1. The planning based on the new curriculum

2. Outcomes:
The impact of the competence-based subject curriculum on planning of teaching and learning and applying a new way of planning based on learning units.
Identify the different stages of planning.
Discuss the components of the standard-based Annual Plan
Plan and design the learning units.
Plan a lesson based on a vision of the learning unit
Discuss the difficulties teachers face in designing lesson plans and the suggested solutions

3. Issues Why do teachers need planning?
Are there steps for planning? If so, what are they?
Which are the points of reference in planning? Are there any that are not in the curriculum document?
How can teachers create planning documents?

4. Planning a journey for our students
Questions for planning
a common journey/ a trip
Answers
for the didactic journey
What is the purpose of the journey? (to relax, to visit relatives, to enrich my culture etc.)
What can we do? (sleeping, trips, reading, visiting museums, what places should I visit etc.)
With whom/with what, when? (who are my companions, what do I need to take with me, how much money and time do I have?)
How should I do? (in what order, what strategy)
How much I achieved from my initial goal?
Goal: developing competences
Undertake activities to gain knowledge, skills attitudes, values (dealing with subject-related content and procedures)
Resources (students, materials, time, place)
Appropriate didactic strategies, methods of teaching, learning, assessing
Assessing whether standards are being met (How much the students acquired?)

5. Planning means vision Competences Aims Resources Standards finalităţiLL
Assessment
Learning content
Students’ prior experiences

6. Task
What are the stages of planning?
(Group discussion)

7. Rearrange the stages of planning
Designing the learning units
Annual Planning
Self-appraisal
Consulting the curriculum
Designing the lesson structures

8. The stages of planning 1. Consulting the curriculum 2. Annual Planning
3. Designing the learning units
4.Designing the lesson structures
5. Self-appraisal

9. The annual planning A macro level planning estimate
What are the purposes?
Developing the competences specified in the curriculum
What are
the means ?
Learning content (concepts, skills, experiences and values)
For how long?
Time for the whole year, for each semester and for a learning unit
Points of reference fpr the learni: the curriculum, the structure of the school year
A macro level planning estimate
Provides a possible structure for the year long journey, aligns with the curriculum purpose, establishes a possible itinerary, allocates time for all learning units.

10. Points of reference for the annual planning
the curriculum
the structure of the school year calendar
the textbook or workbook
other instructional materials
(teacher guide, internet, etc.)

11. The meaning of annual planning
We make sure we cover all the SC’s and learning content for a school year.
We take into consideration the time assigned to the subject for a certain grade.
We determine a coherent perspective on the journey proposed for students.
We may use the textbook as a resource rather than a unique point of reference for the plan and in teaching and learning.

12. Possible headings in an annual plan
Grade …………..
Learning unit title
Curriculum Standards
Learning content
Number of hours
Weeks
Possible sequence of learning units (derived from the curriculum)
1.1… 2… 3… ……
Specifies concepts, strategies, procedures selected for this learning area and for acquiring the specific competences
Overall per LU
1-10

13. The learning unit
An open and flexible learning structure, focusing on the management of the teaching and learning:
Leads to developing specific learning behavior and values outcomes with students
Has a common topic (and, in some cases, combines learning content from different domains of the subject or other subjects)
Progresses meaningfully and with continuity over a period of time
Includes formative assessment and ends with a summative test

14. Learning unit vs.(textbook) chapter
Focuses on one single topic/learning content
Offers mainly information, and ignores the learning activities that can help students to explore and understand the topic
Favors the textbook, the content and the teacher’s authority
Focuses on developing competences by dealing with learning content specific for a certain area of learning
Besides information, skills, values, offers a method to explore and understand the topic
Is student-centered and emphasizes processes of learning

15. Planning the learning units
With
what?
Why?
What?
How?
How much?
Set formative/ summative assessment
Focus specific
competences/meet standards
Select learning content
Undertake
learning activities
Analyze resources

16. How to plan the learning units
Determine the specific competence(s) to be acquired
Identify the adequate learning activities.
Select learning activities that are adequate to the needs of the group and having in view the SC
Suggest formative/summative assessment strategies (select those that fit the group’s progress) having in view the CS (curriculum standards) as the intended target.

17. A possible format for planning the learning units
Grade
Title of the LU ……………………..
Curr.
Standards
Learning content
Learning
activities
Resources
Classroom
assessment
Details
Activities that can involve students in developing the competences and reaching the curriculum standards
Time
Grouping
Materials
Assessment activities and instruments

18. Planning a lesson based on a vision of a the learning unit
Detail one sequence from the learning unit, and answer the following questions:
What information do I have from the LU?
What student experiences will I develop?
What student experiences are expected?
Important learning activities
The learning evidence students are expected to produce
Type of activity (individual, group etc.)

19. Planning a lesson based on a vision of a the learning unit
Detail one sequence from the learning unit, and answer the following questions:
Should I add something to the corresponding sequence in the planned LU?
How will I begin and end the lesson in order to (a) ensure a coherent link with previous and next lessons in the LU and
(b) to motivate the students for learning?

20. Planning a lesson based on the learning unit vision
How can I begin the lesson? (links with what students already know about the topic, arouse their interest for the topic)
Can I do all the learning activities planned for this sequence be included? What do I select? What do I add?
Can I use all the assessment instruments mentioned in the planning? What do I select? What do I add?
How can I end the lesson in order to make the learning meaningful for my students? (reflection on how they explored the topic and on how they can use the new acquisitions in different contexts)

21. Sample Lesson Plans

22. Common Mistakes & Difficulties in Using the New Lesson Plan:
Competences & Activities
Critical Thinking
Extension

23. Summing up, planning means:
VISION (what is the purpose of the journey)
PERSONALIZATION (adjusting to your schools’ mission and to your class profile)
FOLLOWING SOME STEPS (from a global view to developing a strategic and then a tactical plan)
DOCUMENTATION (reading the curriculum and other materials that help you in planning)
REFLECTION (how the planning worked)