INSTRUCTIONAL LEARNING CYCLE Instructional Planning Phase Part 2

INSTRUCTIONAL LEARNING CYCLE: Instructional Planning Phase: Part 2 Office of Education Improvement and Innovation

Instructional Planning

ILC Process Document Questions Based on student data, what content will be used and what instructional strategies will be implemented to achieve the learning targets? How will the chosen instructional strategies be implemented? How will we plan differently for students who are already proficient, close to proficient and far from proficient?

What is the Instructional Plan? 3– 5 weeks What? Instructional Plan How?

Creating the Instructional Plan STATE STANDARDS ASSESSMENT CONTENT INSTRUCTIONAL STRATEGIES H O W ? How will ALL students meet the state standards? How will ALL students show they have achieved the learning targets? How will ALL teachers help the students become proficient?

Identifying plan for instruction from your data Learning Targets Pre-assessment Data Instructional Strategies/Approaches

Criteria for the Instructional Plan

Common Content & Instructional Strategies STATE STANDARDS Student Achievement ASSESSMENT CONTENT INSTRUCTIONAL STRATEGIES Common Frequency

Selecting Content 9 -1 -1 Content Content TOPIC Content Content Content Key Ideas Content

Selecting Content “If it’s important enough to teach, then it’s important enough to test. ” ESSENTIAL “If it’s important enough to test, then it’s important enough to teach. ” DEPTH OF KNOWLEDGE

Selecting Instructional Strategies STATE STANDARDS Instructional Strategies ASSESSMENT CONTENT

Selecting Instructional Strategies Identifying similarities and differences Note Taking APPLICATION Using Venn diagrams Creating Metaphors

Selecting Instructional Strategies

Frequency of Instructional Strategy Implementation Multiple implementations

Instructional Approach All students? Some students? Just a few individuals?

Reaching All Students How will we plan differently for students who are already proficient, close to proficient and far from proficient? Student Task 1 Student Task 3 Student Task 2

Instructional Plan Double-Check H O W W H Y

Creating the Instructional Plan STATE STANDARDS ASSESSMENT CONTENT INSTRUCTIONAL STRATEGIES W H Y Why are we working toward this learning target? Why is this item on the assessment? Why did I chose this content/ instructional strategy?

Identifying a Monitoring Approach How will we monitor how closely we follow our instructional plan? What data will we collect on adult implementation? TEACHER Monitoring Plan Walkthrough Look Fors

Identify a Monitoring Approach How closely followed? Monitor Implementation Implemented as intended?

Implementation Guides Effective Questioning Implementation Guides for Gradual Release Model

Implementation Guides Identify the critical components Implementation Guide Ideal Implementation – “Gold Standard” Acceptable and Unacceptable Variations

Planning for Implementation Data Collection Peer Observations Administrator Walk-Throughs Self-Monitoring Others Monitor Walkthrough List with Look Fors Third Party

Action Items

Instructional Planning Phase Individual Tasks

Implement Instructional Plan

Implement Instructional Plan Touch base frequently Agree upon adjustments Take notes Discuss revisions

Monitor Implementation Monitoring Plan

Administer and Analyze the Post-Assessment Results Click on the document to download it for further review.

Review You must answer each question in the review before you can continue to the last slide of the presentation

Question 1: When you first start creating your Instructional Plan which question should you ask? A. B. C. D. What? Why? When? How?

Question 2: When selecting content to cover which of the following should you consider? Select all that apply. A. Key ideas related to the learning targets and standards B. 9 -1 -1 knowledge C. Information that can easily be found in reference books or using technology D. Random information that the students may not already know

Conclusion Failing to plan is a plan to fail.

Additional Resources • • Gregory, Gayle, and Carolyn Chapman. Differentiated Instructional Strategies: One Size Doesn't Fit All. Thousand Oaks, CA: Corwin, 2013. Laud, Leslie. Differentiated Instruction in Literacy, Math, and Science. Thousand Oaks, CA: Corwin, 2011. Tomlinson, Carol A. , and Caroline Cunningham Eidson. Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5 -9. Alexandria, VA: Association for Supervision and Curriculum Development, 2003. Tomlinson, Carol A. , and Caroline Cunningham Eidson. Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades K-5. Alexandria, VA: Association for Supervision and Curriculum Development, 2003. For additional information on differentiated instruction, see the Differentiated Instruction: Maximizing the Learning of All Students module produced by the Iris Center at Vanderbilt University at http: //iris. peabody. vanderbilt. edu/di/chalcycle. htm. Assessment and Grading in the Differentiated Classroom (http: //www. stenhouse. com/fiae) Guide for Classroom Teachers (http: //www. stenhouse. com/html/fiae-studyguides. htm).