EDUC 4454 P/J Methods – Class 3 Methods Principle: Planning Bell Work – At Your Table Discuss Why do you plan the assessment and application first after deciding on the expectation? Prof. J. Pitt

(Wiggins and (Wiggins and McTighe, 1998) Enduring Understanding / Expectations Teaching Lesson Planning Assessment Application What I need to teach & how I can teach it What they need to know before I can begin The Lesson Consolidation Application Task Assess Reflect Design Down / Backwards Design Prepping Planning a Lesson Second planning step: what students do at the end and how I will assess it Next step: The content and the strategies, then consolidation (links lesson to application) Next Step: Preassessment – the Prepping Dr. J. Barnett General Mode of Instruction

“ BIG Ideas ” Big ideas “go beyond discrete facts or skills to focus on larger concepts, principles, or processes.” - Grant Wiggins and Jay McTighe, Understanding by Design (1998), p. 10 “Big ideas” are the broad, important understandings that students should retain long after they have forgotten many of the details of something that they have studied. In this (curriculum) document, big ideas describe aspects of the fundamental concepts that are addressed at each grade level. Source: Curriculum Expectations – Sci & Tech (2007) p. # 6

What is curriculum? Expectations for each grade Knowledge/Skills that students are expected to acquire, demonstrate, and apply on tests and other achievement activities. 2 sets of curriculum expectations are listed for each grade in each strand (or broad area of the curriculum): Overall Expectations Specific Expectations Source: Curriculum Expectations – Science & Technology (2007) p. #10

Overall & Specific Expectations The overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each grade. There are three overall expectations for each strand in each grade in science and technology. The specific expectations describe the expected knowledge and skills in greater detail. The specific expectations are organized under numbered headings, each of which indicates the overall expectation to which the group of specific expectations corresponds. Taken together, the overall expectations and specific expectations represent the mandated curriculum. Source: Curriculum Expectations – Science & Technology (2007) p. #10

Organization of Expectations The organization of expectations into groups is not meant to imply that the expectations in any one group are achieved independently of the expectations in the other groups. The subheadings are used merely to help teachers focus on particular aspects of knowledge and skills as they develop and present various lessons and learning activities for their students. Many of the specific expectations are accompanied by examples, given in parentheses, as well as “sample issues”, “sample guiding questions”, “sample problems”, and “sample prompts”. (Prompts consist variously of questions and ideas, and are designed to stimulate student thinking, e.g. in the primary grades)

Expectations – Examples/Samples The examples and the sample issues, questions, problems, and prompts help to clarify the requirements specified in the expectations, and suggest the intended depth and level of complexity of the expectations. They have been developed to model appropriate practice for the grade and are meant to serve as illustrations for teachers. Teachers can choose to use the examples and samples that are appropriate for their classrooms, or they may develop their own approaches that reflect a similar level of complexity. Source: Curriculum Expectations – Science & Technology (2007) p. #10

How To Plan Using The Direct Instruction Planning Format (DIPF) Prof. J. Pitt

Direct Instruction Planning Format For Lesson Plans Subject/Course: Language Arts (English)Name: Prof. J. Pitt Grade Level: 6Date: September 19, 2007 Topic: Elements of a Story – Plot GraphTime: 12:30 – 1:15 (45 min) 1.Expectations and Learning Skills The students will: a)Expectations: 1) from the curriculum documents …. - Grade 6: (English Language – Reading Reasoning and Critical Thinking) - Expectation 6e30 – identify the elements of a story and explain how they relate to each other; 2) Now make it specific to your lesson (Essential Understanding) - Today, students will: 6e30: Identify plot as an element of a story and explain how beginning, middle, climax and end relate to each other within this element 1 Include the essential understanding! Be careful – the more you put here, the more you MUST assess – aim for one or two refined expectations only Prof. J. Pitt

1.Strategies (continued) a)Consolidation /Recapitulation Questions (Check for understanding /scaffolded practice) a)Application (Moving from guided, scaffolded practice to increasingly independent practice and understanding /gradual release of responsibility) b)Lesson Conclusion 1.Assessment (collection) / Evaluation (interpretation of data) Using, Practicing or Applying what they have learned How you are going to mark / assess what they did in the application in terms of how it demonstrated the refined expectation? Turn the page over and go to the Application Section What are you going to have the students do at the end? How will you assess it? 2 Prof. J. Pitt

1.Content1.Strategies a)Introduction(motivational steps/hook/ activation of students’ prior knowledge) a)Content for New Learning a) Teaching /Learning Strategies for New Learning WHATHOW introduced to the topic – Hook! What they will learn Introduction Details! Present picture book cover to the class Ask the students: 1.“Looking at the cover, what might the story be about?” 2. “When might have the story occurred?” 3. “How do you know this?” Details! How! Be specific!!! STEP by STEP teaching Prediction: title Cover illustration Back to the content section This is where the actual lesson goes 3 THE ACTUAL LESSON Prof. J. Pitt

1.Strategies (continued) a)Consolidation /Recapitulation Questions (check for understanding/scaffolded practice): a)Application (moving from scaffolded practice to increasingly independent practice and understanding / gradual release of responsibility).: 1.Assessment (collection of data) Evaluation (interpretation of data) REVIEW! One of the last things you plan but in the lesson occurs before you send the kids to task. 4 2 Have students copy down the plot graph with the details from the board in their Language Arts notebooks. e.g., Climax Middle Beginning End Conference at their desk while copying – can the students identify the plot and explain the climax – can they explain how beginning, middle, climax, and end relate to each other – make anecdotal note on individual student’s level of understanding; make anecdotal notes in reflections on next steps 6e30: Identify plot as an element of a story and explain how beginning, middle, climax and end relate to each other within this element Prof J. Pitt

1.Strategies (continued) a)Consolidation /Recapitulation Questions (check for understanding/scaffolded practice): a)Application / Reaction: 1.Assessment (collection of data) Evaluation (interpretation of data) Ask the students the following questions: “What is the climax in the movie ‘The Matrix’?” “What is the climax in ‘Cinderella’?” 4 2 Have students copy down the plot graph with the details from the board in their Language Arts notebooks. e.g., Climax Middle Beginning*Don’t Forget The Lesson End Conclusion! Conference at their desk while copying – can the students identify the plot and explain the climax – can they explain how beginning, middle, climax, and end relate to each other – make anecdotal note on individual student’s level of understanding; make anecdotal notes in reflections on next steps 6e30: Identify plot as an element of a story and explain how beginning, middle, climax and end relate to each other within this element Prof. J. Pitt

1.Preassessment a)Students and Differentiation: a)Learning Environment: a)Resources/Materials: Look at the students and the environment What do the students need to know before you can teach them the lesson? (For students with exceptionalities, initials for student(s) and specific strategy – must be included) How do the students sit? How is the room set up? Adjustments? Everything I need in order to do the lesson (or a supply teacher would need to gather prior to doing the lesson) This can also be on-going. When you think of something as you plan, add it in. Don’t forget details -- it is better to have too much then too little Turn the page over again to the beginning 5 Prof. J. Pitt

1.Preassessment a)Students and Differentiation: a)Learning Environment: a)Resources/Materials: Look at the students and the environment - Pre-Assess Already know the concepts of setting, main character, climax and plot; Are able to predict, sequence, organize Fred and Barney should not be sitting together due to socialization difficulties; Pebbles needs to sit at the front left side of the room due to a hearing impairment (her right ear needs to face the teacher). The Educational Assistant, Mary, will work with Pebbles with comprehension. Students sit in tables of six. Make sure they can all see the board… For lesson: Picture book – Tikki Tikki Tembo – retold by Arlene Mosel ISBN: (on desk) White Board or Chalk Board Markers or chalk (in centre drawer of teacher’s desk) For Application: Student Language Arts books – one per student (in their desks) Pencil, eraser, ruler – one per student (in their desks – if student does not have, extras located in top right hand drawer of teacher’s desk – must be signed out (sheet in same drawer) and returned. Turn the page over again to the beginning 5 Already know the concepts of setting, main character, climax and plot; Are able to predict, sequence, organize FF. and BR. should not be sitting together due to socialization difficulties; PF. needs to sit at the front left side of the room due to a hearing impairment (her right ear needs to face the teacher). The Educational Assistant, Ms. Mary Helpful, will work with PF. on comprehension. Prof. J. Pitt

1.Reflections a)Evidence of Student Learning Related to the Lesson Expectations a)Evidence of the Effectiveness of the Teacher Candidate a)Next Steps for A) Student Learning and B) Effectiveness of the Teacher Candidate Go to the PT Handbook. Does the lesson fit the guidelines stated? Fill out the reflection based on the lesson presented and the questions on these pages. Clear Statement including indicators describing to which the expectations (at the beginning of the lesson) were achieved; Reflect on the learning expectations –Is there a better expectation you could have chosen? Was the assessment reliable and valid? Reflect on the quality of your delivery of the lesson. Think about communication, your planning, the implementation of the plan, organization, did you motivate, your teaching/learning strategies, questioning, etc….How effective was this lesson? How effective were the individual parts of the lesson? What needs to be done next in the following lesson? Reflect on pro-active classroom management strategies you could use next time What do you need to remember for the next time you do this specific lesson (i.e., next year)? After the lesson is over Prof J. Pitt

Remember: You plan the assessment and application first after deciding on the expectation.

Lesson Plan Activity: Please obtain a curriculum document - alternatively you can access the Ontario curriculum online: Dr. J. Barnett

Creating a lesson using the DIPF 1.Open a blank template of the DIPF 2.Using the curriculum document you were to bring, pick an expectation which you could use to create a simple, teacher-directed lesson (students are practicing or applying at the end of the lesson) - Attempt to create a simple, teacher-directed lesson using the DIPF (Remember the order you plan in! Design Down!) 3.I will circulate and help out as needed 4.You may choose to work in groups – Max 4 people You will not have enough time to complete this lesson because this is your first try and it is not yet natural to you – Remember: be nice to yourself!

Next class bring a hard copy of your completed draft Assignment #2 This is Lesson Plan #1 using the DIPF Assigned Readings: Course Text: pp in Chapter 8: “The Curriculum: Organizing Pieces of the Puzzle”