Planning and Conducting Instruction Evertson, Chapter 5

Types of Planning Long Range Goals Short Range Goals Year, terms, and units Units, weeks, and days Determined by the State, local or district To teach for understanding, application and appreciation Roadmaps that transform curriculum into activities, assignments and learning experiences

Formats for Instruction Whole Group Formed by entire class To deliver information on new content or skills Cover much info. In little time Everyone hears the same info. Does not meet needs of many students Small teacher-led group Homogeneous Using set criteria To provide activities that meet specific needs Check more Accurately for understanding Engagement In long periods of seatwork

Small Cooperative Groups Teacher-formed heterogeneous groups based on different criteria To reinforce previously taught material and social skills More opportunities for students to Interact with material Sometimes Some students do not benefit Small Non-Competitive Groups Random selection with teacher guidance as needed heterogeneous grouping Experience a process or produce a Product with no grades Social skills fostered Difficult to check for unders- tanding during activity

Student Pairs Teacher or student selected based on reciprocal learning needs Enhance collaborative learning by reciprocal learning process Involve both students Fosters social skills and Reciprocal learning One student may do all the working Individualized Instruction One student To meet individual student needs IEPs, absent work enrichment and remediation Teacher student ratio a plus remedial and enrichment help easily given Time Consuming at the expense of others Centers and Stations Teacher created For all students Enrichment remediation Application and Rehearsal of new skills Difficult to Manage and monitor

Feedback During Discussion Why use it… Encourage students to evaluate events, topics or results Help students clarify the bases of opinions to become aware of others’ opinions Help them improve oral expression How to use it…teacher skills Why use it… Encourage students to evaluate events, topics or results Help students clarify the bases of opinions to become aware of others’ opinions Help them improve oral expression How to use it…teacher skills Friendliness (not a threatening environment) Conflict resolution Encouraging expression of diverse opinion Include less verbal or more reticent students to participate Give students opportunities to paraphrase, clarify and elaborate Keep discussion moving and on target Ultimate goal giving the student the opportunity to lead the discussion And remember plan the questions in advance!

Feedback During Recitation & Checking Recitation  question and answer sequence in which the teacher asks questions, usually of factual nature and accepts, guides or correct students How to use it…teacher skills * Check for understanding * Distribute the questions among all students * Develop a way to systematically on which students get a turn  use checklist or stack cards and as students answer, put the card away * Choral responses should be used at the beginning of concept development * And allow the students enough answer tim Checking  students check their own work How to use it…teacher skills * Careful monitoring, explain, model and practice the procedures

Common Series of Activities # 1 1.Checking or recitation (previous day lesson) 2.New content skills are taught tied to prior knowledge 3.Class work – related to new concept 4. Practice new concept (independent work, group work, discussion) 5. Preview homework Alternative Set of Activities #2 – when concept is complicated 1.Checking or recitation 2.Content development (part 1) 3.Classroom or independent work 4.Checking 5.Continue content development 6.Class work (usually brief) 7.Independent work or group work 8.Preview homework Planning for Clear Instruction 1. Review the lesson in teacher’s workbook 2. Pay attention to suggestions 3. Study exercises, questions and problems 4. Note examples and demonstrations 5. Stress the utility and interest of lesson 6. Be enthusiastic

Presenting New Content Students must understand where the lesson is going—give objectives or advance organizers (outline of the chapter) Provide handout with content with “fill the blanks” for students to be motivated to follow the instruction—to be reviewed with the class afterwards Avoid digressions or interruptions Display important terms and relationships in the overhead Presentations = focused Use examples, illustration and multimedia!

Checking for Understanding Ask Group Recitation Display R or W answers Other games Technology in the Classroom Procedures for using the computers (i.e. schedules) CD ROMs and Internet for research (parental permissions?) Rules if using the internet Preview the assigned sites Monitor the students frequently

Kounin’s Whole Group Instruction Preventing Misbehavior Withiness Overlapping Let students know that you are aware of what is happening by identifying and correcting misbehavior Attending to 2 or More events at the same time The teacher makes eye contact with any student who is about to misbehave The teacher is explaining while a student wants water…. Issue Skills DefinitionsExamples

Managing Movement Momentum Smoothness Keeping lessons moving briskly; planning carefully to prevent slowdowns Staying on track with the lesson Avoiding digressions The teacher realizes that she is taking too much time on a single concept Or the teacher decides to go more in depth in one concept The teachers avoid comments that tend to draw attention to irrelevant characteristics

Maintaining Group Focus Group Alerting Encouraging Accountability High Participation Formats Engage the attention of the whole class while individuals are responding Communicating to students that their participation will be observed Using lessons that define behavior of students E/student has a number that was given to him at random. The teacher draws numbers and uses them to call on students At the end of lecture and discussion e/student is asked to explain another what they have learned While students are working on the board the other students are working on the same problems in their desks

Common Problems in Conducting Instruction 1.Transitions  interval between two activities Students talk loudly at the beginning of the day  establish routines and expectations Students talk after assignment has been given  post the assignment and prompt them to get started Students go to supplemental instruction loudly while others are still working  have a designated signal to let the students know that they have to leave, acknowledge appropriate behavior, leave instructions in the folder During the last afternoon activity students quit work before the end  establish routine such as “let me have your papers and we will continue tomorrow” Unable to make the transition from one activity to the other  give students a few minutes notice, describe the materials needed for the other transition and monitor them The teacher delays the activities to look for materials, finish attendance reporting, pass or collect papers  have materials organized ahead of time

2.Clarity Communicating information in a clear and comprehensive manner Must organize information in coherent sequence Give examples Be concrete Ask questions of students to assess their comprehension Practice! To do this you must have your goals tasked analyzed into objectives Moving from simpler to more complex ideas