Stage 4 Design Your Instructional Blueprint 1 The

Stage 4 Design Your Instructional Blueprint -1 -

The Flow of Instructional Design Clarify where you’re headed – A roadmap Presentation Classroom Discussion Direct Instruction Select Model(s) of Instruction Cooperative Learning Concept Teaching Problem-Based Incorporate the 5 Es Write your Lesson Plans -2 - Click on any of the underlined blue text for details

Lessons Student Essential Learning Questions Objectives Instructional Formati Strategies/Tasks to ve Support Assess. Differentiation ments (Include a balance of analytical, creative, and practical activities) 1 2 Etc -3 - Return to Instructional Design

ENGAGE EXTEND EVALUATE EXPLORE EXPLAIN -4 - Next Page

The 5 Es Learning Cycle l l Developed by BSCS (Biological Sciences Curriculum Study) in 1989 Has emerged as a premier framework for instructional design because it: l l is applicable for virtually any instructional purposes is flexible, adaptable and realistic reflects real science aligns with the standards -5 - Return to Instructional Design Next Page

Engage l How could you pique your students’ curiosity? l How could you hook them? l How can you focus their attention on the topic? Return to Instructional Design Next Page

Explore l What activities will allow students to handle and manipulate materials? l How could you help students make discoveries? l How can you get students to talk about their discoveries? Return to Instructional Design Next Page

Explain l How could you help students make sense of their observations and questions? l How could you help students describe what they see? l How can you help students with explanations for why things happened certain ways? Return to Instructional Design Next Page

Extend How will students apply newly learned concepts and skills to new situations? l How could you help them to present and defend their understandings and explanations? l What are possible student misconceptions and how would help students work through them? l Return to Instructional Design Next Page

Evaluate l What kinds of evidence will reveal what students understand grasp about the big ideas? l What are some different ways you could monitor progress? l How can you help students selfassess their own learning? Return to Stage 4 Template Return to Instructional Design

Models of Instruction Presentation Direct Instruction Classroom Discussion Concept Teaching Cooperative Learning Problem-Based Click on any model for more details. -11 - Return to Instructional Design

Presentation Model of Instruction A tightly structured teacher-centered model designed to help students acquire & assimilate information expected to be learned 4 phases: l l 1. 2. 3. 4. Presenting objectives Use of advanced organizers to scaffold new information Presenting information to be learned Helping students extend and strengthen their thinking -12 - Return to Instructional Design

Using Presentation Lessons in the Classroom l l l Connect content and advance organizers to student’s prior knowledge Be sure lesson delivery is clear by explaining links of information, providing examples with rules, and carefully planned verbal transitions Help students extend and discipline their thinking by using higher order questioning and discussions -13 - Return to Instructional Design

Web Links for the Presentation Model l l Increasing Comprehension by Activating Prior Knowledge. ERIC Digest Critical Presentation Skills–Research to Practice, ERIC Digest #449 Advance Organizers Increasing Comprehension by Activating Prior Knowledge. ERIC Digest Schema Activation, Construction, and Application. ERIC Digest. -14 - Return to Models of Instruction Return to Instructional Design

Direct Instruction Model Designed to help students master well structured academic content and acquire specified skills in step-by-step fashion 5 phases l l 1. 2. 3. 4. 5. Establish rationale/goals of the lesson Explain and/or demonstrate knowledge or skill Guided practice Debrief/feedback/check for understanding Extended practice -15 - Return to Instructional Design

Using Direct Instruction Lessons in the Classroom Prepare specific learning objectives that address student behavior, testing situation, and performance criteria (STP) l Break tasks/skills into logical steps l Proceed through the 5 phases (goals, demonstrate, guided practice, debrief, extended practice) l -16 - Return to Instructional Design

Web Links to Direct Instruction l l l The Madeline Hunter Direct Instruction Model Association for Direct Instruction “really works” What direct instruction is & is not, with more links Observational (Social) Learning Praise in the Classroom -17 - Return to Models of Instruction Return to Instructional Design

Concept Teaching Involves the learning of specific concepts, the nature of concepts, and the development of logical reasoning & critical thinking May be deductive (rule to example) or inductive (example to rule) Proceeds through 4 primary phases: l l l 1. 2. 3. 4. Clarify goals & conditions Illustrate examples & nonexamples Students provide examples & nonexamples to demonstrate attainment of concept Guide students to think about their own thinking (examine their decisions, consequences of choices, how concept fits in with bigger picture) -18 - Return to Instructional Design

Using Concept Teaching in the Classroom l Select Big Idea concepts and determine the best approach: l l l inductive through direct presentation of the concept first, or Deductive (Concept Attainment) through examples/nonexamples & guided discovery Clarify aims/establish a “hook” to draw students in Proceed through the selected inductive or deductive approach using examples & nonexamples Get students to demonstrate their understanding Employ higher-level questioning & discussion strategies -- help students analyze their own thinking processes -19 - Return to Instructional Design

Web Links to Concept Teaching l l l l l Concept Teaching strategies with additional links Concept Mapping Homepage Overview of Concept Attainment Teaching Concept Attainment Concept Formation Discovery Learning Concept Teaching through Inquiry Inductive Approach Inductive/Deductive links -20 - Return to Models of Instruction Return to Instructional Design

Problem-Based Learning A problem situation is presented to students who then investigate & problem solve to find solutions. 5 major phases: l l 1. 2. 3. 4. 5. Orientation to the problem & lesson objectives Review logistical details to tackle the problem Oversee student activities such as data collection, experimenting & finding solutions Extend the findings by preparing appropriate presentations, models, reports, etc. Reflective analysis on the processes & results student results -21 - Return to Instructional Design

Using Problem-Based Learning in the Classroom l l Careful planning is paramount – in particular: clearly defined goals & objectives, puzzling & ill-defined problems to spark interest, & logistical organization of resources & tools. Work through the 5 phases of PBL instruction, bearing in mind that the teacher facilitates and the students investigate & problem-solve. -22 - Return to Instructional Design

Web Links to Problem-Based Learning l l l l Problem-Based Learning Tutorial & Resource Guide Project-Based Learning with Multimedia Projects-L Listserv Center For Problem-Based Learning Project Approach in Early and Elementary Education Problem-Based Learning Overview & Resources PBL Checklist for Science (& other subjects) -23 - Return to Models of Instruction Return to Instructional Design

Cooperative Learning Students work together in small groups and learn through interaction with each other while the teacher coaches the process. -24 - Return to Instructional Design

5 Major Phases 1. 2. 3. 4. 5. Teacher clarifies goals, provides a hook and introductory information Organize student teams with clearly defined roles Facilitate team activities, including academic learning, social skills & cooperative behavior Assess student knowledge throughout the process and/or by team presentations Recognize both group & individual efforts such as active participation and taking responsibility for learning -25 - Return to Instructional Design

Phase 1: Goals, Hook & Introduction l The 3 instructional goals of cooperative learning are: 1. Academic achievement, 2. Tolerance and acceptance of diversity, and 3. Development of social skills l Consider how you will communicate these goals in your introduction -26 - Return to Instructional Design

Phase 2: Teams and Roles l Organize materials, learning experiences and small group activities by paying attention to 4 key features: 1. 2. 3. 4. Form heterogeneous teams How students will work together in small groups (Student Teams, Jigsaw, Group Investigation, Think-Pair-Share) How behavior and results will be recognized or rewarded Realistic time estimate Return to -27 - Instructional Design

Jigsaw-Teams -28 - Return to Instructional Design

Think-Pair-Share -29 - Return to Instructional Design

Four- and Six-Cluster Seating Arrangements -30 - Return to Instructional Design

The Swing Seating Arrangement -31 - Return to Instructional Design

Cooperative Learning Roles May Include … Group recorder l Materials collector l Reporter l Final copy scribe l Illustrator l -32 - Timekeeper l Cheerleader/ Facilitator l Monitor l Messenger l Return to Instructional Design

Phase 3: Facilitate learning, social skills & cooperative learning l l Help with Transitions Teach Cooperation l l l Task Interdependence Social Skills l Sharing Skills l Participation Skills Communication Skills Group Skills l Team Building Teaching Social and Group Skills -33 - Return to Instructional Design

Phase 4: Assess Throughout and/or with Presentations l l Test Academic Learning Assess Cooperation Grade Cooperative Learning Recognize Cooperative Effort -34 - Return to Instructional Design

Scoring Procedures for Jigsaw -35 - Return to Instructional Design

Quiz Score Sheet for Jigsaw -36 - Return to Instructional Design

Rubric for Cooperation and Collaboration -37 - Return to Instructional Design

Phase 5: Recognize Group & Individual Efforts l l Find ways to highlight group presentations by displaying results prominently in room. Maybe invite guests to hear final reports. Consider summarizing results through newsletters or other forums. Each individual makes some kind of unique contribution – highlight those. -38 - Return to Instructional Design

Web Links to Cooperative Learning l l l A guide to Cooperative Learning Overview of Cooperative Learning Strategies Jigsaw Group Investigation The Collaborative Classroom -39 - Return to Models of Instruction Return to Instructional Design

Classroom Discussion An enhanced form of everyday class discussions, characterized by explicit attention to improved conceptual understanding, thinking processes, communication and social skills. 5 phases: l l 1. 2. 3. 4. 5. Establish aims & ground rules of the discussion Ask a leading question or provide discrepant event/discussion topic Keep the flow going with questioning, responses, wait times, paraphrasing, summarizing, and so on Summarize the discussion Students self-evaluate the discussion and thinking processes -40 - Return to Instructional Design

Using Classroom Discussion in the Classroom l l Recognize that good discussions require planning just like any other lesson. Look at the different kinds of discussions & choose the one that fits your purposes. In preparation, take into account the purpose of the discussion and students’ prior knowledge & communication/discussion skills. Remember the use of physical space – seating in a U-shape or circle is more conducive to engaging discussions that straight rows. Work through the 5 phases with attention to convergent & divergent questions (many prepared ahead of time), slowing the pace to broaden participation, use of wait time, refocusing the discussion as needed, and so on. -41 - Return to Instructional Design

Web Links to Classroom Discussion l l l l l Leading Classroom Discussions Teaching Science with Classroom Discussions The Socratic Method: Teaching by Asking Instead of by Telling Asking the Essential Questions Convergent, Divergent, Memory & Evaluative Questions Using "Think-Time" and "Wait-Time" Skillfully in the Classroom, ERIC Digest Classroom Questions, ERIC/AE Digest Questioning Techniques for Gifted Students Communication Apprehension: The Quiet Student in Your Classroom -42 - Return to Models of Instruction Return to Instructional Design

Instructional Strategies The web links to the strategies that follow represent some, but not all, of research-based strategies that work. You should pick and choose those strategies that best support your lesson’s success Return to Instructional Design Next Page 43

Web Links to Instructional Strategies Assigned Questions Author's Chair Balanced Literacy Bloom’s Taxonomy Questioning Book Talks Brain-Based Artistic Approaches Brainstorming Case Studies Categorizing Cloze Procedure Concept Attainment Concept Formation Concept Maps Cooperative Learning Debates Didactic Questions Discussion Drill & Practice Focused Imaging Graphic Organizers Guided & Assisted Reading Guided Reading & Thinking Interactive Journaling Inquiry Integrating the Arts Interdisciplinary Approach Jigsaw Journal Writing K-W-L Learning Contracts Learning Logs Lecture Literature Circles Mind Mapping Oratory, Public Speaking and Speech Writing Picture Books and Illustrator Studies Picture Word Inductive Model (PWIM) Quick Writes RAFT Read Aloud Reading for Meaning Readers' Theater -44 - Reciprocal Teaching Reflective Discussion Research Projects Response Journal Role Playing Scaffolding Science Fairs Science Olympics Simulations Story Mapping Storytelling Structured Controversy Synetics Think Alouds Think, Pair, Share Visual Imaging Webbing Web. Quests Word Walls Writing to Inform Return to Instructional Design Accommodation Strategies

Recall from Stage 1 that you identified what student needs require accommodations… A number of online resources provide assistance and strategies for instruction for English learners, advanced learners and students with disabilities: l. CA Science Project English Learner Initiative: http: //csmp. ucop. edu/csp/initiative. html l. SDAIE Handbook: Techniques, Strategies, and Suggestions for Teachers of LEP and Former LEP Students http: //www. csupomona. edu/~tassi/sdaie. htm l. Disabilities, Teaching Strategies & Resources http: //www. as. wvu. edu/~scidis/sitemap. html l. Planning Programs for High Ability Learners http: //ericec. org/digests/e 546. html -45 - Return to Instructional Design

Lesson Plans Lesson plans are merely the means to organize and communicate the details of how you will carry out your instructional blueprint. . . -46 - Return to Instructional Design

Generic Lesson Plan Template Title: Purpose: Student Learning Objectives: Formative Assessments (should match lesson plan objectives): Materials/Set-Up/Safety: Procedures: Introduction Developing Concluding Adaptations and Extensions: Special Management Considerations and accommodations for special needs, advanced and English language learners Reflections: Return to Instructional Design

Now you have: þ þ learned the 4 -stage unit designing process examined the underlying principles for each stage Using the same principles and the templates provided, you are now ready to put the design principles to use for your own unit design. Happy designing! -48 - Return to Instructional Design Push to End Show