1. 2. LONG RANGE,UNIT, AND LESSON PLANNING Each type of planning focuses on a different timeline and purpose.

2. All 3 types of planning are critical to effective instruction. All 3 types of planning are critical to effective instruction. The Education Act requires that Long Range Plans be available in the school office for parent viewing upon request ( usually required by September 30 th of the current school year). The Education Act requires that Long Range Plans be available in the school office for parent viewing upon request ( usually required by September 30 th of the current school year). During the Performance Appraisal Cycle, or when concerns about performance arise, administrators will ask to see unit and lesson plans. During the Performance Appraisal Cycle, or when concerns about performance arise, administrators will ask to see unit and lesson plans. Be sure to include your E.A. in your plan for the day. Be sure to include your E.A. in your plan for the day.

3. LONG TERM PLANNING Sometimes referred to as Long Range or Course Planning. Sometimes referred to as Long Range or Course Planning. Shows an overview of the course, or integrated courses, for the full year. Shows an overview of the course, or integrated courses, for the full year. Helps you to determine and book resources, volunteers, excursions, etc. Helps you to determine and book resources, volunteers, excursions, etc. Keeps you moving ahead! Keeps you moving ahead!

4. UNIT PLANNING More detailed than a Long Range Plan More detailed than a Long Range Plan Starts with the ends in mind….first identify how you will have students demonstrate their learning (called backward design). Starts with the ends in mind….first identify how you will have students demonstrate their learning (called backward design). Includes Overall Expectations, Specific Expectations, Assessment Strategies, Resources, and Instructional Strategies. Includes Overall Expectations, Specific Expectations, Assessment Strategies, Resources, and Instructional Strategies. Is flexible….plans are just a guideline! Is flexible….plans are just a guideline!

5. Teach to Kids! Natural shift during your career Natural shift during your career Adjust plans as you go along to reflect needs and interests. Adjust plans as you go along to reflect needs and interests. Use unit plans as a guide, not a bible. Use unit plans as a guide, not a bible. Reflect on plans and add to them after finishing, or while working in, each unit. Reflect on plans and add to them after finishing, or while working in, each unit. Share with colleagues! Plan together! Share with colleagues! Plan together!

6. LESSON PLANS Provide day by day detailed plans about each of your lessons. Provide day by day detailed plans about each of your lessons. Evolve in style as you gain experience and confidence (e.g., from several pages to several words). Evolve in style as you gain experience and confidence (e.g., from several pages to several words). Include time for mini-lessons as needed throughout the day. Include time for mini-lessons as needed throughout the day. Start with the end in mind…consider first how you will ask students to demonstrate their learning and move ahead with plans once that is decided. Start with the end in mind…consider first how you will ask students to demonstrate their learning and move ahead with plans once that is decided.

7. LESSON PLANS Should include: Should include: - an introduction, “hook”, or mental set - an introduction, “hook”, or mental set - a clear indication of the learning expectations ( stated in an age appropriate way) - a clear indication of the learning expectations ( stated in an age appropriate way) - body of the lesson (input, modeling and demonstration, guided practice followed by independent practice) - body of the lesson (input, modeling and demonstration, guided practice followed by independent practice) - a conclusion or closing - a conclusion or closing

8. LESSON PLANS Should always be guided by the “PHASES OF INSTRUCTION” Should always be guided by the “PHASES OF INSTRUCTION” MOTIVATION MOTIVATION NEW LEARNING NEW LEARNING CONSOLIDATION CONSOLIDATION APPLICATION APPLICATION

9. LESSON PLANS MOTIVATION MOTIVATION - 3 to 5 minutes - 3 to 5 minutes - create interest - create interest - connect this lesson to past - connect this lesson to past learning learning - be clear about what students will - be clear about what students will know or be able to do at the end know or be able to do at the end of this lesson, and why that has value of this lesson, and why that has value

10. LESSON PLANS NEW LEARNING NEW LEARNING - model, model, model - model, model, model - review throughout the lesson, - review throughout the lesson, constantly cycling back to ensure constantly cycling back to ensure new concepts and ideas are clear new concepts and ideas are clear - ensure that everyone is involved - ensure that everyone is involved - keep the lesson input as short and - keep the lesson input as short and brisk as possible brisk as possible - involve as many senses as possible - involve as many senses as possible - keep ACTIVE LEARNING in mind as you - keep ACTIVE LEARNING in mind as you progress through the lesson; design your input to appeal progress through the lesson; design your input to appeal various types of learners (i.e., auditory, visual, kinesthetic, etc) various types of learners (i.e., auditory, visual, kinesthetic, etc)

11. CONSOLIDATION This is time to practice the new learning in “near” contexts. This is time to practice the new learning in “near” contexts. You scaffold the learning during this time. You scaffold the learning during this time. Monitor closely…the more time students spend practising doing something the wrong way, the more time you will spend un-teaching and re-teaching. Monitor closely…the more time students spend practising doing something the wrong way, the more time you will spend un-teaching and re-teaching. Provide several closely monitored opportunities for this type of practice. Provide several closely monitored opportunities for this type of practice. Make anecdotal notes about progress and needs as you supervise. Make anecdotal notes about progress and needs as you supervise. Use this time to teach mini-lessons to individuals or small groups who didn’t grasp the new learning during your first lesson. Use this time to teach mini-lessons to individuals or small groups who didn’t grasp the new learning during your first lesson.

12. APPLICATION Keep in mind that the learning hasn’t happened until the student can use it independently. Keep in mind that the learning hasn’t happened until the student can use it independently. Provide structured time to practise the new learning in “far” contexts. Provide structured time to practise the new learning in “far” contexts. Gradually release responsibility for learning…scaffold from a more removed position. Gradually release responsibility for learning…scaffold from a more removed position. Provide a wide variety of contexts for use of the new skill. Provide a wide variety of contexts for use of the new skill. Involve students in assessing the extent of their learning. Involve students in assessing the extent of their learning. This part of the lesson (or sequence of lessons) should take the most time. This part of the lesson (or sequence of lessons) should take the most time. Include remediate and enrichment applications. Include remediate and enrichment applications.

13. APPLICATION Keep in mind that learning is, and should be, hard work… Keep in mind that learning is, and should be, hard work… So, if you find yourself working harder than you feel your students are…it’s time to re- evaluate your approach. So, if you find yourself working harder than you feel your students are…it’s time to re- evaluate your approach.

14. TIMELINE FOR PHASES OF INSTRUCTION Time needed will vary depending on the complexity of the expectation. Time needed will vary depending on the complexity of the expectation. Motivation and New Learning should take a relatively short amount of time: Motivation and New Learning should take a relatively short amount of time: - 10-20 minutes in Primary grades - 10-20 minutes in Primary grades - 20-30 minutes in Junior grades - 20-30 minutes in Junior grades

15. TIMELINE FOR PHASES OF INSTRUCTION CONSOLIDATION and APPLICATION phases should take up the majority of time in a lesson or series of related lessons CONSOLIDATION and APPLICATION phases should take up the majority of time in a lesson or series of related lessons Your role changes from “teller/shower” to Your role changes from “teller/shower” to “guide/assessor” as the phases of instruction progress. “guide/assessor” as the phases of instruction progress.