1. Christina a/p Latsoomanan@Meshek LP 111109
CHAPTER 2 : Planning and Organizing for Teaching
1. Diagnosing the
7. Following up
learning situation
6.Reflection
Effective teaching 2. Planning the course
5. Evaluating learning
4. Guiding learning 3. Planning the
activities instruction
The Seven Key Areas
1. Organizing the Classroom provides insight into arranging furniture, equipment, supplies,
and students.
2. Planning and Teaching Rules and Procedures helps teachers develop and communicate a
system of policies and routines.
3. Managing Student Academic Work examines both teacher and student responsibility, and
helps teachers develop and implement a system to encourage student accountability.
4. Maintaining Good Student Behavior helps teachers develop and implement a system to
maintain appropriate student behavior by using appropriate positive, negative, and
corrective consequences; encouraging praise; and intervention strategies.
5. Planning for Instruction encourages teachers to consider a variety of formats as they
structure learning activities and provides specific management strategies for each.
6. Conducting Instruction and Maintaining Momentum helps teachers focus on strategies
that maintain student interest and lesson involvement.
7. Getting the Year Off to a Good Start helps teachers plan for the beginning of the year and
suggests activities that teach students how to participate successfully in school.
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2. Christina a/p Latsoomanan@Meshek LP 111109
Time in School and Classroom
1. School time is often divided into five distinct categories: mandated time, allocated time,
instructional time, engaged time, and academic learning time. The total time available for all
activities carried out in a school is established by the state. Typically, elementary and middle
schools are in session approximately 7 hours a day for 180 to 190 days.
1. Mandated time : This mandated time must be used for academic, as well as for
nonacademic activities. State-mandated time must be divided among the various
content areas as well as non-academic activities such as lunch, announcements,
recess, and transitions between classes.
2. Allocated time : The time appropriated for each of these activities is often called
allocated time. For example, 45 minutes of each day may be used for lunch, and 50
minutes may be needed for changing classes.
3. Instructional time : Teachers must translate the available allocated time into
instructional time. Despite their best efforts, however, not all students will stay on
task or pay attention all the time.
4. Time on task : Educators refer to another area within instructional time called time
on task.
5. Academic learning time : Time on task, or engaged time, differs from mandated,
allocated, and instructional times in that it is the actual time individual students
engage in learning. They must maximize academic learning time.
1. Mandated time
2.Allocated time
3.Instructional time
4. Time on task
5.Academic
learning time
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3. Christina a/p Latsoomanan@Meshek LP 111109
The curriculum
 The planned and unplanned learning experiences that students undergo while in a
school setting.
 Two types of curriculum:
 1. Explicit curriculum refers to what is consciously and intentionally presented. It is the
official curriculum, or written curriculum, which gives the basic lesson plan to be followed,
including objectives, sequence, and materials, what is taught by the teacher, and the learning
outcomes for the student.
 2. Implicit curriculum or hidden curriculum includes the norms and values of the surrounding
society, the setting in which the learning occurs (including the decoration and set-up of the
area), and the broader environment in which education occurs.
Curriculum mapping
1. Identify desired learning results for the subject and topics they teach.
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4. Christina a/p Latsoomanan@Meshek LP 111109
• Determine what students should know, understand, and be able to do as a result of
the study.
• Specify big ideas worthy of understanding.
• Delineate enduring understandings on which the teacher and students will focus.
• State provocative, essential questions that will guide students' exploration of the big
ideas.
• Articulate specific knowledge and skill that students will need for effective
performance on the goals.
2. Determine acceptable evidence of student learning.
• Decide what evidence will indicate that students understand the big ideas.
• Consider what performances will indicate that the learners understand and can
apply what they have learned, and by what criteria those performances will be
judged.
• Determine what will constitute evidence of student proficiency with the essential
knowledge, understanding, and skill.
3. Plan learning experiences and instruction based on the first two principles.
• Decide what essential knowledge, understanding, and skill needs to be taught and
coached.
• Determine how that should best be taught in light of the content goals.
• Plan to ensure that learning is engaging and effective in the context of specified
goals and needed evidence.
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5. Christina a/p Latsoomanan@Meshek LP 111109
Curriculum Reform
Curriculum Structure
The subject-centered curriculum The student-centered curriculum
- traditional areas in the traditional disciplines - centered on certain aspects of the learners
themselves.
- interdisciplinary topics that touch on a wide
variety of fields - may explore the learner’s own life or family
history or local environment.
- on processes such as problem solving
- Experiences of the learners become the
- on the goal of teaching students to be critical starting point of the curriculum.
consumers of information.
- Thus the school environment is left open and
free.
- Learners are made to choose from various
activities that the teacher provides.
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