1. Design Your Instructional Blueprint
Stage 4
Design Your Instructional Blueprint

2. 4 Stage Unit Planning & Implementation 2004-2005
The Flow of Instructional Design
Clarify where you’re headed – A roadmap
Select
Model(s) of Instruction
Click on any of the underlined blue text for details
Incorporate the 5 Es
Write your Lesson Plans
EDTE 116 Psychology of Instruction David Jelinek, Ph.D. CSUS Teacher Education

3. Formative Assess-ments
Lessons
Student Learning Object-ives
Essential Questions
Instructional Strategies/Tasks to Support Differentiation
(Include a balance of analytical, creative, and practical activities)
Formative Assess-ments 1 2
Etc
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4. The 5 Es
ENGAGE
EXTEND
EXPLORE
EVALUATE
EXPLAIN
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5. The 5 Es Learning Cycle
Developed by BSCS (Biological Sciences Curriculum Study) in 1989
Has emerged as a premier framework for instructional design because it:
is applicable for virtually any instructional purposes
is flexible, adaptable and realistic
reflects real science
aligns with the standards
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6. Engage How could you pique your students’ curiosity?
How could you hook them?
How can you focus their attention on the topic?
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7. Explore
What activities will allow students to handle and manipulate materials?
How could you help students make discoveries?
How can you get students to talk about their discoveries?
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8. Explain
How could you help students make sense of their observations and questions?
How could you help students describe what they see?
How can you help students with explanations for why things happened certain ways?
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9. Extend
How will students apply newly learned concepts and skills to new situations?
How could you help them to present and defend their understandings and explanations?
What are possible student misconceptions and how would help students work through them?
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10. Evaluate
What kinds of evidence will reveal what students understand and grasp about the big ideas?
What are some different ways you could monitor progress?
How can you help students self-assess their own learning?
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Template
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11. Click on any model for more details.
Models of Instruction
Click on any model for more details.
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12. Presentation Model of Instruction
A tightly structured teacher-centered model designed to help students acquire & assimilate information expected to be learned
4 phases:
Presenting objectives
Use of advanced organizers to scaffold new information
Presenting information to be learned
Helping students extend and strengthen their thinking
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13. Using Presentation Lessons in the Classroom
Connect content and advance organizers to student’s prior knowledge
Be sure lesson delivery is clear by explaining links of information, providing examples with rules, and carefully planned verbal transitions
Help students extend and discipline their thinking by using higher order questioning and discussions
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14. Web Links for the Presentation Model
Increasing Comprehension by Activating Prior Knowledge. ERIC Digest
Critical Presentation Skills–Research to Practice, ERIC Digest #449
Advance Organizers
Schema Activation, Construction, and Application. ERIC Digest.
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Models of
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15. Direct Instruction Model
Designed to help students master well structured academic content and acquire specified skills in step-by-step fashion
5 phases
Establish rationale/goals of the lesson
Explain and/or demonstrate knowledge or skill
Guided practice
Debrief/feedback/check for understanding
Extended practice
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16. Using Direct Instruction Lessons in the Classroom
Prepare specific learning objectives that address student behavior, testing situation, and performance criteria (STP)
Break tasks/skills into logical steps
Proceed through the 5 phases (goals, demonstrate, guided practice, debrief, extended practice)
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17. Web Links to Direct Instruction
The Madeline Hunter Direct Instruction Model
Association for Direct Instruction
Direct Instruction “really works”
What direct instruction is & is not, with more links
Observational (Social) Learning
Praise in the Classroom
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Models of
Instruction
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Instructional
Design

18. Concept Teaching
Involves the learning of specific concepts, the nature of concepts, and the development of logical reasoning & critical thinking
May be deductive (rule to example) or inductive (example to rule)
Proceeds through 4 primary phases:
Clarify goals & conditions
Illustrate examples & nonexamples
Students provide examples & nonexamples to demonstrate attainment of concept
Guide students to think about their own thinking (examine their decisions, consequences of choices, how concept fits in with bigger picture)
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19. Using Concept Teaching in the Classroom
Select Big Idea concepts and determine the best approach:
inductive through direct presentation of the concept first, or
Deductive (Concept Attainment) through examples/nonexamples & guided discovery
Clarify aims/establish a “hook” to draw students in
Proceed through the selected inductive or deductive approach using examples & nonexamples
Get students to demonstrate their understanding
Employ higher-level questioning & discussion strategies -- help students analyze their own thinking processes
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20. Web Links to Concept Teaching
Concept Teaching strategies with additional links
Concept Mapping Homepage
Overview of Concept Attainment Teaching
Concept Attainment
Concept Formation
Discovery Learning
Concept Teaching through Inquiry
Inductive Approach
Inductive/Deductive links
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Models of
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21. Problem-Based Learning
A problem situation is presented to students who then investigate & problem solve to find solutions.
5 major phases:
Orientation to the problem & lesson objectives
Review logistical details to tackle the problem
Oversee student activities such as data collection, experimenting & finding solutions
Extend the findings by preparing appropriate presentations, models, reports, etc.
Reflective analysis on the processes & results student results
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22. Using Problem-Based Learning in the Classroom
Careful planning is paramount – in particular: clearly defined goals & objectives, puzzling & ill-defined problems to spark interest, & logistical organization of resources & tools.
Work through the 5 phases of PBL instruction, bearing in mind that the teacher facilitates and the students investigate & problem-solve.
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23. Web Links to Problem-Based Learning
Problem-Based Learning Tutorial & Resource Guide
Project-Based Learning with Multimedia
Projects-L Listserv
Center For Problem-Based Learning
Project Approach in Early and Elementary Education
Problem-Based Learning Overview & Resources
PBL Checklist for Science (& other subjects)
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Models of
Instruction
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Instructional
Design

24. Cooperative Learning
Students work together in small groups and learn through interaction with each other while the teacher coaches the process.
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25. 5 Major Phases
Teacher clarifies goals, provides a hook and introductory information
Organize student teams with clearly defined roles
Facilitate team activities, including academic learning, social skills & cooperative behavior
Assess student knowledge throughout the process and/or by team presentations
Recognize both group & individual efforts such as active participation and taking responsibility for learning
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26. Phase 1: Goals, Hook & Introduction
The 3 instructional goals of cooperative learning are:
Academic achievement,
Tolerance and acceptance of diversity, and
Development of social skills
Consider how you will communicate these goals in your introduction
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27. Phase 2: Teams and Roles
Organize materials, learning experiences and small group activities by paying attention to 4 key features:
Form heterogeneous teams
How students will work together in small groups (Student Teams, Jigsaw, Group Investigation, Think-Pair-Share)
How behavior and results will be recognized or rewarded
Realistic time estimate
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28. Jigsaw-Teams
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29. Think-Pair-Share
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30. Four- and Six-Cluster Seating Arrangements
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31. The Swing Seating Arrangement
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32. Cooperative Learning Roles May Include …
Group recorder
Materials collector
Reporter
Final copy scribe
Illustrator
Timekeeper
Cheerleader/ Facilitator
Monitor
Messenger
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33. Phase 3: Facilitate learning, social skills & cooperative learning
Help with Transitions
Teach Cooperation
Task Interdependence
Social Skills
Sharing Skills
Participation Skills
Communication Skills
Group Skills
Team Building
Teaching Social and Group Skills
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Design

34. Phase 4: Assess Throughout and/or with Presentations
Test Academic Learning
Assess Cooperation
Grade Cooperative Learning
Recognize Cooperative Effort
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Design

35. Scoring Procedures for Jigsaw
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Design

36. Quiz Score Sheet for Jigsaw
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Design

37. Rubric for Cooperation and Collaboration
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38. Phase 5: Recognize Group & Individual Efforts
Find ways to highlight group presentations by displaying results prominently in room.
Maybe invite guests to hear final reports.
Consider summarizing results through newsletters or other forums.
Each individual makes some kind of unique contribution – highlight those.
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39. Web Links to Cooperative Learning
A guide to Cooperative Learning
Overview of Cooperative Learning Strategies
Jigsaw
Group Investigation
The Collaborative Classroom
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Models of
Instruction
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Design

40. Classroom Discussion
An enhanced form of everyday class discussions, characterized by explicit attention to improved conceptual understanding, thinking processes, communication and social skills.
5 phases:
Establish aims & ground rules of the discussion
Ask a leading question or provide discrepant event/discussion topic
Keep the flow going with questioning, responses, wait times, paraphrasing, summarizing, and so on
Summarize the discussion
Students self-evaluate the discussion and thinking processes
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41. Using Classroom Discussion in the Classroom
Recognize that good discussions require planning just like any other lesson. Look at the different kinds of discussions & choose the one that fits your purposes.
In preparation, take into account the purpose of the discussion and students’ prior knowledge & communication/discussion skills.
Remember the use of physical space – seating in a U-shape or circle is more conducive to engaging discussions that straight rows.
Work through the 5 phases with attention to convergent & divergent questions (many prepared ahead of time), slowing the pace to broaden participation, use of wait time, refocusing the discussion as needed, and so on.
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42. Web Links to Classroom Discussion
Leading Classroom Discussions
Teaching Science with Classroom Discussions
The Socratic Method: Teaching by Asking Instead of by Telling
Asking the Essential Questions
Convergent, Divergent, Memory & Evaluative Questions
Using "Think-Time" and "Wait-Time" Skillfully in the Classroom, ERIC Digest
Classroom Questions, ERIC/AE Digest
Questioning Techniques for Gifted Students
Communication Apprehension: The Quiet Student in Your Classroom
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Models of
Instruction
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Design

43. Instructional Strategies
The web links to the strategies that follow represent some, but not all, of research-based strategies that work. You should pick and choose those strategies that best support your lesson’s success
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44. Web Links to Instructional Strategies
Reciprocal Teaching
Reflective Discussion Research Projects Response Journal
Role Playing
Scaffolding
Science Fairs Science Olympics Simulations Story Mapping Storytelling Structured Controversy Synetics Think Alouds
Think, Pair, Share
Visual Imaging
Webbing WebQuests Word Walls Writing to Inform
Interactive Journaling
Inquiry Integrating the Arts
Interdisciplinary Approach
Jigsaw Journal Writing
K-W-L
Learning Contracts Learning Logs Lecture Literature Circles
Mind Mapping Oratory, Public Speaking and Speech Writing
Picture Books and Illustrator Studies Picture Word Inductive Model (PWIM)
Quick Writes
RAFT Read Aloud
Reading for Meaning Readers' Theater
Assigned Questions
Author's Chair
Balanced Literacy
Bloom’s Taxonomy Questioning
Book Talks
Brain-Based Artistic Approaches
Brainstorming
Case Studies Categorizing Cloze Procedure Concept Attainment Concept Formation
Concept Maps Cooperative Learning Debates Didactic Questions Discussion Drill & Practice
Focused Imaging
Graphic Organizers Guided & Assisted Reading Guided Reading & Thinking
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Accommodation
Strategies

45. Recall from Stage 1 that you identified what student needs require accommodations…
A number of online resources provide assistance and strategies for instruction for English learners, advanced learners and students with disabilities:
CA Science Project English Learner Initiative:
SDAIE Handbook: Techniques, Strategies, and Suggestions for Teachers of LEP and Former LEP Students
Disabilities, Teaching Strategies & Resources
Planning Programs for High Ability Learners
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46. Lesson Plans
Lesson plans are merely the means to organize and communicate the details of how you will carry out your instructional blueprint . . .
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Design

47. Generic Lesson Plan Template
Title:
Purpose:
Student Learning Objectives:
Formative Assessments (should match lesson plan objectives): 
Materials/Set-Up/Safety:
Procedures:
Introduction
Developing
Concluding
Adaptations and Extensions:
Special Management Considerations and accommodations for special needs,
advanced and English language learners
Reflections:
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48. 4 Stage Unit Planning & Implementation 2004-2005
Now you have:
learned the 4-stage unit designing process
examined the underlying principles for each stage
Using the same principles and the templates provided, you are now ready to put the design principles to use for your own unit design.
Happy designing!
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EDTE 116 Psychology of Instruction David Jelinek, Ph.D. CSUS Teacher Education