Week 6 presentation of heacox chapter 7 what do students need choices
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This document discusses different types of curriculum pathways that can be used to individualize instruction for students, including instructional looping, pathway plans, project menus, challenge centers, and spin-offs. Pathway plans allow students to progress through skills at their own pace by providing alternative assignments called loop-outs for students who master skills early. Project menus, challenge centers, and spin-offs give students choice in completing extended assignments related to curriculum topics. The document provides guidelines for managing pathway plans and examples of how to structure alternative assignment types like challenge centers and spin-offs.
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The document outlines key principles for communicative language teaching, including using suitable, meaningful materials that involve natural mistakes and positive reinforcement to make the teaching enjoyable and interactive. It discusses the importance of lesson planning for both teachers and learners, highlighting elements to consider like objectives, prior knowledge, activities, and constant components like objectives and procedures. Teachers are advised to design lessons with variety, coherence, balance, flexibility, and appropriate challenge.
1. lesson plan
A lesson plan has three key components: objectives for student learning, teaching/learning activities, and strategies to check student understanding. It is important to identify the learning objectives first before designing activities. The lesson plan should break the material into sections like warm-up, introduction, practice, production, and review. It is best to be flexible and adjust timing as needed based on how students respond. A well-written lesson plan ensures the teacher is prepared and the class will run smoothly.
LESSON PLAN.pptx
This document discusses the key components of an effective lesson plan, including objectives, anticipatory set, direct instruction, guided practice, closure, independent practice, required materials, and assessment. It emphasizes that lesson planning is important as it forces teachers to think through what students will learn and how they will teach it. It also increases the likelihood that learning will occur. The document provides examples and explanations for how to write each component of a strong lesson plan.
7Es-Instructional-Model.pptx
The document describes a 7E instructional model lesson plan on seatbelts. It begins by eliciting students' prior knowledge about seatbelt design. Students then engage with videos of crash tests and explore seatbelt design through experiments with clay figures and wire belts. They explain their observations using Newton's laws of motion. Later phases have students elaborate on better belt designs, evaluate belts for racing cars, and extend their learning to explore how airbags work. The 7E model is used to guide students through each stage of inquiry on the topic of seatbelt safety design.
Instructional planning
The document discusses several key aspects of lesson planning including:
1. The components of a lesson plan such as objectives, content, learning activities, resources, and evaluation.
2. The purpose of instructional planning which is to guide teaching and maximize student learning and achievement of objectives.
3. Factors to consider when selecting learning activities such as alignment with goals and principles of learning, student motivation, and available facilities.
Differentiated Instruction and Effective Strategies
This document discusses various classroom instructional strategies and considerations for diverse learners. It provides over 20 instructional strategies for teachers, including scaffolding, think-tac-toe, tiered activities, and graphic organizers. It also covers key components of instructional design, such as gaining student attention, presenting content, and assessing performance. The document emphasizes matching instructional methods to student needs and abilities.
Lesson planning by Nadia Jaffery (Nadia khurram)
This document outlines a lesson plan for a training workshop on lesson planning. The objectives of the workshop are to help participants identify issues in writing lesson plans, find solutions to specific problems, write smart objectives, discuss implementing effective lesson plans, and write a successful lesson plan. The workshop instructs participants on how to write measurable objectives and provides examples. It describes developing a sample lesson plan on the topic of using the internet that incorporates different teaching methods like mind mapping, group work, and independent writing. The document also covers assessing students, evaluating the lesson, and planning for improvement.
UBD Presentation for schools and application.pptx
The document discusses the Understanding by Design framework for curriculum planning. It outlines the three stages of backwards design: 1) identifying desired results, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences. For stage 1, teachers are advised to establish goals, enduring understandings, and essential questions. For stage 2, the document discusses formative and summative assessments and aligning assessments to standards. Teachers are preparing a unit plan using the Understanding by Design process.
Stage Iii Lp
The backward design model comprises three stages:
I. Identify desired results
II. Determine acceptable evidence
III. Plan learning experiences and instruction. Once desired results and evidence are determined, a lesson plan can be developed to help students reach the objectives. Wiggins and McTighe's "WHERE" approach is used in planning instruction and experiences.
Old challenges, New solutions: how to reach all of your sts and make them shine
Old challenges, New solutions: how to reach all of your sts and make them shineSilvia Rovegno Malharin
This document provides an agenda for a presentation on challenges in education and potential solutions. It discusses two main challenges: changing student profiles, including students with disabilities or lack of motivation, and the need for pedagogical innovation with technology integration. Potential solutions addressed include clarifying concepts like disruptive behavior and learning disabilities. It also emphasizes the importance of classroom organization and management, specifically regarding space and time. Suggestions are provided for engaging unmotivated students and including technology in lessons.fffff.ppt
Classroom Management and Disaffection
Barbara Zamorski and Terry Haydn, School of Education and Professional Development,
University of East Anglia
Abstract
This paper reports on aspects of the Norwich Area Schools Consortium (NASC) cross-school
Classroom Management and Disaffection research project undertaken as part of the NASC
programme. It documents the dual interwoven ‘stories’ of teacher engagement in research as a
learning experience and the substantive research undertaken. The project took place in two
stages, the focus of the second stage emerging out of the analysis of the first stage. Research
into both pupil and teacher perceptions concerning disaffection and classroom management
were investigated in the first stage. The second stage attempted to unravel the complex
relationships between disaffection, curriculum, pedagogy and context from pupil perspectives,
with insights on the relationship between a good lesson and a good teacher being of particular
interest.
Introduction
This project had its roots in the NASC Workshop held at the University in the summer of 1999.
The aim of the Workshop was to produce research designs and action plans for the four crossschool
research projects which were to become the second phase of the three-year NASC
programme on pupil disaffection. The starting point for this particular project was to research
‘effective in-school strategies to deal with disaffection and reduce exclusion'.
As a result of this event, the Classroom Management and Disaffection Research Group came into
being. The eight members of the group comprised six teachers from five NASC schools and two
members of the University staff (a UEA research co-ordinator and mentor). The group met at
the University on a regular basis to work on the planning and conduct of the research. The
research was carried in two stages, the focus of the second stage emerging out of the analysis of
the first stage. This paper describes the work of this group during these stages, and reports on
some of the research undertaken.
Stage One
Stage One of this project, which took place in the autumn term of 1999, began with an interest in
the following questions, which arose from a consensus amongst the group that there were
generally differences in the extent to which pupils were engaged in learning not only between
schools, but within schools.
• What factors enable some teachers to develop greater effectiveness in terms of class
management and the engagement of pupils in learning than others?
• Is it possible to draw on the experience of teachers and pupils to elucidate which are the
characteristic and most influential skills and attributes that make teachers good classroom
managers?
2
• In addition to teacher characteristics, is it possible to discern departmental, subject, or school
‘effects’ which influence pupil engagement in learning?
The group began by reviewing and reflecting on what had already been learned about classroom
management and disaffection from NASC
Developing a lesson plan
This document provides guidance on developing a lesson plan, including describing the components and purposes of an effective lesson plan. It recommends that a lesson plan have an introduction, body, and conclusion and follow the ROPES model of review, overview, presentation, exercise, and summary. The introduction should capture student interest and state objectives. The body should cover the lesson content and skills. The conclusion should review key points and objectives.
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Week 6 presentation of heacox chapter 7 what do students need choices
- 1. WHAT DO STUDENTS NEED? CHOICES Chapter 7 Heacox
- 2. Pathways Plans • Instructional Looping • First Step: Pre-assessment • How are they created
- 3. Example of a Curriculum Pathway Plan for Number Theory for Grade 5 squaring numbers Identifying factors Identifying multiples Identifying divisibility Constructing rectangular arrays 1. Create a mind map that will help someone remember the number theory. 2. Develop a die or spinner game using prime/composite or even/odd numbers. 3. Design your own project using number theory. See me first.
- 4. Managing Pathway Plans 1. Either your or the student must keep track of whether or not the skill is mastered. 2. Students move as necessary to master each skill and/or move on to challenging alternatives. 3. Students are responsible for their keeping up with their daily work. 4. Those who loop out should be encouraged to complete complex projects. 5. When you move into presentation of new content be sure those who looped out rejoin the class.
- 5. 6. Have all projects materials available at workstations for students. 7. Students may need to be given a folder or some other organizational item to help them organize work. 8. Students turn in all material to be graded. Project grades may need to be counted differently. 9. Since some students may not loop out of any skills sessions, all students may need to occasionally be given the opportunity to chose a project.
- 6. Project Menus • Project menus are a list of assignments that can be used for many different purposes in a classroom. • Some activities are basic and others are more advanced and challenging to the students. • May be used as projects for a curricular unit, warm-up activities, cool-down activities, alternative pathway plans once a student loops out, or as a list of assignments students choose from during a particular time in a unit • Should be graded using rubrics that the student has access to • You may choose to code your projects in some way to guide them toward particular activities that you want them to complete. (Don’t tell them how they are coded and why!) Some students may need to be told which are best for them to complete.
- 7. Challenge Centers • Provides with tiered assignments and encourages them to work independently • Uses the concept of learning centers or stations • May be used a part of your unit, alternative assignments for those who loop out, warm-ups, and cool-downs
- 8. Challenge Center Guidelines 1. It must focus on specific learning outcomes. 2. Since they are for all students, think about the level and complexity of the challenge. 3. Use a variety of materials to respond to a wide variety of student abilities and interests. 4. Determine which activities should individual assignments and which are for the group 5. Include short-term and multiple sessions projects 6. Give step-by-step procedures on work cards 7. Design an evalulation checklist for the projects 8. Provide all needed materials and/or resources 9. Provide students with a worklog 10. Give examples, samples, or models 11. Organize workcards, checklists, and all materials so students can work alone
- 9. Spin-Offs • Projects determined by student interests • May be done independently, with a partner or in groups • You provide a general topic related to the unit (or part of the unit) then let the students use their imagination • You decide how much (or how little) direction you want to give the student • May be teacher-directed (teacher requires a certain content or key idea) or student-directed (student chooses their on topic, content, and product)
- 10. Guidelines for Spin-Offs • The students are allowed to make many decisions in response to their interests. • It is best to provide class time to work on these projects instead of at home. • You may have to help the student narrow down to project. • Give them a format for recording resources. • Provide a worklog • Provide an evaluation checklist • May be best to have student reflect on their project to see what was learned