1. PLANNING FOR THE PRACTICUM

2. Reflective Practitioner Model PLAN ACT Knowledge Diversity Professionalism Pedagogy REFLECT FSEHD Conceptual Framework

3. What is PLANNING? Planning is making decisions and... Selecting content Setting objectives Studying learners needs and backgrounds Designing strategies and activities Planning occurs... Before instruction - before interacting with learners During instruction - on the spot while you are teaching - to make adjustments After instruction - while reflecting on your teaching

4. Presenting Questioning Assisting Providing for practice Making transitions Managing and disciplining Providing feedback During Instruction Three Phases of Planning

5. After Instruction Checking for understanding Providing feedback Praising and criticizing Testing Grading Reporting Reflecting on teaching Three Phases of Planning

6. Benefits of Planning Enhances student motivation Helps to focus student learning Decreases classroom management problems

7. Limitations of Planning Limits self-initiated learning on part of students Makes teachers insensitive to students’ ideas.

8. Five Levels of Planning Arends, 2007

9. Planning for Academic Time How much time is there? (Arends, 2007) 1hr. 40 min per day 6 hrs. per day 3.5 hrs. per day

10. Experienced and novice teachers plan differently. Novice teachers need more detailed plans. Experienced teachers plans are hidden from public view. Experienced teachers are more concerned about structures, verbal instructions and responding more to student interests.

11. Before Instruction Steps to Teacher Planning Step 1 Choose Curriculum Content and Skills –Performance Standards (RI Grade Span Expectations)RI Grade Span Expectations –District Curriculum Framework –Washington Oak School’s Core Science Curriculum (Science Kits) Step 2 Tools for Choosing Content and Skills –Curriculum Mapping - across grade levels –Establish Priorities –Declarative Knowledge: Conceptual Mapping –Procedural Knowledge: Task Analysis Step 3 Select Goals and Objectives. Step 4 Create Unit and Lesson Plans.

12. Prioritizing What to Teach (See Arends, Figure 3.8)

13. Unit Planning (Storyline) Big Ideas (Enduring Knowledge) Small Ideas (Conceptual Knowledge) Smaller Ideas (Factual Knowledge)

14. Before Instruction Step 1 Identify Topic, Time, Approach, Motivation –Science Kit –Time (8 hours) –Approach (hands on, multi-sensory; pictorial, symbolic) –Motivation (high interest, hands on, activity based) Step 2 Choose Content and Skills. (See Science Kit) –Declarative Knowledge: See Science Kit UNIT Overview –Procedural Knowledge: See Science Kit UNIT Overview Step 3 Align with Performance Standards. (See Storyline) –RI Grade Span ExpectationsRI Grade Span Expectations Step 4 Create Unit Plan and Instructional Procedures.

15. Choosing Content and Skills Types of Knowledge Declarative Knowledge –Science Factual Knowledge knowing smaller ideas –Science Conceptual Knowledge knowing interrelationship of ideas Procedural Knowledge –Knowing science process skills, how to do something Metacognitive Knowledge –knowing one’s own cognitive processes

17. Unit Planning Cover chunks of instruction that can span several days or weeks. A “road map” Typically, includes: –Goals –Content and Skills to be Learned –Assessments –Phases of the Unit - Time Table –Assignments

18. Lesson Planning Defined as instruction that lasts about 1-2 hours. More specific details of the “road map” Typically, includes: –Objectives –Assessment –Instructional Sequence

19. Instructional Objectives Definition Statements that describe the student changes that should result from instruction A component of unit and lesson plans Also known as Goals, Learning Objective, Learning Outcomes

20. Types of Instructional Objectives The Mager Format –Behaviorist Bloom’s Taxonomy Gronlund Approach –General LEASTSpecific MOSTSpecific

21. Instructional Objectives Dimensions of Bloom’s Taxonomy – Knowledge – Cognitive Process – Affective – Psychomotor

22. Instructional Objectives Using Bloom’s Taxonomy Objective (Declarative Knowledge) The students will learn to [verb for cognitive process] [noun for factual and conceptual knowledge]... Objective 1: Is able to remember… Objective 2: Is able to classify… Objective 3: Is able to compare… Objective (Procedural Knowledge) The students will be able to [verb for cognitive process] [noun for procedural knowledge] …

23. Instructional Objectives Example of Using Bloom’s Taxonomy Objective (Declarative Knowledge) The student will understand that squids are living things with identifiable structures and characteristics that allow for survival. Sub Objective 1: Is able to remember several structures of the squid that help the squid to survive. Sub Objective 2: Is able to classify a squid as an animal, invertebrate, and cephalopod. Sub Objective 3: Is able to compare a squid with an nautilus and cuttlefish.

24. Instructional Objectives Example of Using Bloom’s Taxonomy Objective (Procedural Knowledge) The student will be able to use a hand lens. Sub Objective 1: Is able to focus Sub Objective 2: Is able to remember the parts of a hand lens Sub Objective 3: Is able to care for hand lens.

25. Practicum First Meeting with Students: Pre-Assessment Plan a method to pre-assess student learning -Interview -Concept Mapping - Concept Cartoon - Annotated Drawing

26. Practicum Six Science Kit Classes -Download and use Science Kit Planning file as a “template” Go to WebCT Practicum for file. -Be flexible. Revise schedule/plan as you are teaching. -Here is an IDEAL Schedule (just a guide) Class 1 Start 1st Note-booking Cycle (NC). Class 2 Complete NC Class 3 Start 2nd Note-booking cycle. Class 4 Complete NC Class 5 Start 2nd Note-booking cycle Class 6 Complete NC

27. Practicum Last Meeting: Summative-Assessment -The last day of practicum is the Summative Assessment. -After the assessment, score the student responses using a rubric. Write feedback to students. -Reflect on the results.

28. Sequence of Scientist Note-Booking (Two Day Cycle) set up notebook entry set induction - engaging scenario focus question prediction planning data/observations claims-evidence making meaning conference content blast conclusions next steps/new questions CLASS 1 CLASS 2

29. Practicum Other requirements: See due dates in syllabus. TEAM CONFERENCE WITH DR. KNISELEY During Practicum INDIVIDUAL REFLECTIONS Post 2 “reflections” in assigned Discussion Area and mail to clinical instructor. See due dates in syllabus. FEEDBACK TO STUDENTS IN NOTEBOOKS - Provide feedback 2 times to students in scientist’s notebooks to improve learning. Use post-its. SCIENCE REPORT CARDS Complete science report cards on 4 assigned students. Rate students and write comments- strengths and goals for future learning