Transcript Lesson Planning and Objectives

Instructional Planning
Documentation
Outcomes
• Develop an understanding of Instructional
Planning Documentation rubric
• Understand the process of lesson planning
• Be able to develop measurable objectives
• Use the lesson plan check list to analyze
current lesson plans
•
Fact or Fib
Objectives come from1st page of text book
Fib
•
Objectives are driven by the standards
Fact
•
Objectives and activities are the same thing
Fib
•
Objectives state the learning outcome
Fact
Fact or Fib
•
Objectives are not necessary when lesson planning
Fib
•
Daily objectives are not necessary
Fib
•
Standards and objectives are not the same thing
Fact
•
Assessment data is not used in daily lesson plans
Fib
The teacher designs and plans
instruction that develops students’
abilities to meet Arizona’s
Academic Standards and District
Assessments.
TIIES: Instructional Planning
Documentation
• Based on state standards assessment data and
sequential objectives:
– Measureable objectives with aligned assessments
– Essential sub-objectives
– Modifications and Accommodations
– Materials/ Resources Needed
• Long Range Plans or Pacing Guides
– Notations of standards learned
– Sequenced timeline of standard that remain to be
taught.
Know Your Target!!!
Whole to Parts
Standards
Assess
Long Range
Plans
Daily Lesson Plans
(IEPs, 504s,
ELA standards)
Assess
Pacing Guides
and curriculum
maps
TIIES: Instructional Planning
Documentation
• Based on state standards assessment data and
sequential objectives:
– Measureable objectives with aligned assessments
– Essential sub-objectives
– Modifications and Accommodations
– Materials/ Resources Needed
• Long Range Plans or Pacing Guides
– Notations of standards learned
– Sequenced timeline of standard that remain to be
taught.
Where Do My Objectives Come From?
• Standards-Common Core, English
Language Acquisition Standards
• Pacing Guide/Curriculum Map
• Assessment Data
Whole Objectives
W
WHAT: CONTENT/ STANDARDS
H
HOW: PROCESS/ ACTIVITY
O
OBSERVABLE VERB (s)
L
LEARNING OUTCOME
E
EVALUATION
W + H + O = L + E = WHOLE OBJECTIVE
WHOLE Objective Essential Questions
Component
Essential questions
W
1.
2.
What content/ standards need to be taught?
What is the essential idea for the PO? What is the time frame
and level of understanding of my students ?
H
1.
2.
What PO am I teaching?
What will the students need to able to do to reach the
planned level of understanding?
What learning multisensory modalities can I use?
3.
O
What overt verb best describes what I want students to do with
the ‘what’ and “how’ of the lesson?
L
When I combine the what and how of the lesson does it provide a
full picture of what students will be able to do by the end of the
class?
E
What assessment, evidence or final product will demonstrate
individual levels of proficiency of the objective?
Activity VS Objective
•
Tables group will sort the strips into
two categories: activities and
objectives.
•
When finished be prepared to share
the differences between the two
categories.
Activities
Objectives
TSW complete problems 1-10
page 24 with w 80% accuracy.
TSW demonstrate proficiency
in multiplying 2 digit by 2 digit
numbers with 80% accuracy
by completing pg 24, 1-10.
TSW Read the story and
answer the questions at the
end with 100% accuracy.
TSW recall important events
and make inferences from a
story by answering the
questions at the end of the
selection with 100% accuracy.
TSW do a word sort
categorizing words into 2
groups 8 out of 10 times
correctly.
TSW distinguish the difference
between nouns and verbs by
doing a word sort with 8 out
of 10 correct.
TSW work in small groups to
compare and contrast
characters from a story.
Accuracy will be measured by
a 4 point rubric.
TSW compare and contrast
the main characters from a
story by creating a Venn
Diagram. Accuracy will be
measured by a 4 point rubric.
Activities
Objectives
TSW complete problems 1-10
page 24 with w 80% accuracy.
TSW demonstrate proficiency
in multiplying 2 digit by 2 digit
numbers with 80% accuracy
by completing pg 24, 1-10.
WHAT
TSW Read the story and
answer the questions at the
end with 100% accuracy.
WHAT
TSW recall important events
and make inferences from a
story by answering the
questions at the end of the
selection with 100% accuracy.
TSW do a word sort
categorizing words into 2
groups 8 out of 10 times
correctly. WHAT
TSW distinguish the difference
between nouns and verbs by
doing a word sort with 8 out
of 10 correct.
TSW work in small groups to
compare and contrast
characters from a story.
Accuracy will be measured by
a 4 point rubric. HOW
TSW compare and contrast
the main characters from a
story by creating a Venn
Diagram. Accuracy will be
measured by a 4 point rubric.
Identify Verbs that are difficult to use in WHOLE objectives
1.
2.
3.
4.
5.
6.
7.
8.
discuss
create
match
understand
summarize in writing
review
brainstorm
talk about
Identify verbs that are difficult to use in
WHOLE objectives
1.
2.
3.
4.
5.
6.
7.
8.
discuss
create
match
understand
summarize in writing
review
brainstorm
talk about
Why are they difficult?
They are not MEASURABLE!
Now what
am I supposed
to do?
Identify WHOLE Obj. Components
By the end of the lesson, students will
demonstrate distributive property of
multiplication by building arrays using color
tiles. Evidence of proficiency will be
measured by a Problem Solving Rubric.
WHOLE Obj. Components
• By the end of the lesson, students will
demonstrate distributive property of
Multiplication by (W) building (O) arrays using
color tiles. (H) Evidence of proficiency will be
measured by a Problem Solving Rubric. (E)
• L) - students will demonstrate distributive
property of multiplication (W) by building (O)
arrays using color tiles. (H)(
Let’s look at your lesson plans!
•
•
•
•
Individually choose an objective from your
lesson plans.
Highlight existing WHOLE objective
components.
Rewrite your objective to include all
components.
Share your revisions with your table partners.
Sub-Objectives
•
–
–
Assessment driven!
Pre-assess
Task analyze
•
Stepping stones to reaching your WHOLE
objective
•
Prerequisite knowledge to be successful
Essential
Learning
Outcome
Let’s Practice
• As a group choose one objective from your
lesson plans that you brought and identify the
appropriate sub-objectives for that lesson.
Objective
Sub objectives
TIIES: Instructional Planning
Documentation
• Based on state standards assessment data and
sequential objectives:
– Measureable objectives with aligned assessments
– Essential sub-objectives
– Modifications and Accommodations
– Materials/ Resources Needed
• Long Range Plans or Pacing Guides
– Notations of standards learned
– Sequenced timeline of standard that remain to be
taught.
Modifications and Accommodations
• ALL kids are capable of success NO
EXCEPTIONS!
• How do I do this?
– Modifications- Changing the content or materials
for an individual or small group of students
– Accommodations- Adjustment made to student
participation or teacher actions to enable learning
to occur
Modifications (What)
Accommodation (How)
•Moving up or down on Bloom’s
Taxonomy based on student need
• Adjust material to instructional
level (lower level reading material
on same topic)
Example 1: Students working on 23 digit multiplication and an LD
student may need to be working on
a single digit multiplication in order
to be successful.
•Extended time
•Frequent breaks
•Read, reread, clarify directions
•Read out loud the math, writing,
science portion of assessments
•Take assessments in a small group
setting
•Enlarge print
•Script
•Allow verbal responses
Example 2: Eighth grade student
who reads at a 4th grade level needs
content material at a 4th grade
reading level.
Lesson Plan Checklist
What are my objectives for this lesson? (WHOLE
and sub-obj.)
What assessment data drives this lesson?
What materials and resources will I use? (Do I
need supplemental materials?)
How will I meet the needs of all of my students?
(Modifications and Accommodations)
What measureable evidence will I use for student
learning documentation?
Mentor Support
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•
•
•
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Planning for Common Core Math
Planning objectives within lesson maps
Developing clear, measurable objectives
Long range planning and pacing
Feedback on pacing of the lesson
HOMEWORK
Adjust your lesson plans to include all
necessary components as described in the
TIIES rubric. Your mentor will use the
lesson plan checklist for the next scheduled
observation. (One incentive point)