. It notes that the current curriculum was difficult to plan and show progression in subjects. The document proposes adopting the Cornerstones Curriculum to address these issues. Cornerstones would provide pre-planned projects, resources, and progression documents aligned to the national curriculum. It acknowledges some challenges in resetting existing topics but believes Cornerstones will provide more consistency, easier planning and assessment while reducing workload. Teachers will choose Cornerstones projects to teach alongside existing maths and English curricula.
ABCD's of SMART Objectives
Program planning and development presentation slides for online training webinar on writing better program objectives developed for Cooperative Extension Service professionals in Louisiana.
3 5
Skilled writers engage in an extensive multidimensional writing process that involves planning, composing, revising and evaluating. They devote significant time to planning and revising to improve their work. Struggling writers lack knowledge of effective writing processes and strategies. They have limited planning, generate little content and make few meaningful revisions. Explicit strategy instruction can help struggling writers learn planning, revising, and other writing strategies.
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The document discusses creating an inclusive classroom environment that meets the needs of all math students. It emphasizes understanding students' diverse learning styles, providing accommodations for students with exceptionalities, and differentiating instruction. The key strategies mentioned include embracing student diversity, learning about students' cultural backgrounds, and designing culturally relevant tasks.
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This document discusses the indicator "Academic Feedback" from the NIET rubric. It defines Academic Feedback as how teachers respond to student comments and questions in a way that supports learning, rather than just informing them if their response is correct. It also addresses how teachers use student feedback to adjust their instruction. Descriptors for proficient Academic Feedback include oral and written feedback being frequent and high-quality, as well as feedback being given during guided practice and homework review with teachers circulating to support student engagement and monitor work. Feedback from students is also sometimes used to adjust instruction.
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Classroom structures that_promote_standards_focused_instruction[1]
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Cornerstones introduction staff meeting march 15 for blog
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1. What do you think is the major drawback of questionnaire resear.docx
1. What do you think is the major drawback of questionnaire research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
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Tool for Analyzing and Adapting Curriculum Materia.docx
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
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Here are some key questions that commonly appear in classroom action research:
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2. What are the objectives or criteria for success?
3. What data will be collected to measure achievement of the objectives?
4. What is the process or methodology for conducting the research, including planning, implementation, observation, reflection, etc.?
5. How will data be analyzed to evaluate the results of each research cycle?
6. What conclusions can be drawn about improving teaching and learning based on the findings?
7. How will the results inform future practice and additional research questions?
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This document provides guidance on how to effectively plan lessons by outlining the key components and questions to consider when writing a lesson plan. It discusses that a lesson plan should include goals, objectives, prerequisites, materials, a lesson description, procedure including an introduction, main activity and closure, follow up lessons, and assessment. The lesson procedure section provides more details on how to achieve the objectives and have students engage in step-by-step activities. Effective lesson planning is important for organizing instructional time and having a guide to manage the learning environment.
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- 1. For the CBI classroom
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- 10. What do I want my students to learn? How can I best accomplish these goals in the context of my school with my students?
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- 14. Reduce amount of material covered Provide repeated exposure
- 15. Objectives Reflection Curriculum Components Practice Appendix Strategies for Implementation
- 16. Pre-teach vocabulary Keep a word bank somewhere in the room Review vocabulary regularly
- 17. Science Living Non-living Animals Characteristics Needs Stem Roots Leaves Math Numbers Add Plus Subtract Minus Equals Multiply Divide Culture Customs Holidays Family Presidents States Cities Places History
- 18. Repeating vocabulary Drawing/coloring Cutting/pasting Movement Reading/Writing
- 19. Objectives Reflection Curriculum Components Practice Appendix Strategies for Implementation
- 21. What do I want my students to learn? What are my units? (and objectives) What are my topics? (and objectives) What material do I need to cover in each? What are my lessons? (and objectives)
- 22. Objectives Reflection Curriculum Components Practice Appendix Strategies for Implementation
- 24. USE: Gestures Symbols Pictures Movement Quick drawings on the board After teaching a word ask students to make a sentence or their own drawing for the word