Transcript Slide 1
Planning for Instruction
Context for Learning (CFL)
The Context for Learning template is
available in “final” handbooks
The Context for Learning template will
be available once pre-released
handbooks are finalized
There may be minor variations among
the templates dependant upon your
content area
Content for Learning
Information
About the School Where You Are Teaching
1. In what type of school do you teach?
__ Elementary __Middle __High
__Urban
__ Suburban
__Rural
List any special features of your school or classroom setting
(e.g., themed magnet, students who are tracked into the class,
classroom aide, bilingual, team taught with a special
education teacher) that will affect your teaching in this
learning segment.
Describe any district, school, or cooperating teacher
requirements or expectations that might affect your planning
or delivery of instruction, such as required curricula, pacing
plan, use of specific instructional strategies, or standardized
tests.
CFL: About the Class Featured in this
Assessment
1. How much time is devoted each day to literacy
instruction in your classroom?
2. Identify any textbook or instructional program
you primarily use for literacy instruction. If a
textbook, please provide the title, publisher, and
date of publication.
3. List other resources (e.g., Smart Board, hands on
materials, on-line technology resources) you use for
literacy instruction in this class.
4. About the Students in the Class Featured in this
Assessment
CFL: About the Students in the Class
Featured in this Assessment
1. Percentage of students eligible for
free/reduced lunch ___
2. Grade level(s), ____
3. Number of students in the class
males ____ females ___
English language learners__
students identified as gifted and talented __
students with Individualized Education
Programs (IEPs) or 504 plans____
CFL: Students (cont’d)
4. Complete the chart below to summarize required
accommodations or modifications for students
receiving special education services and/or
students who are gifted and talented as they will
affect your literacy instruction and assessment in
this learning segment…
Special Needs
Number of
Students
Accommodations,
Modifications,
and/or pertinent
IEP goals
Example:
Learning Disability
Example:
4
Example:
Close monitoring, follow
up, and
Resource Room
CFL: Things to Remember
CFL set the stage for assessment and instruction
Consult with cooperating teacher as needed
Chart is optional, but it clarifies students’ learning
needs for the evaluator
Complete the template and follow the prompts
Accommodations/modifications from IEP that are
applied consistently during instruction and
assessment that listed on the chart should NOT be
included on lesson plan
WHAT’S THE FIRST THING YOU NEED
FOR GOOD BEHAVIOR MANAGEMENT?
Something to TEACH…
That is MEANINGFUL to the students
Learning Target (Big Idea)
Based on …
“Unnecessary Detail”
OR
“I DON’T NEED DETAILED LESSON PLANS”
Experienced teachers don’t write detailed lesson
plans
Teachers DO think through their lessons in detail
I respond to my students as the lesson progresses
Teachers anticipate student questions and potential
learning problems
…But this will mean I am taking work home!
Do you know a good teacher who doesn’t?
Why Write Detailed Lesson Plans?
What the research indicates
To ensure that all students learn
Reflective teachers are better teachers
Practice helps to analyze student learning
Practice helps to anticipate student questions and
learning problems
With experience, a shortened lesson plan is acceptable
It’s required for passing the TPA
It’s required for licensure
Lesson Plan Format 1
Required until Supervisor and
Cooperating Teacher agree to format 2
or format 3
Required for TPA LESSONS
Name:
Subject:
Week of
Date of Lesson
Content:
----------------------------------------------------------------------------- Content Standard(s)
Learning Target (Big Idea):
Learning and Academic Language
Objectives:
Assessment of Student Learning (formal and informal):
Resources and Materials:
Motivational Techniques:
Instructional Strategies:
Key Learning Activities
Closure Activity:
Reflection:
CONTENT STANDARDS
Ohio is in transition
Depending upon grade level and content
May use state standards
May use national standards
Verify with cooperating teacher
Use grade level standards
Learning Target (Big Idea):
Students learn when teachers translate the learning intention into
developmentally appropriate, student-friendly, and
culturally respectful language. One way to do that is to answer
the following three questions from the student's point of view:
What will I be able to do when I've finished this
lesson?
What idea, topic, or subject is important for me to
learn and understand so that I can do this?
How will I show that I can do this, and how well will I
have to do it?
•
Moss, C.M., Brookhart, S.M., & Long, B.A. (2011). Knowing your learning targets. Educational leadership.
68(6)
Learning and Academic Language
Objectives:
Identify language learning objective
Form
Function
Fluency
Identify content objectives
• Differentiated instruction
• Plan for all, most, few
• Account for prior knowledge
• Language development and demands
• Content knowledge
Assessment of Student Learning
(formal and informal)
Pre, formative and summative
Backward design
Aligns with
Content standards
Benchmarks or objectives
If appropriate, describe alternative
assessments
Alignment
Content
Standards
Benchmarks/ Assessments
objectives
# and text
Prerequisites or Grade
level
Tied directly to standards
and objectives
#1 Science inquiry and
application
•Properties of objects and
materials can change.
• Objects can be moved in
a variety of ways, such as
straight, zigzag, circular
and back and forth.
An assessment question
or procedure for each
objective/benchmark
Resources and Materials:
Teacher materials
Student materials
Technology
Adapted materials not listed in the
Context for Learning
Motivational Techniques
Relates to knowledge of students
background
Cultural
Prior knowledge
Interests
Why will your students “want” to learn this
material
Can you make learning this material fun
Instructional Strategies
Organize Instructional Strategies
What are YOU doing/using, specifically
Instructional strategies
Prompting strategies
Correction techniques
Scaffolding tasks
Key Learning Activities
What the student required to do?
Both learning tasks and assessment focus on
multiple dimensions of the content
Progression of tasks and the assessments guides
students to deep understandings of the content
Align assessment and learning activities
What happened to PROCEDURES?
Procedures usually focus on just student
learning/activities
When teachers focus on their own behavior
and instructional strategies, student
learning increases
Suggestion (if not comfortable writing
instructional strategies and key learning
activities
Write your procedure section
Create a table with two columns
Step by step fill in instructional strategies and key
activities
An Example
Instructional Strategies
Teacher begins lesson with
whisper down the lane.
Teacher introduces the concept of
miscommunication and the need
for clarification using examples
of vague expressions
Teacher …
Key Activities
Students take turns passing the
sentence along until the last student
repeats the sentence aloud
Students respond by asking a
clarifying question
Students chart clarifying questions
in response to sentences within…
Closure Activity
Reinforces and summarizes student
learning goals
Is often left out
Run out of time
“Oh, I am finishing the lesson tomorrow”
Reflection
Integrates
Knowledge of the students
Research, theory, effective practices
Changes in teaching practice
Specific and strategic to improve individual and collective
understanding of standards and objectives
Three levels
Reflection—Level 1 What? What happened?
Reflection—Level 2: So What? What does it mean?
Reflection—Level 3: Now what? What do I do now?
Includes “type of issue”
QUESTIONS
Don’t forget to ENJOY your student teaching experience
Thank you
Questions later, contact [email protected]