Planning for Instruction

Learning Goals vs. Learning Objectives

LG: General targets for learning.

o Ex: Students will understand text structure.
o Ex: Students will learn about the solar system.
LO: Specific statement about what students should know by the end of the lesson.
o Ex: Students will name and describe each of the five text structures.
o Ex: Students will name and describe all planets in the solar system.

*Remember the learning objective is what the students will be learning to be able to reach their
learning goal.
Scaffolding vs. Differentiation

Scaffolding: Assisting students to reach their learning goals through a step-by-step

process. The teacher uses what the students already knows as a foundation to build a new
skill.
o Methods of Scaffolding
Modeling/ Gestures
Repetition
Thinking maps/ Graphic Organizers
Use Prior Knowledge
Visuals/ Realias
Check for Understanding (Pause, Ask Question, Pause, Review)
Frontloading
Think-Pair-Share/ Time to Discuss
Sentence Frames
Use First Language
Differentiation: Making changes to lessons and activities to address individual student
needs and learning styles. Teachers need to know their students to properly differentiate
content.
o Content
Design activities that cover multiple levels of Blooms Taxonomy.
Lower Levels: Remembering and Understanding
Some Mastery: Applying and Analyzing
High Levels of Mastery: Evaluating and Creating
o Process
Deliver material according to learning styles.
Using multiple modalities of learning (visual, kinesthetic, tactile,
auditory)
Thinking Maps, Text Books, Audio Books, Technology
o Product
Students demonstrate mastery depending on their learning styles. Below are
examples based on learning style.
Visual learners create a graphic organizer.
Auditory learners give an oral report.
Kinesthetic learners can build and present a final product.
Textile learners can read and write a report.
o Learning Environment (Positive and Structured)
Classroom management
Cooperative groups (Heterogeneous)
Give students options