Chapter 3 Planning for the StandardsBased Classroom Marjorie

Chapter 3 Planning for the Standards-Based Classroom Marjorie Hall Haley, Ph. D - GMU 1

Setting the Stage n Effective planning requires that the teacher fully understand the learning goals and can predetermine learning foci, lesson sequencing, activities and projects, and appropriate teaching methods and strategies. Marjorie Hall Haley, Ph. D - GMU 2

Planning & Managing Interactive Instruction n Well-planned lessons are critical and should: n Connect past experiences with new knowledge Past experiences n New Knowledge Promote active use of language Marjorie Hall Haley, Ph. D - GMU 3

Course and Program Planning n Planning generally includes: n Central goals and purposes of the course or program n n Course content n n Local and state standards Organizing; sequencing; resources Assessment n Course & program evaluation; teacher selfassessment; student self-assessment Marjorie Hall Haley, Ph. D - GMU 4

Course and Program Planning n Important terminology in curriculum development: n n n Goal – aim or purpose of instruction Objective (outcome) “ The learner will be able to…. . ” Framework – state document that describes goals and standards to be met Marjorie Hall Haley, Ph. D - GMU 5

Program Models n Bilingual immersion (90/10 or 50/50)- academic n Developmental bilingual education – academic n n instruction given in L 1 and L 2 for K-12 instruction half a day in each language K-6 ESL or ESOL- All academic instruction in English ESL content or sheltered instruction – n n Elementary – self contained for 1 -2 yrs. , then to mainstream Secondary – teachers with dual certification in ESL/content Marjorie Hall Haley, Ph. D - GMU 6

Program Models n ESL pull out – most implemented, most $, least effective n n Immersion – content-area classes in L 2 Inclusion – ESL teacher and classroom teacher plan and teach together n Mainstreaming – ESL teacher determines when student has proficiency to attend all English classes n Monitoring – ESL teacher monitors students close to exiting Marjorie Hall Haley, Ph. D - GMU 7

Program Models n n Sheltered English- specialized form of immersion Submersion- students attend regular content-area classes with no special L 2 instruction n Transitional bilingual education – ½ day in L 1 & ½ day in L 2 changing to all L 2 in 2 -3 years n Two-way bilingual education – language minority and majority students taught together in same class Marjorie Hall Haley, Ph. D - GMU 8

Program Models n Foreign Language Program Models n n n FLES – a sequential, articulate program which teaches the four skills FLEX – emphasizes culture rather than communication; limited in scope and time Immersion(partial/total) – students learn content subjects in target language Marjorie Hall Haley, Ph. D - GMU 9

The Role of Textbooks & Other Materials in Planning for Content-Based Instruction Textbook Analysis & Selection n n Visual appeal Organization/Activity sequence Cultural information Activities n Diverse learning styles n Integration of language forms n Allowance for creation of language, knowledge and creation of meaning n n n Freedom from bias Use with CLi. DES Ideas for alternative assessments Alignment with local, national standards Authenticity of text Use of technology Marjorie Hall Haley, Ph. D - GMU 10

The Nature & Role of Culture in Planning n Teachers must: n Meet national, state and local standards while providing a curriculum that is inclusive of all learners Marjorie Hall Haley, Ph. D - GMU 11

Unit Planning n Assessment n n n Provides achievable and measurable unit objectives based on a standards-based curriculum Is ongoing Can be formal or informal Marjorie Hall Haley, Ph. D - GMU 12

Unit Planning n Planning for Diverse Learner Needs n n n Include a wide array of activities to cover student’s varied learning styles Closely follow IEP’s Be aware that cultural differences may appear as behavior/learning problems Marjorie Hall Haley, Ph. D - GMU 13

Planning Across Proficiency Levels: Differentiated Instruction n Three aspects of differentiating: n n Content – concepts, principles, skills Process – activities that allow students to learn Products – projects which allow students to demonstrate and extend knowledge Remember – every class and every student is unique! Marjorie Hall Haley, Ph. D - GMU 14

Daily Lesson Planning Phase n n Identify: n Performance objectives n Content of each lesson n National, state, and local standards Ask yourself these questions about your students: n what do you want them to know? n what do you want them to be able to do? n what measurements can be used for assessing growth, progress, achievement and performance vs. peers? Marjorie Hall Haley, Ph. D - GMU 15

Daily Lesson Planning n Teaching Phase n Setting the Stage – introduce topic; access background information n Providing Input – vocab, grammar, content Guided Participation – tasks in pairs, groups Extension – culminating activity Methods/Approaches/Strategy – appropriate n Other Activities – follow-up activity, assessment, n n n to objectives, students homework, technology, materials, closure Marjorie Hall Haley, Ph. D - GMU 16

Daily Lesson Planning n Reflection Phase n n n What worked well What did not work well What you will do differently How the plan can be improved One important thing that you learned Marjorie Hall Haley, Ph. D - GMU 17

Daily Lesson Planning n Other Considerations n Time – will the lesson work well in the morning as well as the afternoon? n Place – seating arrangement, equipment placement, location of print materials, use of bulletin boards n Locating other resources – in additional to textbook, add Internet, magazines, newspapers, films, CD-ROMs, videos, student sourced materials Marjorie Hall Haley, Ph. D - GMU 18

Daily. Lesson. Planning n The Lesson Plan Format n n Beginning teachers should use templates provided for specificity and detail Experienced teachers can use a shorter version Marjorie Hall Haley, Ph. D - GMU 19

Planning & Alternative Scheduling Formats n Block Scheduling offers in-depth instruction, extended learning sessions n 4 x 4 model (Straight Block, 90/90) n Four 90 -min. classes/day, 5 days/week for one semester; new classes the following semester n Rotating Block Schedule (Flexible Block, A-B Block Schedule, 8 -Block Schedule) n Four 90 -min classes on A days; 4 different 90 -min classes on B days Marjorie Hall Haley, Ph. D - GMU 20

Effective Planning & Teaching Strategies n Strategies for Teaching on Block Scheduling n n Plan a wide variety of activities (studentcentered and teacher-centered) Address multiple learning styles and intelligences Work smarter – act as facilitator during cooperative learning, group and pair activities, learning centers Use a pacing guide for long-term planning Marjorie Hall Haley, Ph. D - GMU 21