Effective Instructional Strategies From Theory to Practice Chapter 2 Planning and Organizing for Teaching

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 materials Effective 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 Effective Instructional Strategies, Second Edition Chapter 2 - Planning and Organizing for Teaching Pg. 37

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) Effective Instructional Strategies, Second Edition 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