Planning for instruction (1)
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Effective lesson planning involves setting specific, measurable, achievable, realistic and timed goals for what students will learn. Goals should be clearly stated and allow both teachers and students to assess whether they were achieved. Developing lesson plans also requires incorporating course materials, textbooks and other resources into activities that promote learning.
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The document provides guidance on effectively preparing and conducting a lesson using media. It recommends:
1) Planning the lesson in advance by preparing the materials, ensuring the environment supports learning, and preparing the learners.
2) When preparing materials, make sure to understand the technology tool being used, test that it works properly, and there are adequate resources for students.
3) Providing an environment conducive to learning involves proper lighting, classroom safety, functioning tools, internet access, and ability for students to interact with each other and the teacher.
4) Follow up is important and involves providing students feedback and conducting daily reflections.
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This document discusses how to set SMART goals, which are goals that are specific, measurable, attainable, relevant, and time-bound. Setting SMART goals provides structure, creates accountability, and encourages focus. It explains each component of a SMART goal and provides examples for tutors. The document emphasizes establishing concrete criteria and measuring progress to help accomplish goals within specific time frames. It suggests dividing goals into objectives and identifying necessary resources to meet deadlines.
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The document discusses SMART goals, which are goals that are specific, measurable, attainable, relevant, and time-bound. It explains each component of a SMART goal, including that they should be linked to overall goals and strategic plans, can be measured quantitatively, are realistic but challenging, focus on defined areas and expected results, and have a clear deadline. Examples are provided to illustrate what makes a goal SMART or not. The document emphasizes that SMART goals should include action steps to outline how the goal will be achieved.
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This document provides information on creating SMART goals for school improvement. It defines what SMART goals are and the components they should include: Specific, Measurable, Attainable, Relevant, and Time-bound. Examples of effective and ineffective goals are given. The document guides participants through creating an initial SMART goal for their grade level using achievement data. Participants are asked to develop a reading SMART goal, identify strategies to achieve it, assign responsibilities, and establish a timeline with evidence of completion.
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A PLC (professional learning community) is a group of educators who work collaboratively to improve student learning. Members of the PLC will work together to clarify goals, ensure students learn what they need to, monitor student learning, and provide support for struggling students. The writing PLC will gather initial student writing samples, develop strategies to address weaknesses, implement those strategies, analyze the impact of changes, and apply lessons learned to continue improving.
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The document provides guidance on effectively preparing and conducting a lesson using media. It recommends:
1) Planning the lesson in advance by preparing the materials, ensuring the environment supports learning, and preparing the learners.
2) When preparing materials, make sure to understand the technology tool being used, test that it works properly, and there are adequate resources for students.
3) Providing an environment conducive to learning involves proper lighting, classroom safety, functioning tools, internet access, and ability for students to interact with each other and the teacher.
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The document discusses how MAP Growth targets are determined based on national norm studies and typical grade level growth from fall to spring. It notes that growth targets bypass winter scores and are based on chronological age, national norms, and statistical models. The document provides guidance that growth targets can be adjusted using a goal setting worksheet and discusses how to approach students who meet, exceed, or do not reach their adjusted growth targets, focusing on targeting relative needs and strengths. It reminds that growth of over 3 RIT points is considered significant.
Conducting a goal analysis
1. Goal analysis is a technique used to analyze a goal to identify the steps required to achieve it. It involves classifying the goal statement and identifying the major steps.
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3. Gagne identified five categories of learning - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. His nine instructional events provide a framework for designing instruction based on the conditions needed for different types of learning.
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Checklists
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An action plan provides a comprehensive way for mentors and beginning teachers to monitor progress across various goals. The action plan should include clear expectations, pre- and post-observation meetings to discuss lessons, and plans for classroom practice improvement. There are three steps to completing an action plan: 1) create the plan based on the teacher's needs, 2) follow the timeline and reflect on progress, and 3) use the plan to guide next steps. The action plan is used throughout the year to focus mentor-mentee conversations and can be developed collaboratively. Professional development should also be aligned to the goals and needs in the action plan.
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The document discusses how to set meaningful and attainable goals. It provides guidance on creating goals that are specific, measurable, and focused on learning rather than just assessments. Sample goals are analyzed to determine if they meet criteria of being meaningful, realistic, and identify the true objective the student is trying to achieve. Students are encouraged to reflect on progress towards their goals throughout the year and rewrite goals if needed to better reflect their overall aims.
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The document outlines an agenda for a teacher training workshop focusing on long-term planning and developing measurable learning outcomes. The workshop will cover writing effective outcomes, breaking down qualifications into key skills and content, and assigning these to a 5-year planning cycle to ensure students make outstanding progress. Teachers will practice this by breaking down the outcomes for their subject qualifications and creating a 5-year plan.
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The document discusses how MAP Growth targets are determined based on national norm studies and typical grade level growth from fall to spring. It notes that growth targets bypass winter scores and are based on chronological age, national norms, and statistical models. The document provides guidance that growth targets can be adjusted using a goal setting worksheet and discusses how to approach students who meet, exceed, or do not reach their adjusted growth targets, focusing on targeting relative needs and strengths. It reminds that growth of over 3 RIT points is considered significant.
Conducting a goal analysis
1. Goal analysis is a technique used to analyze a goal to identify the steps required to achieve it. It involves classifying the goal statement and identifying the major steps.
2. Educational goals describe the competencies, skills, and attitudes students will have upon completing a course or program. Educational objectives are shorter-term goals students will achieve within a course.
3. Gagne identified five categories of learning - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. His nine instructional events provide a framework for designing instruction based on the conditions needed for different types of learning.
Lesson plan
Lesson planning ensures teachers have clear objectives for each class, consider goals, content, and evaluation methods, and choose effective teaching methods. It keeps teachers organized and focused, prevents wasted time, provides continuity, and gives teachers confidence in their lessons.
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The ideas presented in this book are drawn from close to 45 years in academia, practising across all continents and operating at all levels: early childhood, primary, secondary and tertiary. Such wealth of experience inevitably presents numerous successes and failures that have both influenced this text. This user friendly book offers tried-and-tested strategies and techniques that help you teach for success in the most efficient and cost effective manner, with minimal resources. Being purposeful about your actions and mindful about your ‘no-one-fits-all’ experiences as you journey along your personal learning curve, you’ll encounter a wealth of information tailored to suit your individual needs. You’ll see how to clarify your student expectations; have better set inductions and tailor your instruction to suit your student needs; reformulate your questioning techniques; flip your classroom; engage in games; use instructional aids; role play; problem solve; use teachable moments; rearrange your learning spaces; reorganise your assessments; encourage reflection; and use a myriad of teaching and learning techniques, to mention a few. Happy teaching for success!
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How smart goals can be incorporated into curriculum
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3. how will you organise learning co dev toolkit - activity gr.01
3. how will you organise learning co dev toolkit - activity gr.01
Assessment, Planning & Instruction - Supporting Students, Supporting your Pra...
Assessment, Planning & Instruction - Supporting Students, Supporting your Pra...
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Today, we'll be diving into the fascinating world of educational goal-setting. Learning objectives are an essential part of any effective teaching or training program, as they provide a clear roadmap for what students should be able to accomplish by the end of a lesson or course.
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We have also discussed best practices for writing effective learning objectives, such as using action verbs and being specific.
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Planning for instruction (1)
- 2. A key aspect of effective teaching is having a pain for what you are going to teach in the classroom. Creating such a plan involves setting realistic goals deciding how to incorporate course, text books and resource materials and develop activities that will promote learning. The following points will help in planning a lesson.
- 3. Lesson goals are most usually stated in terms of what students will achieves at the end of the lesson. Stating goals in this way allows both teacher and learners to know whether the goals have been achieved
- 4. S- Specific Can the goal presise and well defined? Is it clear? Can everyone understand it?
- 5. M- Measurable What evidence is needed to confirm the completion? How you will judge whether the goal have been attained or not?
- 6. A- Achievable Is it whether your capacity to achieve? Are there sufficient resources are available to achieve?
- 7. R- Realistic It is possible for you to perform the goal? How does it fit in to your work? T- Timed Is there a deadline? Is it feasible to attain in time?