1. Curriculum & Instructional Strategies Sessions 1 The principle goal of education is to create men [and women added by Radloff ] who are capable of doing new things, not simply of repeating what other generations have done -- men [and women added by Radloff ] who are creative, inventive and discoverers. Jean Piaget Write your reflections in your Idea Cookbook, and we’ll discuss it when everyone is finished.

2. Beginning Class Items AnnouncementsAnnouncements Book shareBook share Article shareArticle share General thoughts or commentsGeneral thoughts or comments Anyone change any personal information?Anyone change any personal information? Anyone have a job to report?Anyone have a job to report?

3. Before students in a chemistry class begin an experiment, their teacher routinely asks them to write a few sentences explaining the objective of the experiment and how the procedures will help achieve the objective. Which of the following is the greatest benefit of this teaching strategy? ------------------------------------------------------------------- A.It increases the likelihood that most or all of the experiments will yield the desired results B.It promotes students’ development quickly and efficiently C.It facilitates students’ development of a conceptual framework to guide their work D.It helps ensure that all students start the activity with an equal chance of success

4. Before students in a chemistry class begin an experiment, their teacher routinely asks them to write a few sentences explaining the objective of the experiment and how the procedures will help achieve the objective. Which of the following is the greatest benefit of this teaching strategy? ------------------------------------------------------------------- A.It increases the likelihood that most or all of the experiments will yield the desired results B.It promotes students’ development quickly and efficiently C.It facilitates students’ development of a conceptual framework to guide their work D.It helps ensure that all students start the activity with an equal chance of success

5. When teachers create unit tests, it is most important to ensure that the tests: ------------------------------------------------------------------- A. address previously defined learning goals and are closely aligned with what students have been taught B. include questions that are written at various levels of difficulty and in a range of assessment formats C. offer students opportunities to respond to both fact-based and opinion-based questions D. are designed in ways that will yield a substantial range of variation in student scores

6. When teachers create unit tests, it is most important to ensure that the tests: ------------------------------------------------------------------- A. address previously defined learning goals and are closely aligned with what students have been taught B. include questions that are written at various levels of difficulty and in a range of assessment formats C. offer students opportunities to respond to both fact-based and opinion-based questions D. are designed in ways that will yield a substantial range of variation in student scores

7. Write down the following: 1.What is your most positive memory of a teacher? 2.What is your most negative memory of a teacher? After…let’s discuss how these might impact you as a classroom teacher. Curriculum & Instructional Strategies Sessions 1

8. Multiple Intelligences (pp. 1-10) Kronowitz (pp. 292-296) Watch It! “Multiple Intelligences” (p. 293) Curriculum & Instructional Strategies Sessions 1

9. Differentiated Instruction Kronowitz (p. 296) These goes along with The Essential Nine (Marzano, 2001) Curriculum & Instructional Strategies Sessions 1

10. How might everything we’ve discussed thus far impact how you go about planning instruction? Curriculum & Instructional Strategies Sessions 1

11. “Student Teacher Talks…” (p. 207) Discussion Curriculum & Instructional Strategies Sessions 1

12. Backward Design If you were to plan any of the following, how might you go about it? a.Wedding b.Party c.Professional goals d.Vacation Curriculum & Instructional Strategies Sessions 1

13. “Backward Design” (pp. 17-28) Three groups Group #1 – What is Backward Design? (p. 17) Group #2 – The Backward Design Process (p. 18) Group #3 – Application of Backward Design (p. 25) Formulate three questions for further discussion Overall Session 11 Curriculum & Instructional Strategies Session 1

14. Instructional Planning Grid (binder, p. 16) Discussion Madeline Hunter’s Lesson Cycle Discussion Lesson Presentation (Sign up Sheet) Preparation and Discussion Curriculum & Instructional Strategies Sessions 1

15. This is the IPG that you use for the mini teach

16. This is the IPG that you use for the observation

17. Located in the front of your binder Checklist for Lesson Planning Instructional Planning Grid (IPG) Helpful guidelines for completing IPG Rubric for the mini lesson A MSWord copy of the IPG that you can use is on the website. Feel free to download and use it. Curriculum & Instructional Strategies Sessions 1

18. Discuss Differences between the IPG used for your observations and the IPG used for the mini lesson Curriculum & Instructional Strategies Sessions 1

19. Madeline Hunter’s Lesson Cycle Review separate Adobe document Curriculum & Instructional Strategies Sessions 1

20. Madeline Hunter’s Lesson Plan A.Objectives B.Standards C.Anticipatory Set D.Teaching: Input E.Teaching: Modeling F.Teaching: Check for Understanding G.Guided Practice H.Closure I.Independent Practice J.Materials K.Duration

21. Objectives Before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives are. What, specifically, should the student be able to do, understand, care about as a result of the teaching informal. Bloom's Taxonomy of Educational Objectives – shown below, gives an idea of the terms used in an instructional objective. See Robert Mager [library catalog] on behavioral objectives if writing specificity is required.

22. Standards The teacher needs to know what standards of performance are to be expected and when pupils will be held accountable for what is expected. The pupils should be informed about the standards of performance. Standards: an explanation of the type of lesson to be presented, procedures to be followed, and behavioral expectations related to it, what the students are expected to do, what knowledge or skills are to be demonstrated and in what manner.

23. Anticipatory Set Anticipatory set or Set Induction: sometimes called a "hook" to grab the student's attention: actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson. To put students into a receptive frame of mind. 1.to focus student attention on the lesson. 2.to create an organizing framework for the ideas, principles, or information that is to follow (c.f., the teaching strategy called "advance organizers"). 3.to extend the understanding and the application of abstract ideas through the use of example or analogy...used any time a different activity or new concept is to be introduced.

24. Teaching: Input The teacher provides the information needed for students to gain the knowledge or skill through lecture, film, tape, video, pictures, etc. Teaching: Modeling Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work. The critical aspects are explained through labeling, categorizing, comparing, etc. Students are taken to the application level (problem- solving, comparison, summarizing, etc.).

25. Teaching: Checking for Understanding Determination of whether students have "got it" before proceeding. It is essential that students practice doing it right so the teacher must know that students understand before proceeding to practice. If there is any doubt that the class has not understood, the concept/skill should be re- taught before practice begins. Questioning strategies: asking questions that go beyond mere recall to probe for the higher levels of understanding...to ensure memory network binding and transfer. Bloom's Taxonomy of Educational Objectives provides a structure for questioning that is hierarchical and cumulative. It provides guidance to the teacher in structuring questions at the level of proximal development, i.e., a level at which the pupil is prepared to cope. Questions progress from the lowest to the highest of the six levels of the cognitive domain of the Taxonomy of Educational Objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation.

26. Guided Practice An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher's direct supervision. The teacher moves around the room to determine the level of mastery and to provide individual remediation as needed.

27. Closure Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught. "Any questions? No. OK, let's move on" is not closure. Closure is used: 1.to cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson, 2.to help organize student learning, 3.to help form a coherent picture, to consolidate, eliminate confusion and frustration, etc., 4.to reinforce the major points to be learned...to help establish the network of thought relationships that provide a number of possibilities for cues for retrieval. Closure is the act of reviewing and clarifying the key points of a lesson, tying them together into a coherent whole, and ensuring their utility in application by securing them in the student's conceptual network.

28. Independent Practice Once pupils have mastered the content or skill, it is time to provide for reinforcement practice. It is provided on a repeating schedule so that the learning is not forgotten. It may be home work or group or individual work in class. It can be utilized as an element in a subsequent project. It should provide for decontextualization: enough different contexts so that the skill/concept may be applied to any relevant situation...not only the context in which it was originally learned. The failure to do this is responsible for most student failure to be able to apply something learned. Materials List materials needed. Duration Type the amount of time needed to complete this lesson.

29. Robert Mager’s Instructional Objectives Curriculum & Instructional Strategies Sessions 1

30. Characteristics of Useful Objectives 1.Performance – What the learner is able to do 2.Conditions – Important conditions under which the performance is expected to occur 3.Criterion – The quality or level of performance that will be considered acceptable Preparing Instructional Objectives (Robert Mager) Curriculum & Instructional Strategies Sessions 1

31. Given a list of factors leading to significant historical events, be able to identify (underline) at least five factors contributing to the Crash of 1929. Given a meter with a single scale and a range switch, be able to identify (state) the scale corresponding to each setting of the range switch. Given a list of thirty-five chemical elements, be able to recall (write) the values of at least thirty. Given a compass, ruler, and paper, be able to construct and bisect any given angle larger than five degrees. Bisections must be accurate to one degree.

32. Constructivism (pp. 22-24) Curriculum & Instructional Strategies Sessions 1

33. Constructivism  A theory on how one learns  Understandings are constructed based on one’s reflection on experiences  New experiences are reconciled with past experiences to form new understandings

34. Constructivism in the Classroom Constructivist educators believe… 1.In encouraging real-world problem solving, experiments, and creative thinking 2.In fostering students’ ability to reflect on past knowledge and experiences to shape new meanings 3.In promoting students to assess how new learning experiences are helping them 4.In discussing the learning after the instructional activity (reflection)

35. How does it differ from traditional approaches? a.Focus shifts from the teacher to the student(s) b.Teacher is no longer the expert pouring knowledge into the students’ brains c.Students are actively involved in their own learning d.Teacher is facilitator, coach, mediator, and helper e.Teacher’s most important role is asking good questions f.Both teacher and student think of knowledge as dynamic, ever-changing views of the world rather than inert facts to be memorized

36. Comparison Chart on p. 23

37. Please return from break within 15 minutes