TIRP II Yearlong planning and lesson pacing April 14, 2012

1. TIRP Planning/Pacing 4/21/12 Barbara A. Toney
Objectives: By the end of the class
teachers will be able to
1. create a lesson plan calendar for the
coming year.
2. ballpark time needed for various
units
3. Create and pace a lesson plan
4. Create a lesson plan including brain-
based principles

2. Your 1st Year is Almost Over!
What Did You Learn?
• You survived!
• Improved classroom management
• Created and given tests*
• Dealt with Parents
• Lesson Planning
• Worked with peers and administrators
• Increased student achievement*

3. • Handling stress
• Balancing home and school*
• Created a system for reaching kids
• Rules and Routines*
• Own Grading and assessment system.
• Differentiation of lessons
• Teaching material in different ways
• Task Analysis*
• Flexibility

5. • Today we will be:
• 1. Creating a lesson plan calendar: Your text
book has 20 chapters, each of which carries equal
weight. Determine roughly how much time you
can spend on each chapter, taking into account-
snow days, sick days (yours), different schedules,
testing days, ACT, MAPS, CSAPs
• How to start the year: Do you start with content
lessons the first day?

6. End of the year: you can make it!
• 2. Thinking about the rest of the current
school year- Questions/Help?
• 3. Steps in planning a single unit
• Create daily lesson plans
• 4. Create individual lesson plans.

7. ACADEMIC YEAR PLANNING
• Creating your year-long plan

8. Unit Planning
• 10 days to cover a unit
• What must be included?
• 10-24-7
• Assessments
• What will students learn and be able to do
• What will you do daily to create student
engagement?
• Final Assessment

9. What’s Important?
• Structure of a lesson plan:
• Focus not on what you need to cover but what
students will be doing.
• Transitions: When are transitions needed?How long
will it take to get in and out of each transition. Test it
yourself initially. Assume everything will take you
more time than planned but have sponges available as
well.
• Emphasize what’s important: 10/24/7

10. ASSESSMENTS
• Tests: what’s the point of the test? Is it a test based on studying or
knowledge? Make it up or adapt using textbook software.
• What to do if most students fail or do very poorly on a test?
• Determine your culpability and respond accordingly. Reteach and retest if
necessary. Offer students an option of retaking if receive C or below.
• Utilize testing software that comes with your text. May need to be
tweaked and you can often do that (editing)
• Make 2 or 3 versions of a
• test- 2 for class and one for makeups.

12. What this means to you:
• It is critical that we plan learning with the
brain in mind to ask a different set of
questions. Rather than, what should I teach,
ask how will students best learn? As you plan
the learning, keep the focus on basic
principles that support the brain’s natural
learning tendencies. Create a complex
interdisciplinary curriculum that provides for
plenty of learner choice. Provide structure,
but in an environment that represents the
unique nature of each learner and their
individual needs and experiences.

13. • Lesson Pacing:
How much time is spent on different parts:
• Intro to lesson
• Transitions
• Giving Directions
• Lecturing- the day’s content
• Answering questions
• Asking Questions
• Practice work
• Discipline
Including Jensen brain elements

14. Marcia Tate
• Brain-Based Lesson Plan
handout

15. The 7 Stage Brain Based
Learning Lesson Planning
Outline

16. The process
• The following strategies are organized in a sequence
as outlined by Jensen that makes sense to the brain.
The list is by no means exhaustive. Use this outline
as a means to check against your lesson plans to
make sure that you have set appropriate goals for
each of the learning stages.

17. Stage 1: Pre Exposure
• This phase provides the
brain with an overview of • Ideas of this stage:
the new learning before – Post an overview of the new
topic on the bulletin board.
really digging into the
– Encourage good nutrition and
concept. Pre exposure drinking plenty of water.
helps the brain develop – Start here student knowledge
better conceptual maps. base begins and build upon their
interests related to the concept.
– Have learners set their own goals
and discuss goals for the class as
well.
– Plan Brain wake-ups, such as
cross laterals.

18. Stage 2: Preparation
• This is the phase where you
create the curiosity or the • Ideas to incorporate:
excitement. It is similar to – Create a “you are there”
experience.
the “Anticipatory Set” but
– Elicit from learners what possible
goes farther in preparing value and relevance the topic has
the learner. to them personally.
– The brain learns very well from
concrete experiences. Provided a
real, physical or concrete
exposure for the class.
– Provide a hook or surprise or a bit
of novelty to engage learner
emotions.

19. Stage 3 – Initiation and Acquisition
• •
This stage provides the immersion. Flood Try these:
with content! Instead of the single, lock – Provide concrete learning experiences such as
step, one bite at a time presentation, case studies, experiment, a field trip,
provide an initial virtual overload of ideas, interviews, etc.
details, complexity, and meanings. Allow – Provide activities that employ a majority of
a sense of temporary overwhelm to occur the multiple intelligences.
in learners. This will be followed by – Offer a group or team project that
anticipation, curiosity, and a encompasses building, finding, exploring, or
designing.
determination to discover meaning for
oneself. Over time it all gets sorted out by – Attend the theater, put on a skit, produce a
commercial, or create a class/school
the learner. It is like the real world newspaper.
outside the classroom, – Provide enough choice so that learners have
the opportunity to explore the subject using
their preferred learning modality: visual,
auditory, kinesthetic, etc.
– A well designed computer program or activity
can be very helpful at this stage.

20. Stage 4: Elaboration
• This is the process stage. It
requires genuine thinking on the • Try these:
part of the learner. This is the – Provide and open ended debriefing
of the previous activity.
time to make intellectual sense of
the learning. – Tie things together so the learning
across disciplines occurs.
– Have learners design an evaluation
procedure or rubric for their own
learning.
– Have learners explore the topic
online.
– Hold a debate, essay contest or
panel discussion on the topic.
– Have students to the teaching in
small groups, as class presenters, in
pairs.

21. Stage 5: Incubation and Memory
Encoding
• This phase emphasizes the
importance of down time • Try these:
and review time. The brain – Provide time for unguided
reflection.
learns most effectively over
– Have learners keep a journal
time, not all at once. of their learning.
– Have learners take a walk in
pairs to discuss the learning.
– Provide stretching and
relaxation exercises.
– Provide a music listening area.
– Ask learners to discuss new
learning with their family and
friends.

22. Stage 6: Verification and Confidence
Check
• This phase is not just for the
benefit of the teacher. • Try these:
Learners need to confirm – Have learners present their
their learning for learning to others.
themselves, as well. – Student interviews and
Learning is best evaluate each other.
remembered when the – Students write about what
they have learned in a
student possesses a model journal, essay, news article,
or metaphor regarding the report.
new concepts or materials. – Students demonstrate
learning with a project.
– Students present a role
play or skit or theatrical
performance.
– Quiz, verbal or written.

23. Stage 7: Celebration and Integration
• In the celebration phase it is critical
to engage emotions. Make it fun, • Try these:
light, and joyful. This step instills the – Have a class toast with juice.
important love of learning. It must – Provide sharing time, peer sharing,
never be missed. demonstration, acknowledgements.
– Play music, hang streamers and blow
horns to celebrate the end of a
successful unit.
– Invite another class, parents, principal,
or community guest through video
conferencing to view projects.
– Facilitate a class designed and
produced celebration party.
– Incorporate the new learning in future
lessons! Never introduce something,
then drop it. If it is not important
enough to refer to in the future, don’t
waste time on it to begin with.

24. What this means to you:
• It is critical that we plan learning with the brain in mind to ask
a different set of questions. Rather than, what should I teach,
ask how will students best learn? As you plan the learning,
keep the focus on basic principles that support the brain’s
natural learning tendencies. Create a complex
interdisciplinary curriculum that provides for plenty of learner
choice. Provide structure, but in an environment that
represents the unique nature of each learner and their
individual needs and experiences.

26. Time
• When something is
taught can be as
important as what
is taught.

28. Primacy-Recency Effect
We remember best what we
experience first, and second
best what comes last. BEM

29. Primacy-Recency Effect
• Prime Time 1 Retention during learning episode
• Down time 16
Degree of Retention
• Prime Time 2
14
12
10
8 Series1
• Teach new info when 6
4
you have students’ 2
0
focus.
1
4
7
10
13
16
19
22
25
28
31
34
37
40
Time in minutes

30. Primacy-Recency Effect
• New info should be
taught in Prime time 1
Retention during learning episode
• It is important that
only correct info be 16
Degree of Retention
14
presented at this time. 12
10
• The new material 8
6
Series1
should be followed 4
2
with practice during 0
1
4
7
10
13
16
19
22
25
28
31
34
37
40
down time. Time in minutes

31. Primacy-Recency Effect
• Closure should take
place during prime
time 2. Retention during learning episode
• This is the second 16
Degree of Retention
14
most powerful 12
10
learning position & an 8 Series1
6
important opportunity 4
2
to determine sense 0
1
4
7
10
13
16
19
22
25
28
31
34
37
40
and meaning. Time in minutes

32. Retention varies with length of teaching episode
• More retention occurs when
lessons are shorter.
Retention during learning episode
• A block containing 4 twenty 16
minute lessons will be much
Degree of Retention
14
12
more productive than one 10
8 Series1
long lesson. 6
4
2
0
1
4
7
10
13
16
19
22
25
28
31
34
37
40
Time in minutes

33. Prime Time 1 (First 15 minutes)
Mr. X : “Today we’re going to Mr. G: “Today we will learn the 3rd cause
learn the 3rd cause of the of the Civil War and how it relates to
current times. And here is the 3rd cause..
Civil War and its (cause, examples, how it relates to
relevance…. Before that, previous..)
let me give back some
homework, collect and go
over today’s homework,
collect the notes from Bill
and Mary who were
absent and get them
caught up, take
attendance, read
announcements…”

34. Down-Time (next 15 minutes)
• “Here is the 3rd “Get into your discussion groups and
cause…” discuss this 3rd cause. What are
similarities and differences compared
to the first two causes…”

35. Last 15 minutes (Prime Time 2)
• “OK, we’ve got only 5 “Take 2 minutes to review to yourself
minutes to the end of the what we’ve learned about the 3rd
period. You’ve listened cause. Be prepared to share your
thoughts with the class in a moment.”
well so you can do what
you want quietly until the
bell rings.”