1. EDUC 4454 – Class 5 P/J Methods Methods Principle: Planning
Bell Work
As a group, discuss why it is important to create lessons using the backwards design/design down planning approach?

2. Planning Long Range Plans
Outlines the year – gives you and anyone else an overview
When are you going to teach what unit / overall concept
Helps with integration / double dipping
Usually requested by principal by the end of September
Lesson Plans
What you are going to teach for a specific subject in a specific time period
Goes into a Daybook
Short Term Plans
A unit – a group of lesson plans all focused on a particular subject area or concept – i.e., grade 4 Social Studies: Medieval Times; grade eight Language: a novel study on ‘The Gifted’ / Big Ideas or concepts such as ‘Freedom’, ‘Diversity’….
Day at a Glance
When you plan to teach each subject in one day
Usually put on board and can be seen in a Daybook
Prof. J. Pitt

3. Relationship between Plans
What will happen during the:
Period
Day
Week
Study of a
Topic/Concept
Year
Lesson plans are put in Unit Plans
The Long Range Plan lists the main topic of each Short Term Plan (Unit).
Prof. J. Pitt

4. Long and Short Term Planning © Methods, Nipissing University
Curriculum Methods
Long and Short Term Planning
© Methods, Nipissing University

5. Humour

6. Overview of Long Range Planning
“If you fail to plan, you plan to fail!”

8. Overview of Long Term Planning
Serves as a curriculum road map
Enables teacher to:
See the year as a whole
Focus on overall expectations for the year
Organize the curriculum for balance
Integrate across subjects
Allow for use of and sharing of resources
Consult other teaching partner(s)

9. Overview of Short Term Planning
Short Term Planning: (Unit)
Like the stops (itinerary) along the curriculum journey (month…weeks)
Enables teacher to:
Design the delivery of the program content
Incorporate student interests
Help students see connections
Promote the development of autonomy through choice
A series of lessons/activities to help students understand big ideas or key concepts

10. WHERE DO I START?
Start with the end in mind; design around the task you will have students do to demonstrate their learning; this is often called the CULMINATING TASK
Letting students know what the culminating task will be at the outset of the unit can help sustain focus ( age appropriately)

11. BACKWARD DESIGN COMPONENTS
IDENTIFY:
* overall expectations
* specific expectations
* assessment strategies (ongoing and
culminating)
* resources
* timeline
* general notes about strategies ( specifics
will be identified as you develop each unit)

12. CULMINATING TASKS SHOULD…
Address what students should know and be able to do as a reflection of the OVERALL EXPECTATIONS.
Designed to allow assessment of the 4 areas identified in the achievement charts (i.e., understanding concepts, inquiry and design skills, communication of knowledge, relating new learning to the outside world).
Integrate learning from other subject areas to the greatest extent possible.

13. Some Models of Long Range Planning Formats
See: Class5Handout_LongRange_Planning
model suggested by OCUP
LONG RANGE PLANNING SHEET
Term/Semester
Month by month
Subject
Instructional Strategy
Resources

14. Source: Creating a Dynamic Classroom, page 49 and 50 (elementary)
LONG RANGE PLANNING SHEET
Subject - e.g. Math
Strand - e.g. Number Sense, Geometry, Measurement.
Fall
Winter
Spring

15. LONG RANGE PLANNING USING BACKWARD DESIGN
GRADE, UNIT(S), TIMELINE
OVERALL EXPECTATIONS
SPECIFIC EXPECTATIONS
ASSESSMENT STRATEGIES
RESOURCES
STRATEGIES/ NOTES
Others as developed by boards, schools, divisions

16. Considerations for Planning
block your planning according to terms(elementary) or semesters(secondary) and consider themes (units) within terms
look at the timing of your themes, topics, issues or units of study, i.e. plant growth during the spring
Be aware of Christmas / Winter concerts, sports events, assemblies, division/school-wide special events & initiatives & other potential interruptions which are known in advance and could be incorporated
Be aware of timetabled classes (i.e., French in the elementary schools)
address which expectations can be naturally integrated into a theme, topic, issue or unit of study from several subjects

17. Considerations Continued…
EQAO results might dictate how much time to commit to certain strands and/or topics
Each school board may have specific goals that must be attained system wide so more time may have to be spent on some of these expectations
availability of resources and materials impact on the depth and scope of planning
Team teaching, Buddies, Trading classes with peers (i.e., “I’ll teach your music and you will teach my gym.)

18. Creating Long Range Plans
the amount of time that needs to be spent in each subject area in the elementary school is often dependant on the board - individual boards will usually have a policy which outlines how much time to spend in each area
be familiar with the expectations, content and students’ abilities
be familiar with Ministry, board and school, division and team goals
know what interruptions will occur during the school year, i.e. EQAO testing, PD days, field trips planned by others
find out if there is a standardized format for creating long range plans for your board or school
if you are teaching a split grade, make decisions on how you will meet the expectations for two grade levels, separate into two distinct grades, combine expectations for both grades or a mixture of both

19. Effective Long Range Planning
Should ensure that all expectations are covered by the end of the year
Should integrate expectations across the curriculum when appropriate
Should assist educators when explaining programs to parents/guardians
Should be revised as necessary to accommodate students, resources etc
Should include a variety of teaching/learning and assessment strategies
Should be used in team or division or family of schools meetings to facilitate:
*sharing of resources
* eliminating duplication
* keeping track of instruction to students in split-grade classes

20. Reflective Practice Discussion Strategy – “Think-Pair-Share”
Shulman (1992) suggests that teachers’ content knowledge is a key factor in helping them to plan lessons and units. CT & M p.# 155
Think about your own experience.
In what subject areas do you feel most comfortable as a teacher? Why?
In what subject areas do you feel least comfortable? How would you address this to assist you with your planning?
Discussion Strategy – “Think-Pair-Share”

21. Cooperative Learning Strategies
Curriculum Methods
Cooperative Learning Strategies

22. How co-operative learning differs from group work
P – positive interdependence
I – individual accountability
E – equal participation
S – simultaneous interaction
p=3.14

23. Roles:
These can vary and can be called by different names. There are as many roles as you need.
Students need to be taught how their responsibility is enacted during cooperative learning.
Attention Monitor, Recorder, Materials Manager,
Spokesperson
Leader
Question Poser
Secretary
Motivator
Presenter
Runner
Sharer / First Talker
Demonstrator
Affirmer
Reader

24. Case Study CT & M – p. # 157 “Oops. What Happens Now?”
At your table assign the following roles:
Attention monitor, materials manager, spokesperson, recorder. (You can have more than one of each role if required).
Scan the questions at the end of the case study on page 157. Read the case study.
At your table answer the questions and be prepared to have your spokesperson share during the group discussion.
*Attention Monitor Management Strategy 

25. Assigned Readings:
CT & M: pp pp
Class5Handout_LongRange_Planning
Class5_Handout_Cooperative Learning Strategy and Structures Summary