Gary D. Borich Effective Teaching Methods 6th Edition

1. Gary D. BorichEffective Teaching Methods 6th Edition Chapter 4 Units and Lesson Planning

2. Teacher as Decision Maker Reflective Practice and Tacit Knowledge Unit and Lesson Plans Disciplinary and Interdisciplinary Unit Planning Making Lesson Plans Providing for Learner Diversity with Alternative Methods and New Technologies Events of Instruction Chapter Overview

3. Teacher as Decision Maker Four primary inputs to the planning process are: • Knowledge of instructional goals • Knowledge of learner needs • Knowledge of subject matter content • Knowledge of teaching methods

4. Teacher as Decision Maker (continued) Four sources from which teachers can obtain information about the four inputs to planning are: • Practical experiences, such as observing in classrooms. • Reading case studies about what more or less successful teachers have done. • Reading the professional literature. • Reading research studies about your subject and how to teach it. Another input to the planning process is “tacit knowledge” gathered over time and experience.

5. Reflective Practice and Tacit KnowledgeFigure 4.1 Inputs to the Planning Process Insert figure 4.1 here Inputs to the planning process.

6. Unit and Lesson Plans • A unit of instruction may be thought of as a system; individual lessons within the unit are its component parts. • The concept of hierarchy tells us the relationship of parts to the whole (e.g., lessons to units) and task-relevant prior knowledge tells us what must come earlier in a lesson sequence.

7. Lesson Organization • Establishing relationships between lessons is one of the most important planning decisions a teacher makes. • How lessons interrelate can determine how well learners achieve higher-level outcomes in the cognitive, affective, and psychomotor domains. • The higher levels of behavior can rarely, if ever, be achieved in a single lesson, so lessons should be placed in a unit or system of lessons in which individual lessons build upon previously taught outcomes.

8. Disciplinary and Interdisciplinary Unit Planning Units can be planned in several ways: • Vertically: Emphasizing hierarchy of lesson content and task-relevant prior knowledge within a discipline. • Laterally: Emphasizing themes that integrate bodies of knowledge across disciplines to convey relationships and patterns that bind different aspects of our world together.

9. Vertical Planning Three activities of vertical unit planning are: • Classifying unit outcomes at a higher level in the taxonomies of behavior than lesson outcomes. • Planning the instructional sequence so the outcomes of previously taught lessons are instrumental in achieving the outcomes of subsequent lessons. • Rearranging or adding lesson content where necessary to provide task-relevant prior knowledge where needed.

10. Lateral (Interdisciplinary) Lesson Planning Three activities of lateral planning are: • Identifying an interdisciplinary theme. • Integrating bodies of knowledge across disciplines. • Identifying relationships and patterns that bind different aspects of our world together.

11. Making Lesson Plans Before starting the preparation of a lesson plan you should: • Identify the learning outcome desired for the lesson (e.g., knowledge, application, evaluation, etc.). • Identify what provisions for student diversity need to be included (e.g., time limited ability grouping, peer tutoring, learning centers, specialized handouts, cooperative grouping).

12. Integrated Thematic Teaching Four ways you can implement integrated thematic teaching can be defined by different degrees (levels) of involvement: • Level 1: Use a thematic approach to relate content and material from various content areas during the same day. • Level 2: Consult with other teachers and agree on a common theme. • Level 3: Teacher and students work together to form a list of common themes across subject areas. • Level 4: On their own, students develop a list of common themes across disciplines.

13. Guidelines For Interdisciplinary Planning • Formulate a goal statement that indicates the principle(s) or concept(s) to be understood at the completion of the lesson. • Select the primary content base that will serve as the catalyst for instruction. • Identify materials in other disciplines that relate meaningfully to the primary content base. • Determine the key points of intersection between disciplines that relate to the instructional goal. • Formulate instructional objectives. • Identify the necessary prerequisite knowledge. • Formulate instructional strategies that compel students to use their knowledge in one discipline to appreciate another.

14. Providing for Learner Diversity • Prior to writing a lesson plan one should consider learner diversity. Strategies for dealing with individual differences include: • Task-ability grouping • Learning centers • Review and follow-up materials • Tutoring, including peer-tutoring and cross-age tutoring • Interactive instructional CD-ROMs • Online and desktop simulations and games • Fiber-optics and telecommunications (Internet)

15. Events of Instruction • Teaching and learning refer to two different but related activities. • Learning refers to internal events in the heads of learners that result from external teaching events you provide. • There are several closely related sequences for organizing the events of instruction, including approaches by Gagné and Briggs (2005), and Hunter (1982).

16. Figure 4.11 Two related perspectives on events of instruction. Insert figure 4.11 here

17. Events of Instruction (continued) The following external events can be specified in a lesson plan. • Gaining attention • Informing the learner of the objective • Stimulating recall of prerequisite learning • Presenting the stimulus material • Eliciting the desired behavior • Providing feedback • Assessing the behavior