Marjorie Hall Haley, PhD - GMU1 Chapter 3 Planning for the Standards-Based Classroom

Marjorie Hall Haley, PhD - GMU2 Setting the Stage Effective planning requires that the teacher fully understand the learning goals and can predetermine learning foci, lesson sequencing, activities and projects, and appropriate teaching methods and strategies.

Marjorie Hall Haley, PhD - GMU3 Planning & Managing Interactive Instruction Well-planned lessons are critical and should: Connect past experiences with new knowledge Promote active use of language Past experiences New Knowledge

Marjorie Hall Haley, PhD - GMU4 Course and Program Planning Planning generally includes: Central goals and purposes of the course or program Local and state standards Course content Organizing; sequencing; resources Assessment Course & program evaluation; teacher self- assessment; student self-assessment

Marjorie Hall Haley, PhD - GMU5 Course and Program Planning Important terminology in curriculum development: Goal – aim or purpose of instruction Objective (outcome) “ The learner will be able to…..” Framework – state document that describes goals and standards to be met

Marjorie Hall Haley, PhD - GMU6 Program Models Bilingual immersion (90/10 or 50/50)- academic instruction given in L1 and L2 for K-12 Developmental bilingual education – academic instruction half a day in each language K-6 ESL or ESOL- All academic instruction in English ESL content or sheltered instruction – Elementary – self contained for 1-2 yrs., then to mainstream Secondary – teachers with dual certification in ESL/content

Marjorie Hall Haley, PhD - GMU7 Program Models ESL pull out – most implemented, most $, least effective Immersion – content-area classes in L2 Inclusion – ESL teacher and classroom teacher plan and teach together Mainstreaming – ESL teacher determines when student has proficiency to attend all English classes Monitoring – ESL teacher monitors students close to exiting

Marjorie Hall Haley, PhD - GMU8 Program Models Sheltered English- specialized form of immersion Submersion- students attend regular content-area classes with no special L2 instruction Transitional bilingual education – ½ day in L1 & ½ day in L2 changing to all L2 in 2-3 years Two-way bilingual education – language minority and majority students taught together in same class

Marjorie Hall Haley, PhD - GMU9 Program Models Foreign Language Program Models FLES – a sequential, articulate program which teaches the four skills FLEX – emphasizes culture rather than communication; limited in scope and time Immersion(partial/total) – students learn content subjects in target language

Marjorie Hall Haley, PhD - GMU10 The Role of Textbooks & Other Materials in Planning for Content-Based Instruction Visual appeal Organization/Activity sequence Cultural information Activities Diverse learning styles Integration of language forms Allowance for creation of language, knowledge and creation of meaning Freedom from bias Use with CLiDES Ideas for alternative assessments Alignment with local, national standards Authenticity of text Use of technology Textbook Analysis & Selection

Marjorie Hall Haley, PhD - GMU11 The Nature & Role of Culture in Planning Teachers must: Meet national, state and local standards while providing a curriculum that is inclusive of all learners

Marjorie Hall Haley, PhD - GMU12 Unit Planning Assessment Provides achievable and measurable unit objectives based on a standards-based curriculum Is ongoing Can be formal or informal

Marjorie Hall Haley, PhD - GMU13 Unit Planning Planning for Diverse Learner Needs Include a wide array of activities to cover student’s varied learning styles Closely follow IEP’s Be aware that cultural differences may appear as behavior/learning problems

Marjorie Hall Haley, PhD - GMU14 Planning Across Proficiency Levels: Differentiated Instruction Three aspects of differentiating: Content – concepts, principles, skills Process – activities that allow students to learn Products – projects which allow students to demonstrate and extend knowledge Remember – every class and every student is unique!

Marjorie Hall Haley, PhD - GMU15 Daily Lesson Planning Planning Phase Identify: Performance objectives Content of each lesson National, state, and local standards Ask yourself these questions about your students: what do you want them to know? what do you want them to be able to do? what measurements can be used for assessing growth, progress, achievement and performance vs. peers?

Marjorie Hall Haley, PhD - GMU16 Daily Lesson Planning Teaching Phase Setting the Stage – introduce topic; access background information Providing Input – vocab, grammar, content Guided Participation – tasks in pairs, groups Extension – culminating activity Methods/Approaches/Strategy – appropriate to objectives, students Other Activities – follow-up activity, assessment, homework, technology, materials, closure

Marjorie Hall Haley, PhD - GMU17 Daily Lesson Planning Reflection Phase What worked well What did not work well What you will do differently How the plan can be improved One important thing that you learned

Marjorie Hall Haley, PhD - GMU18 Daily Lesson Planning Other Considerations Time – will the lesson work well in the morning as well as the afternoon? Place – seating arrangement, equipment placement, location of print materials, use of bulletin boards Locating other resources – in additional to textbook, add Internet, magazines, newspapers, films, CD-ROMs, videos, student sourced materials

Marjorie Hall Haley, PhD - GMU19 Daily Lesson Planning The Lesson Plan Format Beginning teachers should use templates provided for specificity and detail Experienced teachers can use a shorter version Daily Lesson Planning

Marjorie Hall Haley, PhD - GMU20 Planning & Alternative Scheduling Formats Block Scheduling offers in-depth instruction, extended learning sessions 4 x 4 model (Straight Block, 90/90) Four 90-min. classes/day, 5 days/week for one semester; new classes the following semester Rotating Block Schedule (Flexible Block, A-B Block Schedule, 8-Block Schedule) Four 90-min classes on A days; 4 different 90-min classes on B days

Marjorie Hall Haley, PhD - GMU21 Effective Planning & Teaching Strategies Strategies for Teaching on Block Scheduling Plan a wide variety of activities (student- centered and teacher-centered) Address multiple learning styles and intelligences Work smarter – act as facilitator during cooperative learning, group and pair activities, learning centers Use a pacing guide for long-term planning