LONG RANGE UNIT AND LESSON PLANNING Carol Fulton

LONG RANGE, UNIT, AND LESSON PLANNING Carol Fulton University of Regina Adapted from and with thanks to Nancy Mayne, Nippising University

Each type of planning focuses on a different timeline and purpose. n n n Effective instruction depends on all 3 types of plans The Education Act requires that Long Range Plans be available in the school office for parent viewing upon request ( usually required by September 30 th of the current school year). Before you are tenured, administrators will ask to see your long-range, unit and lesson plans.

Long Range Planning n n Sometimes referred to as Long-term or Yearly Plans. Shows an overview of the course, or integrated courses, for the full year. Helps you to determine and book resources, volunteers, excursions, etc. for the year. Provides a “road map” for you so you can judge how to reach your goals.

UNIT PLANNING n n n More detailed than a Long Range Plan Starts with the ends in mind…. first identify what you want the students to learn (called backward design). Includes Overall Expectations, Specific Expectations, Assessment Strategies, Resources, and Instructional Strategies. Starts with an essential or driving question Is flexible…. plans are just a guideline!

Teach to Students! n n Natural shift during your career – at first you see only the lesson; later you will see your students! Adjust plans as you go along to reflect students’ and your own needs and interests. Reflect on plans and add to them after finishing, or while working in, each unit; note things that worked well – or not. Share with colleagues! Plan together!

LESSON PLANS n n Provide day by day detailed plans about each of your lessons. Evolve in style as you gain experience and confidence (e. g. , from several pages to several words). Include time for mini-lessons as needed throughout the day. Start with the end in mind…consider first what you want the students to learn and how they might show what they know.

LESSON PLANS Should include: n an introduction, “hook”, or mental set n a clear indication of the learning expectations ( stated in an age appropriate way) n body of the lesson (input, modeling and demonstration, guided practice followed by independent practice) n a conclusion or closing

LESSON PLANS n Should always be guided by the “PHASES OF INSTRUCTION” MOTIVATION NEW LEARNING CONSOLIDATION APPLICATION

LESSON PLANS MOTIVATIONAL SET n 3 to 5 minutes n create interest n connect this lesson to past learning n be clear about what students will know or be able to do at the end of this lesson, and why that has value

LESSON PLANS NEW LEARNING n model, model n review throughout the lesson, constantly cycling back to ensure new concepts and ideas are clear n ensure that everyone is involved n keep the lesson input as short and brisk as possible n involve as many senses as possible n keep ACTIVE LEARNING in mind as you progress through the lesson n appeal various types of learners (i. e. , auditory, visual, kinesthetic, etc)

CONSOLIDATION n n n This is time to practice the new learning in “near” contexts. You scaffold the learning during this time. Monitor closely…the more time students spend practicing doing something the wrong way, the more time you will spend un-teaching and re-teaching. Provide several closely monitored opportunities for this type of practice. Make anecdotal notes about progress and needs as you supervise. Use this time to teach mini-lessons to individuals or small groups who didn’t grasp the new learning during your first lesson.

APPLICATION n n n n Keep in mind that the learning hasn’t happened until the student can use it independently. Provide structured time to practice the new learning in “far” contexts. Gradually release responsibility for learning…scaffold from a more removed position. Provide a wide variety of contexts for use of the new skill. Involve students in assessing the extent of their learning. This part of the lesson (or sequence of lessons) should take the most time. Include remediate and enrichment applications.

APPLICATION n n Keep in mind that learning is, and should be, hard work… So, if you find yourself working harder than you feel your students are…it’s time to re-evaluate your approach.

TIMELINE FOR PHASES OF INSTRUCTION n n Time needed will vary depending on the complexity of the expectation. Motivation and New Learning should take a relatively short amount of time: - 10 -20 minutes in Primary grades - 20 -30 minutes in Junior grades - 30 -40 minutes in Senior grades

TIMELINE FOR PHASES OF INSTRUCTION n n CONSOLIDATION and APPLICATION phases should take up the majority of time in a lesson or series of related lessons Your role changes from “teller/shower” to “guide/assessor” as the phases of instruction progress.

Assessing Your Own Learning n n Use the Professional Development Process (PDP) Choose professional goals (AKA “targets”) appropriate to your lesson Create a data collection sheet so your observer can give you descriptive feedback Take the information graciously and plan to make adjustments the next time you teach

Your Turn n n You will now create a lesson plan that is typical for your subject area You will choose some professional goals for your group and create a data collection sheet You will post your lesson plan on the EPS 350 blog You will have fun doing this.