EDUC 4454 – Class 5 P/J Methods Methods Principle: Planning Bell Work As a group, discuss why it is important to create lessons using the backwards design/design down planning approach?

Planning Long Range Plans Outlines the year – gives you and anyone else an overview When are you going to teach what unit / overall concept Helps with integration / double dipping Usually requested by principal by the end of September Lesson Plans What you are going to teach for a specific subject in a specific time period Goes into a Daybook Short Term Plans A unit – a group of lesson plans all focused on a particular subject area or concept – i.e., grade 4 Social Studies: Medieval Times; grade eight Language: a novel study on ‘The Gifted’ / Big Ideas or concepts such as ‘Freedom’, ‘Diversity’…. Day at a Glance When you plan to teach each subject in one day Usually put on board and can be seen in a Daybook Prof. J. Pitt

Relationship between Plans What will happen during the: Period Day Week Study of a Topic/Concept Year Lesson plans are put in Unit Plans The Long Range Plan lists the main topic of each Short Term Plan (Unit). Prof. J. Pitt

Long and Short Term Planning © Methods, Nipissing University Curriculum Methods Long and Short Term Planning © Methods, Nipissing University

Humour

Overview of Long Range Planning “If you fail to plan, you plan to fail!”

Overview of Long Term Planning Serves as a curriculum road map Enables teacher to: See the year as a whole Focus on overall expectations for the year Organize the curriculum for balance Integrate across subjects Allow for use of and sharing of resources Consult other teaching partner(s)

Overview of Short Term Planning Short Term Planning: (Unit) Like the stops (itinerary) along the curriculum journey (month…weeks) Enables teacher to: Design the delivery of the program content Incorporate student interests Help students see connections Promote the development of autonomy through choice A series of lessons/activities to help students understand big ideas or key concepts

WHERE DO I START? Start with the end in mind; design around the task you will have students do to demonstrate their learning; this is often called the CULMINATING TASK Letting students know what the culminating task will be at the outset of the unit can help sustain focus ( age appropriately)

BACKWARD DESIGN COMPONENTS IDENTIFY: * overall expectations * specific expectations * assessment strategies (ongoing and culminating) * resources * timeline * general notes about strategies ( specifics will be identified as you develop each unit)

CULMINATING TASKS SHOULD… Address what students should know and be able to do as a reflection of the OVERALL EXPECTATIONS. Designed to allow assessment of the 4 areas identified in the achievement charts (i.e., understanding concepts, inquiry and design skills, communication of knowledge, relating new learning to the outside world). Integrate learning from other subject areas to the greatest extent possible.

Some Models of Long Range Planning Formats See: Class5Handout_LongRange_Planning model suggested by OCUP LONG RANGE PLANNING SHEET Term/Semester Month by month Subject Instructional Strategy Resources

Source: Creating a Dynamic Classroom, page 49 and 50 (elementary) LONG RANGE PLANNING SHEET Subject - e.g. Math Strand - e.g. Number Sense, Geometry, Measurement. Fall Winter Spring

LONG RANGE PLANNING USING BACKWARD DESIGN GRADE, UNIT(S), TIMELINE OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS ASSESSMENT STRATEGIES RESOURCES STRATEGIES/ NOTES Others as developed by boards, schools, divisions

Considerations for Planning block your planning according to terms(elementary) or semesters(secondary) and consider themes (units) within terms look at the timing of your themes, topics, issues or units of study, i.e. plant growth during the spring Be aware of Christmas / Winter concerts, sports events, assemblies, division/school-wide special events & initiatives & other potential interruptions which are known in advance and could be incorporated Be aware of timetabled classes (i.e., French in the elementary schools) address which expectations can be naturally integrated into a theme, topic, issue or unit of study from several subjects

Considerations Continued… EQAO results might dictate how much time to commit to certain strands and/or topics Each school board may have specific goals that must be attained system wide so more time may have to be spent on some of these expectations availability of resources and materials impact on the depth and scope of planning Team teaching, Buddies, Trading classes with peers (i.e., “I’ll teach your music and you will teach my gym.)

Creating Long Range Plans the amount of time that needs to be spent in each subject area in the elementary school is often dependant on the board - individual boards will usually have a policy which outlines how much time to spend in each area be familiar with the expectations, content and students’ abilities be familiar with Ministry, board and school, division and team goals know what interruptions will occur during the school year, i.e. EQAO testing, PD days, field trips planned by others find out if there is a standardized format for creating long range plans for your board or school if you are teaching a split grade, make decisions on how you will meet the expectations for two grade levels, separate into two distinct grades, combine expectations for both grades or a mixture of both

Effective Long Range Planning Should ensure that all expectations are covered by the end of the year Should integrate expectations across the curriculum when appropriate Should assist educators when explaining programs to parents/guardians Should be revised as necessary to accommodate students, resources etc Should include a variety of teaching/learning and assessment strategies Should be used in team or division or family of schools meetings to facilitate: *sharing of resources * eliminating duplication * keeping track of instruction to students in split-grade classes

Reflective Practice Discussion Strategy – “Think-Pair-Share” Shulman (1992) suggests that teachers’ content knowledge is a key factor in helping them to plan lessons and units. CT & M p.# 155 Think about your own experience. In what subject areas do you feel most comfortable as a teacher? Why? In what subject areas do you feel least comfortable? How would you address this to assist you with your planning? Discussion Strategy – “Think-Pair-Share”

Cooperative Learning Strategies Curriculum Methods Cooperative Learning Strategies

How co-operative learning differs from group work P – positive interdependence I – individual accountability E – equal participation S – simultaneous interaction p=3.14

Roles: These can vary and can be called by different names. There are as many roles as you need. Students need to be taught how their responsibility is enacted during cooperative learning. Attention Monitor, Recorder, Materials Manager, Spokesperson Leader Question Poser Secretary Motivator Presenter Runner Sharer / First Talker Demonstrator Affirmer Reader

Case Study CT & M – p. # 157 “Oops. What Happens Now?” At your table assign the following roles: Attention monitor, materials manager, spokesperson, recorder. (You can have more than one of each role if required). Scan the questions at the end of the case study on page 157. Read the case study. At your table answer the questions and be prepared to have your spokesperson share during the group discussion. *Attention Monitor Management Strategy 

Assigned Readings: CT & M: pp. 139-155 pp. 214-219 Class5Handout_LongRange_Planning Class5_Handout_Cooperative Learning Strategy and Structures Summary