Planning for Instruction

Reading Discussion With a partner create two new multiple choice questions that could have been used on a quiz of chapter 2. o What is the first step for the Madeline Hunter lesson plan? A. Independent Practice B. Guided Practice C. Objective and Purpose D. Anticipatory Set o Why do teachers create Comprehensive Lesson Plans? A. When they are being evaluated by a principle. B. When they are doing a complex or innovative activity. C. When they are writing a Language Arts Lesson D. Both A and B Classroom applications: Questions to author: Ideas or assumptions: Ticket into class o Name o What were the BIG points you came away with after our discussions last week? Go to the Michigan GLCEs - link in Moodle o Check out the GLCEs for the top three grade levels you selected last week o Include any changes on your ticket in Go to the Presentation Instructions in Moodle o Review o Questions o Changes? o Clarification? Quiz: Curses & Sins Curse of Knowledge o Teaching to the test Sin of Coverage o Textbook as curriculum.

Big Picture Picture of the Community Picture of the School o Mission o Vision o Goals o History Picture of the Graduate o Academics o Personal/Social o Career o Spiritual Backward Designed Curriculum Identify desired results o Prioritize o Review State standards o Mission/Vision/Goalss o Essential Questions Determine acceptable evidence of understanding o Performance tasks and the criteria for judging them o How will students reflect and self-assess Plan learning experiences and instruction Lets Try Backwards Design Groups of three Each group pick a different outcome/desired result from the list below o Identify the beginning, middle, and end of historical narratives or stories. o Recognize that maps and globes represent places o Use positional words (up/down, in/out/, above/below) to identify significant locations in the classroom o Distinguish between wants and needs. o Distinguish between goods and services. What is acceptable evidence that EACH student can do/understand/know it? o They would be able to identify what goods and services are.

o Students will be able to design a business and a shop to show the difference between goods and services. Business: different services, nanny, taxis, maid, etc. Goods: they sell different goods. o They will be able to compare and contrast goods and services. Plan the learning steps o Show examples of different goods (i.e. bring in shopping bags with goods inside). Show a website with job ads for different services. Define them. o Give pictures of different goods and services, and have students put them on the board under the correct category. o Ask students to compare and contrast the similarities and differences between the two. o Business and shop class activity. Divide the class in half. Half the class creates a business where they experience different services. Then the roles rotate. The other half the class has a shop where they sell different goods. A Big Idea Provides a conceptual lens for prioritizing content Serves as an organizer for connecting important facts, skills, and actions Transfers to other contexts Manifests itself in various ways within disciplines Requires uncoverage because it is an abstraction Transferable Big Ideas others? Activity Work with a partner or in triads o Organize the cards into 2 piles In your notes: o Give a name to each of the piles High Order thinking questions Factual Questions o Describe the characteristics of each of the piles High order thinking questions: are debatable, not everyone will have the same answers. Why and how questions

Factual Questions: One specific answer, memorizing facts. Does not really require much thought. o Create two more cards for each of the piles (in your notes) High order thinking questions: What is the purpose of life? What is the most important aspect of living as a human? Factual questions: Who was the first president of America? When did the First World War begin? o Create instructions to give to someone to help them determine which pile to put a card in. Cards that ask factual questions go into one pile. These questions will have one identifiable answer. Cards that ask deeper thinking skills and can have different answers. Strategy Word Sort (constructivist)

Classroom Application Brainstorm ways you could incorporate this type of activity: o Give students cards with ideas from the point of the north and south point of views and have them sort them.

Essential Questions: Have no simple right answer; they are meant to be argues Are designed to provoke and sustain students inquiry, while focusing learning and final performances. Often address the conceptual or philosophical foundations of a discipline Raise other important questions Naturally and appropriately recut Stimulate vital, ongoing rethinking of big ideas, assumptions, and prior lessons. Identifying Essential Questions and Understandings: Topics and big ideas: o What specifically, about the idea or topic do you want students to come to understand?

Clarifying Content Priorities: Worth being familiar with. Important to know and do (have clear target) Big ideas and enduring understandings. o Know, do, understand=content. Leverage: influence more than a single discipline. Endurance: Standards that will have long term relevance Essential for the next level: know the standards of classes before and after you!

Important ?s to consider asking a student: What are you doing? Why are you being asked to do it? What will it help you do? How does it fit with what you have previously done? How will you show that you have learned it? Big Story Who are we? (identity and purpose) Where are we? (location in the world) What went wrong? (making sense of the poverty, pain, and injustice we see) What must we do? (what must change & how it can be changed) What time is it? (how our past, present, and future fit into this picture) Walking with the Poor Bryant L Myers Boats Pg 53 Unit on Boats Read/Review it Looking back over the what we just talked about answer this question: Why did I put a sticky note in my book that said YUCK!? o No higher order thinking o Boats isnt a big idea In your notes, indicate at least one reason for each of these slide headers that we just covered: Curses: Using a textbook as a curriculum

Big Ideas: there is not a big idea Essential Questions: The questions are more factual dont need students thinking. Clarifying Content Priorities: They are learning about how different cultural meet their needs. Which is not really a big idea that will content to the students. Instead they should have multiculturalism, then underneath it they can have ships. Backward Design Curriculum o They wanted them to learn about boats?

Share your reasons with a few neighbors Together with your neighbors describe a few ways the unit could be fixed considering each of the headings. Reflect in Notes/Journal What?: o Main ideas covered Critical thinking is more important than content coverage Know where you are going-backwards design Big Ideas Essential Questions Clarifying priorities So What?: whats important? o These are important because using these ideas inside your class can really benefit students. Now What?: how does that change how I am going to change o When I start making lesson plans I will look for the big ideas that really help content students to the topics. o Also, I want to start using the backwards design, I think its a really neat idea to actually know what exactly you want your students knowing when you finish your lesson. And to plan your lesson around that idea.

Next week: Chapter 7 Reading Response Week 2 Notes/Journal Textbook Review Due

o Instructions and the form are posted in Week 3 o Be sure to give yourself enough time o Books are on hold in the curriculum center but there are not that many o Calvin College curriculum center has the same textbooks plus a few others Complete the participation assessment in Moodle before you leave Looking Ahead o Presentations first two are coming soon October 8 (Kind. & 1st Grade) o Grade level decision Indicate your top two choices with an explanation of why they are you top choices I will email you with the one you are assigned