effective instructional strategies from theory to practice chapter 2 planning and organizing for...
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Effective Instructional Effective Instructional StrategiesStrategies
From Theory to PracticeFrom Theory to Practice
Effective Instructional Effective Instructional StrategiesStrategies
From Theory to PracticeFrom Theory to Practice
Chapter 2Chapter 2
Planning and Organizing for Planning and Organizing for TeachingTeaching
A Model of Teaching
• Step 1-Diagnose the learning situation• Step 2-Plan the course• Step 3-Plan the instruction• Step 4-Guide learning activities• Step 5-Evaluate learning• Step 6-Reflect• Step 7-Follow up
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
Categories of Classroom Time
• Mandated time• 7 hours a day• 180 days /year
• Allocated time• Time for each activity
• Instructional time• Time it should take
• Time on task• Time students are engaged
• Academic Learning Time
Time Wasters
• Starting classes• Excessive use of films• Discipline time• Early finishes• Extracurricular activities
Curriculum: Defined• “…all the planned and unplanned learning experiences that
students undergo while in a school setting.”
Sometimes the gap between the curriculum guidelines and what is actually taught in classroom.
It’s at this point that Curriculum Mapping steps in..
Benefits of Curriculum Mapping
• Detect and fix curriculum gaps• Address repetitions in the curriculum• Refine scope and sequence
connections• Identify potential areas for curriculum
integration• Better alignment of assessments with
state/district standards• Upgrade teaching strategies and
materialsEffective Instructional Strategies,
Second Edition
Chapter 2 - Planning and Organizing for Teaching
Backward Design Model (Wiggins and McTighe, 2005)
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
Begin by identifying the desired results and then “work backwards” to develop instruction.
UbD –Understanding by Design
Curriculum Reform Efforts
• Subject-centered v. student-centered curriculum
• Brain-based learning• Hydration and learning• Environmental factors• Integrated learning
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
Subject-centered v. Student-centered curriculum
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
Student-centered
• Centered on Learner Needs Determination of Subject Matter• Centered on Cooperative • Emphasis on Variability in Exposure to Learning• Emphasis on Skills• Emphasis on Immediate Meanings of Learning• Emphasis on Indirect Strategies
Subject-centered
• Focus on Subject Matter• Centered on Subjects• Subject Matter Organized by Teacher before Instruction• Emphasis on Facts, Knowledge, and Information• Generally Lower-Level Learning• Emphasis on Uniformity of Exposure• Emphasis on Direct Strategies
Curriculum integration
• Provides holistic, problem-based learning that leads to a greater ability to make connections and to solve problems.
• Models for implementing integrated curriculum (Ross and Olsen, 1993)– Single-Subject Integration– The Coordinated Model– The Integrated Core Model– The Integrated Double Core Model– The Self-Contained Core Model
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Chapter 2 - Planning and Organizing for Teaching
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The well-planned curriculum will…
• reflect the needs of students, society, and the subject itself.
• be structured around state standards (sometimes called skills, outcomes, or benchmarks)
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
Instructional Planning
Teachers are responsible for…•organizing the state-mandated curriculum-or mastery curriculum.
•planning generic lessons.•planning enrichment activities.
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
Instructional Planning (cont.)• 60-75% of instructional time should be
allocated to the mastery curriculum (Glatthorn, 1987).
• Generic lessons comprise interpersonal and intrapersonal attitudes, beliefs, skills, and knowledge
• Enrichment activities include things that are nice to know but not essential for all students.
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
Planning Your Course• What major topics (chapters) will be
covered? Can you justify your selections?
• Should the class textbook content (chapters) be supplemented?
• How should the topics (chapters) be grouped to form units of study? Why?
• In what sequence should the planned units be taught? Why?
• How much emphasis should each unit receive? In a 35-week course, how much time should each unit receive (in weeks and fractions of weeks)?
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
Course Plan• The course plan should be flexible.• Analyze textbook to determine
important content.• Plan for time allotments based on
method and procedure.• Include extra time in the plan-for
review, enrichment, or instruction.
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
Differentiated Instruction
• Instructional approaches should vary and be adapted in relation to individual and diverse students in the classroom.
• Teachers can differentiate at least 4 classroom elements:
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching
• content
• process
• products
• learning environment
Eight Areas of Multiple Intelligences
• Linguistic• Logical-
mathematical• Spatial• Bodily-kinesthetic
• Musical• Interpersonal• Intrapersonal• Naturalist
(Gardner, 1983)
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Chapter 2 - Planning and Organizing for Teaching
Pg. 51
Technology in the Classroom
• Integrate technology literacy into school curriculum.
• Take advantage of students’ familiarity with technology.
• Computer-based instruction—CBI—to support and enhance instruction.
• Immediate access to information increases interest in content.
• Multi-media resources enhance instruction. • Repurposing of pre-existing educational
materials.• Need for professional development.
Effective Instructional Strategies, Second Edition
Chapter 2 - Planning and Organizing for Teaching