Chapter 6: Planning the Instruction Michael Giorgio June 11, 2008

The Instructional Unit  Standard Unit A series of lessons centered on a topic, theme, major concept or block of subject matter  Integrated Thematic Unit A standard unit that is centered on a central theme and integrates the two throughout each lesson

Building a Unit 1.Select a suitable theme, topic, issue, or problem. 2.Select the goals of the unit and prepare the overview. 1.Become as familiar as possible 2.Consult the curriculum 3.Decide the content and procedure 4.Write the overview 5.Align with goals and standards

Building a Unit 3.Select instructional Objectives 1.Include understandings, skills, attitudes, appreciations, and ideals 2.Be specific 3.Write them in performance terms 4.Be certain that they contribute to the major learning

Building a Unit 4.Detail the Instructional procedures 1.Gather ideas for learning activities and be sure they contribute to the learning 2.Be sure the activities are feasible 3.Be certain the resources are available to support your activities 4.Plan an Introductory Activity 5.Plan a Developmental Activity 6.Plan a Culminating Activity

Building a Unit 5.Plan for preassessment and assessment of student learning. 6.Provide for the materials and tools needed to support the instruction.

Specifics for Thematic Unit  Agree on the nature or source of the unit  Discuss subject-specific standards and goals  Choose a theme and develop a time line  Establish two timelines  Develop the scope and sequence for content and instruction  Share goals and objectives  Field-test the unit  Reflect, assess, and perhaps adjust and revise the unit

Elements in a Lesson Plan  Description of course data  Goals and objectives  Rationale  Procedure  Assignments  Materials and equipment  A section for assessment

Format Duration What’s best? How long?  Identification factors  Statement of rationale  Objectives of the unit  Materials and resources  Lesson plans  Assessment strategies  Differentiated Instruction  No set time  Check curriculum guides  A few days to a few weeks  Be sure you have the time available  Anchor activities

Degrees of Directness Delivery mode of instruction Vs Access mode of instruction Didactic instruction Vs Facilitative teaching Direct instruction Vs Indirect instruction Direct teaching Vs Direct experiencing Expository teaching Vs Discovery learning Teacher-centered instruction Vs Student-centered instruction

Delivery Mode Strengths  Much content can be covered within a short span of time  The teacher is in control of the content and time allotted  Strategies are consistent  Student achievement is predictable and manageable Potential Weaknesses  Little student motivation  Students have little control over the pacing and decisions of their learning  Offers little opportunity for divergent or creative thinking

Access Mode Strengths  Students learn content in more depth  Sources of student motivation are more likely intrinsic  Students have more control over the pacing and decisions of their learning  Students develop a sense of personal self-worth Potential Weakness  Time consuming  Teacher has less control over time, procedures, and content  Student learning is less preictable

Learning Modalities Sensory Portal  Modality preference- the way a student prefers to receive sensory reception  Modality adeptness- the actual was a student learns best  Visual modality  Auditory modality  Kinesthetic modality  Tactile modality

Learning Styles  Imaginative Learner  Perceives information concretely and processes it reflectively  Analytic Learner  Perceives information abstractly and processes it reflectively  Common Sense Learner  Perceives information abstractly and processes it actively  Dynamic Learner  Perceives information concretely and processes it actively

Three-Phase Learning Cycle 1.The Exploratory Hands-On Phase 1.Explore Ideas 2.Experience Assimilation 3.Develop questions and tentative answers 2.The Invention or Concept Development Phase 1.Invent concepts and principles under guidance of teacher 3.The Expansion or Concept Application Phase 1.Apply ideas to situations

The Experience Ladder Verbal Visual Vicarious Simulated Direct