Outlines and Notes

Stepping Stones: Chapter-7 (Planning Classroom Units)

An integral unit is a portion of a course or program that has a clear thematic focus and that
1. Has internal unity
2. Has external consistency
3. Includes pertinent and meaningful aspects of reality that are related to, and may even go
beyond, the main discipline focus of the unit.
Nine steps in designing a Unit
1. Consider the suitability of a proposed topic: Christian worldview or cultural heritage?
Expanding previous knowledge. Too general, too narrow, no clear focus? Meet the needs
of students? (God gave us His promise, His creation mandate, His Great Commission,
Great commandment) CFRR.
2. Brainstorm ideas, possibly using a planning chart or web diagram
3. Formulate your unit focus (e.g., a thematic statement, guiding questions, and intended
learning outcomes)
4. Design, balance and sequence learning activities. Include a motivational introductory
activity and a culminating summative one.
5. Review linkages with state or provincial standards and/ or curriculum guides, adding or
revising learning activities accordingly.
6. Plan a schedule.
7. Select your resources.
8. Plan student assessment. Throughout the unit, consider what evidence will show that you
have met your intents.
9. Review the effectiveness of your unit.

Brophy Teaching (Principles of Effective Teaching)

1. A supportive classroom climate

- Students learn best within cohesive and caring learning communities
- Students are expected to manage instructional materials, participate thoughtfully in
learning activities
- Teachers need to be models: a cheerful disposition, friendliness, maturity, sincerity,
caring, emotional
- Teachers connect students prior knowledge and experiences to extend the learning
community and to maintain the relationship with parents to encourage their
involvement
2. Opportunity to learn
- Students learn more when most of the time is allocated to curriculum related activities
- Effective teachers allocate the time to activities to accomplish instructional goals.
 - Teachers give clear expectations concerning classroom behavior in general and focus
more on learning activities, begin and end lessons on time
- Good planning will help to proceed smoothly

3. Curricular alignment
- All components of the curriculum are aligned to create a unified programme to
accomplish instructional purposes and goals.
- The content in the text book do not need to be too much but deeper and powerful
connected to important goals.
- Curriculum should be goal-oriented (coherent, well connected) and the content should
be able to use in real life.

4. Establishing learning orientations

- Preparing a learning orientation by previewing, connecting to students prior
knowledge
- Good orientations motivate students learning
- Teachers need to make sure that students know what they will be learning and why it
is important to learn.

5. Coherent content
- Content is explained clearly and with meaningful connection, well organized
- Teachers present the content with enthusiasm, using pacing, gestures and other oral
communication.
- Avoid vague or ambiguous language
- Finish with reviewing main points, use follow up questions, use outlines and graphic
organizers for key ideas

6. Thoughtful discourse
- Questions are planned to engage students in sustained discourse structured around
powerful ideas.
- Prepare questions that will stimulate students to process and reflect on content,
recognize relationships among the implications of its key ideas, think critically,
problem solving and decision making or higher-order applications.

7. Practice and application activities

- Students need sufficient opportunities to practice and apply what they are learning
and to receive improvement-oriented feedback.
- Three ways to help students learn; first, present information, explain concepts and
model skills. Second, they ask questions and lead their students in discussion. Third,
engage students in activities or assignments with opportunities to practice or apply
what they are learning.
- Fill in the blank worksheets should be minimized as it isolates students from
practicing.
- Most practice of reading and writing skills are embedded for students to work
independently to ensure they know what they are doing.
 - Monitoring the progress and providing feedback is important

8. Scaffolding students task engagement

- Providing assistance to students to enable them to engage in learning activities
- Activities and assignments should be varied and interesting
- Providing guidance and feedback during the activity, assess performance for
completion and accuracy
- Re-teaching and follow-up assignments need to provide as needed

9. Strategy teaching
- The teacher models and instructs students in learning and self-regulation strategies.
- Requires comprehensive instruction (what to do, how to do it, when and why to do it)

10. Co-operative learning

- Students often benefit from working in pairs or small groups to construct
understandings or help one another master skills.
- It will increase student interest in and valuing of subject matter and positive attitudes
and social interactions among students who differ in gender, race, ethnicity, and
achievements levels and other characteristics.
- Example can be peer discussing on how to respond to assignments, checking work,
providing feedback or tutorial assistance.
- It will enhance learning outcomes if they combine group goals and individual
accountability. (teachers also need to scaffold and provide assistance when needed)
11. Goal-oriented assessment
- Teachers use a variety of formal and informal assessment methods to monitor
progress towards learning goals. (formal tests or performance evaluations and
informal ones of students contributions to lessons and work on assignments.
- Everyday lessons and activities provide opportunities to monitor the progress of the
class. Other form of tests: observation checklists, portfolios of student papers or
projects, and essays or other assignments which are higher-order thinking and
application.

12. Achievement expectations

- Teachers establish and follow through on appropriate expectations for learning
outcomes.
- Teachers are to have commitment to instructional excellence, and positive teacher
attitudes towards students and expectations regarding of students abilities.
- Students are capable of learning as teachers are capable of and responsible for
teaching them successfully (they will teach again and it the curriculum does not work
they will develop it next time).
- Setting goals for the class and for individuals (minimally acceptable standards) and
bringing students to another level.
- Struggling students will get extra time and instruction and encouragement are needed
to enable them to meet expectations (not protecting students from failure or
embarrassment).
 Entry Points: Biblical views in Curriculum
Chapter 4-5

- The nature of a child (imager bearer, unique and has different gifts, unity, rational,
interactive, responsible and accountable)
- The role of a Christian teacher (more than a profession, calling of God, build
relationship, create the right atmosphere, need to consider classroom situation; the
materials, time, learning styles, the values)
- The change of nature of the role of a teacher (Traditional role vs. Progressive role),
(commitment and assessment, encouragement)
- The curriculum aims and content should contribute to the aims outlined in the
statement. Teachers need to have an understanding of the implications of both the
content and the teaching methods to support the aims, beliefs and values of the
school.
- Finding ways of honoring God, triangle pattern: God is the center of the child and the
teacher, what is taught, and each of them has connection
(Chapter 13: History)
1. The selection and interpretation of data
- Several interpretations can be occurred
- Distortion about history is to exalt own tradition. Christian teachers will want to
enable their students to question the past and to test the conclusions of others by
understanding the spiritual, moral and political considerations
- It is important for both Christian and non-Christian to be honest in determining the
actual facts though it might be different according to own interests

2. A Christian basis for the selection and interpretation of data

- God acts in history which will come to an end as he entered into human history, he
will continue his redemptive work through His Holy Spirit and will end in judgment.
- Nature of humanity: Human beings are made in the image of God
- Motivation, Value and morality, Faith and understanding

3. Christian perspectives on the teaching of history

- History viewed as an unfolding of God in history
- A biblical understanding of God in history
God has directed that written records be kept
God wants us to know history
God expects us to learn from a knowledge of history
History records the progress of Gods plan
Gods dealings in history show us is attributes
God is sovereign: no-one can over-rule him
God is never taken by surprise
God plans the history of nations
 God controls the rise and fall of nations
God leads rulers when they look to him for guidance
All nations are responsible to God
- The Christian purpose in teaching history
We need to understand the Biblical history as it is the foundation to understand
ourselves and others. We need to love those who differ from us. We study cultural
values because we want to understand how those ideas have influenced us (we will be
able to contribute something toward helping to destroy our self-made, self-centered
worlds. We can strive to evaluate current cultural norms and apply the transforming
values of Christ.
The past has influenced our social, cultural, political and spiritual development and
direction.
Just as the history of Israel embraces the whole range of human experience (social,
political, economic, cultural, spiritual) so history teaching should touch all areas of
life.
4. Aims: To present history as the linear unfolding of Gods purposes on earth
To look for Gods providence in history
To make judgments on events and individuals on the basis of the truth of Gods
words and on the consequence of mans actions.
To emphasize the importance of cause and effect in the study of history..
5. Constructing a syllabus
6. Understanding the world and its structures
7. Christian influence in history
8. The effect of culture on Christianity

Act of Teaching
Reflection on the Act of Teaching (Chapter 6)
Instructional planning is especially beneficial for new teachers: little exp of teaching, unsure of
self-teaching skill, important to students as we will have taken into account their diversity, how
they learn best, and their interests
To prepare instructional objectives that will lead to meaningful, authentic kinds of learning
experiences.
What is your responsibility for teaching, curriculum- what to be taught at each grade level?
Develop short and short-range plans.
Lesson plans has seven parts: objective, resources, set induction, methodology, assessment,
closure, reflection.
 Chapter 7
Presentation: students attention, interaction, review, summarize and check for understanding
Discussion: preparation, delivery and closure. Specific objective (teacher-student or student-
student)
Individualized instruction: to know and care about the diversity of each student, to modify the
task and varied, know learners strengths and needs
- Any school related assignments to provide rehearsal and practice, opportunity to learn
independent study

Chapter 8

Cooperative learning: to engender in students a collective caring all for one, one for all
philosophy. Good cooperative learning requires good presentation, preparation, setting team
goals
Peer assistance: high level will help low level if they are willing.
Discovery learning: provide opportunity to think and figure out for themselves, help to discover,
promote higher order thinking; analysis, synthesis, evaluation.
Constructivism: to engage students in active social or group learning, sharing
Direct instruction: provide strong academic direction, have high expectation, monitor and control
Basic practice, explicit teaching, active teaching to maximize learning content or skills