Planning for Instruction

Levels of Planning

Top-down design, like building a houseCurriculum/Course of Study/Scope and

Sequence -- timeframe: year/quarterUnit Plans or Modules -- timeframe:

week(s)Lesson Plans -- timeframe: daily

Course of Study

A document that prescribes the curriculum, by grade level, for a state, county or individual school district, for example -- New York State Mathematics Learning

Standards New York State Core Curriculum Local District Curriculum or Scope/Sequence Textbook

A Unit

A unit is a carefully planned set of learning experiences that are designed to address one or several goals and objectives over time (Brahier, 2000).

May take several class periods or even several weeks to complete.

May correspond to a chapter in the textbook.

Planning a Unit Plan

Start with a rough sketch of topics and the expected time to complete.

Final plan contains a set of daily lesson plans, carefully sequenced to develop the goals and objectives of the topic.

Example - Rough Sketch Unit Plan (Linear Functions)

Introduction: explore real life functions (1 day)

Expressing linear functions as tables and graphs (2 days)

Exploring linear functions on the graphing calculator (1 day)

Equations that describe linear functions (2 days)

Example continued - Linear Functions Unit Plan

What is the slope of a line? (1 day)Discovering slope-intercept form (1 day)Linear vs. non-linear functions (1 day)Putting it all together - Four represent-

ations of a linear function (2 days)Note: Adjust time to student learning pace.

Unit Planning Questions

What do I expect students to know and be able to do by the end of the unit? (goals/ objectives)

What types of experiences have they already had with this topic? (pre-requisite knowledge)

What are the key concepts/skills that students will encounter and need to understand in the unit? (goals/objectives)

More Unit Planning Questions

In what order should the key concepts be introduced? (sequencing)

What experiences should students have to help them learn these concepts? (lessons, activities)

How many lessons will it take to accomplish the unit goals? (sequencing/ timing)

More Unit Planning Questions

What materials/resources will I need to support the lessons? (tools, technology)

How will I know if the students really understand what I want them to after completing the unit? (assessment)

Once the unit is complete, what is the next logical step for student learning? (sequence)

Unit Plan

Using NY State Mathematics Learning Standards, identify specific Performance Indicators

Identify new knowledge and skillsDescribe class/student activitiesDescribe assessment methods

Lesson Plan

A document that details the objectives and activities for a class day.

Fits into the larger-range unit plan, flows logically from the previous day and prepares student for future lessons.

Components of a lesson plan:

Goals and objectivesMaterialsOpening/motivation/bell-ringer/anticipatory setProcedures for instructionClosure/extensionsEvaluation/assessmentReflection (after lesson taught)See examples in the book

Lesson Plan Overview

What do you want your students to know, do, appreciate, discover … as a result of this lesson? (Goals and Objectives)

How are you going to accomplish this? (Procedures for Instruction)

How will you know if you have accomplished your goals? (Evaluation/Assessment)

Developing the Plan

Choose a topic (in the context of the Unit Plan)

Research the topicList your goals/objectivesList your materials/resourcesDesign your procedures for instructionDesign your evaluation/assessment

Choose a Topic

In consultation with your sponsor teacherIn consultation with your teamUsing your curriculum guide

Researching the Topic

Find relevant textbooks, internet lesson plans, teacher resource guides, journals

Discover a variety of appropriate techniques to introduce the topic

Select teaching aids & materials, including computer/calculator and visual aids as appropriate

Identify a variety of teaching strategies to aid in engaging all students

Goals

Goals are general outcomes about what a student should be able to accomplish as a result of participating in a lesson, a series of lessons, a course, or even an entire curriculum (Brahier, 2000)

Big-picture statement of student learning outcomes -- Serves a the basis for unit/lesson planning Activities and assessments should flow from the

goals

Examples of Goals -

The student will use algebra in solving real-world problems.

The students will develop an understanding of the application of functions.

The student will develop a positive disposition toward the study of math.

Objectives

An objective is a very specific statement of what a student should know, be able to do, appreciate or feel

Examples - Given the original cost of an item and its sale price,

the student will calculate the percent sale discount. Given a compass and straightedge, the student will

draw an angle and construct its angle bisector.

Cognitive Objectives

Mental: Knowledge (conceptual understanding) Skills (procedural knowledge) Concepts (conceptual understanding) Applications (problem solving)

Bloom’s Taxonomy - 6 Levels

1. Knowledge - basic recall

2. Comprehension - understanding

3. Application - use concept in new situation

4. Analysis - take concept apart

5. Synthesis - integrate several ideas

6. Evaluation - judge the value of ideas

Which is it?

Given a quadratic equation, the student will solve it using the quadratic formula.

Given a set of data, the student will determine whether the mode, median or mean is the most appropriate measure of central tendency for that set and justify their answer.

Which is it?

The student can define the term locus.Given a cereal box, the student will find

the surface area and volume.

Affective Objectives

Emotional - feel or appreciateExamples -

The student will appreciate the relationship between exponential and logarithmic functions.

The students will display interest and curiosity when solving mathematical problems.

List Your Learning Objectives

Write them in terms of student behavior/ performance

Be specificHow will you know if the objective is being

met?

Levels of Specificity

Instructional Objective: The student will

identify shapes.

Performance Objective (assessment): Given a set of 10

shapes (circles, triangles and squares) the student will correctly classify them.

Sample Objective

The student will find areas of rectangles.

Given five rectangles, the student will compute the area of each by measuring their base length and height with a ruler and computing the product using a calculator or paper and pencil.

List Materials/Resources

Equipment/supplies?Overheads?Handouts? Worksheets?Note amountsPlan ahead!! (takes time)

reserve lab, equipment Collect/organize supplies photocopying

Write your procedures for instruction

Introduction to the lessonInstructional procedures for the lesson

(teaching moves)TransitionsSummary/closurePossible extensions -- optional

activity/teaching idea

Introduction (Bell Ringer)

How can you grab the students’ attention and spark their interest?

Choose a motivating or focus activity -- could be a story, game, interesting question, news item, real-world application, or relation to previous lesson

Tell class the goals + objectives for the dayActivate prior knowledge or review pre-

requisite skills

Instructional Procedures

Note: instructions to the teacherThe heart of the lessonStep-by-step description of that teacher

and students will doDetailed enough so that a substitute

teacher could follow it

Hints on procedures

Make instructions specificList important terms & definitionsList key questions to askDraw diagramsList examples you want to useDescribe student or group activities,

including detailed instructions

Transitions

Recognize the connection between parts of the lesson

Assist students in moving from one activity to another

Example -- “Let’s see how the game we just played relates to number theory” instead of “Now open your book to page 367”

Summary (Closure)

Important feature of a strong lessonServes as a logical wrap-up activityProvides closure to lessonOpportunity for assessment, asking questions,

journal entry, one final problemReview what you’ve done today and what you

expect students to do for the next class, instead of “Your homework is page 237, 1-21 odd, see you next class.”

Summary continued

Bridge to next topic (make connections)Possible extensions (if time allows)

Assessment vs. Evaluation: What’s the difference?

Assessment = formative Useful feedback to

determine progress Are students getting

it? Ask questions,

observe, board work, journals

Evaluation = summative Evaluation of

performance Used to determine a

grade Exams and quizzes

Design your assessment/ evaluation

Imbedded in instruction, teacher observation, and checklists

In class productsReporting out to class/board workQuizzes, tests and homeworkLonger-term projects

Assessment

Plan for assessment - tied to goals/ objectives

Share expectations with students -- rubrics, checklists, peer review

Share assessment results with appropriate stakeholders -- students, parents, grade-level team, administrators

Use results: to evaluate students as well as to improve instruction and programs

Reflection

After teaching the lesson, reflect on: Did I accomplish my goals/objectives? What worked well? What didn’t work so well? What have I learned about myself as a teacher or

about my students?If ideas for changes come to mind, write them

down now (modify lesson plan)This is a learning process - expect to have to

make adjustments

Post-reflection

Discuss with colleaguesShare lesson plansShare great ideas, motivators, activities,

etc.Collect/save ideas in a resource file

Caution

Another person’s lesson plan may not be appropriate for you (your style, personality, etc.) or your students (their background, ability, motivation, etc.)

You only “own” a lesson after planning it, teaching it, reflecting on it, and then re-teaching it.

A well-planned set of lessons is the cornerstone of coherent, meaningful units.

Questions/Discussion