standard 7 presentation

Standard 7

Planning for Instruction

Agenda

• Check-in Activity• Objectives• Recap Readings• Discussion on Standard 7• Make your own lesson plan!• Wrap up

Check-In

•Turn to a neighbor and talk to them about how they’re doing! Anything exciting, stressful, challenging going on in their lives?

Just for laughs…

• http://youtu.be/kn8faeuQjE0

http://youtu.be/kn8faeuQjE0

Objectives

• SWBAT:– Identify and model the backward

planning process– Discuss an interpretation of Standard 7– Identify the different purposes for

using lessons and activities– Begin creating their own lesson plan

using backward planning

Recap - Chapters 1-2 & 12-14 from Price & Nelson

• We begin planning a lesson by thinking about content - which should be diverse, inclusive and connected to students’ lives

• Carrier content “carries the knowledge or skills you are teaching, informs students about a diversity-related topic, and potentially engages students in your class who are from the same background” (p. 5)


• Helpful to have a strong knowledge of students’ backgrounds when planning - so we know what they have been exposed to and what their interests are

• Good to offer students choices in what they are reading or studying - sometimes this is not always an option but something to try to integrate into a curriculum


The 3-step backward planning process:1. Decide where you want your students to be

- the specific desired learning outcome2. Define what evidence you will accept that

students can achieve this outcome3. Decide how you are going to get them there

- plan the actual lesson or activity


4 Components of writing an objective:1. Content - should be specific, stand-alone2. Behavior - What students will do to

demonstrate learning3. Conditions - in isolation or in context,

artificial or real-world4. Criterion - level of acceptable

performance, standard of mastery, the proficiency level expected


• What is a lesson?– Used to attain specific short-term

objective– Clear beginning and end– followed by evaluation of student’s

learning in relation to objectives


Lesson Components (in the suggested order of planning)

1. Preplanning - how content connects with bigger picture - why students should know this

2. Body - actual instruction, heart of lesson• Explanation, demonstration• Visual Support• Participation• Checking for understanding• Differentiation


4. Extended Practice - provide application opportunities – activities, seatwork, homework – practice individually prior to evaluation

5. Evaluation - has learning occurred? Do I need to build on the lesson or re-teach?

6. Opening - motivate & focus, connect new learning, state objective and purpose

7. Closing - tie material together, review, preview of next topic, reference opening


8. Setup - prepare students beginning of lesson, signal for attention

9. Editing - note management skills needed in lesson, evaluate congruence – make sure students are evaluated on what they were taught and what they practiced


• What is an activity?– Helps students further process, practice

and generalize knowledge and skills– Part of long-term planning– Has clear purpose that helps students

reach goals and objective– Not always used for evaluation but for

informal observation, decision-making


Activity Components1. Preplanning – think through how activity

connects with learning outcome, objective - and big idea

• Select activity that helps progress toward objective, write a description – be creative, think about students’ need and diversity

2. Beginning - prepare students for participating and learning in activity; give an opening


3. Middle - what students do in activity• Provide info verbally and visually• Active participation of all students• Accommodations & options• Set of rules - questions, set of

statements, list of directions, sample of finished product, list of procedures

• Check for understanding


4. Closing - tie it all together, provide opportunity for students to share what they created, observed

5. Editing

Recap of McTighe and Thomas’ “Backward Design for Forward

Action”• Districts and schools can integrate improvement plans via backward planning by “first thinking carefully about the desired results and then working backward to develop meaningful assessments and learning plans”

• “identify desired results, analyze multiple sources of data, and determine appropriate action plans”

• “consider the root causes of present achievement, and then - and only then - implement systemic actions to address root causes, promote enduring learning, and increase test scores

Discussion of Standard 7

• Given all the information we’ve covered, if, hypothetically, you had to answer a question in the near future that asked for your interpretation of INTASC Standard 7, how would you begin to answer that?The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Now Let’s Make a Lesson!

• Or start one, at least…– Think about the content you are teaching– Create a specific objective that students will

learn and be able to defend that objective - i.e. what is the rationale?

– Identify an evaluation that will signal to you that students have - your evidence that they have learned something

– Begin thinking about what your lesson might look like

Wrap-Up

Now I understand why teachers have summer vacation!

standard 7 presentation

Education

recap chapters

evaluation of students

students choices

sure students

price nelson helpful

recap of mctighe

lesson plan

actual lesson