Instructional Planning Documentation

1. Instructional Planning Documentation

2. Outcomes • Develop an understanding of Instructional Planning Documentation rubric • Understand the process of lesson planning • Be able to develop measurable objectives • Use the lesson plan check list to analyze current lesson plans

3. Fact or Fib • Objectives come from1st page of text book Fib • Objectives are driven by the standards Fact • Objectives and activities are the same thing Fib • Objectives state the learning outcome Fact

4. Fact or Fib • Objectives are not necessary when lesson planning Fib • Daily objectives are not necessary Fib • Standards and objectives are not the same thing Fact • Assessment data is not used in daily lesson plans Fib

5. The teacher designs and plans instruction that develops students’ abilities to meet Arizona’s Academic Standards and District Assessments.

6. TIIES: Instructional Planning Documentation • Based on state standards assessment data and sequential objectives: • Measureable objectives with aligned assessments • Essential sub-objectives • Modifications and Accommodations • Materials/ Resources Needed • Long Range Plans or Pacing Guides • Notations of standards learned • Sequenced timeline of standard that remain to be taught.

7. Know Your Target!!!

8. Whole to Parts Standards Long Range Plans Pacing Guides and curriculum maps Assess Assess Assess Daily Lesson Plans (IEPs, 504s, ELA standards)

9. TIIES: Instructional Planning Documentation • Based on state standards assessment data and sequential objectives: • Measureable objectives with aligned assessments • Essential sub-objectives • Modifications and Accommodations • Materials/ Resources Needed • Long Range Plans or Pacing Guides • Notations of standards learned • Sequenced timeline of standard that remain to be taught.

10. Where Do My Objectives Come From? • Standards-Common Core, English Language Acquisition Standards • Pacing Guide/Curriculum Map • Assessment Data

11. Whole Objectives W WHAT: CONTENT/ STANDARDS H HOW: PROCESS/ ACTIVITY O OBSERVABLE VERB (s) L LEARNING OUTCOME E EVALUATION W + H + O = L + E = WHOLE OBJECTIVE

12. WHOLE Objective Essential Questions

13. Activity VS Objective • Tables group will sort the strips into two categories: activities and objectives. • When finished be prepared to share the differences between the two categories.

16. Identify Verbs that are difficult to use in WHOLE objectives • discuss • create • match • understand • summarize in writing • review • brainstorm • talk about

17. Identify verbs that are difficult to use in WHOLE objectives Now what am I supposed to do? • discuss • create • match • understand • summarize in writing • review • brainstorm • talk about Why are they difficult? They are not MEASURABLE!

18. Identify WHOLE Obj. Components By the end of the lesson, students will demonstrate distributive property of multiplication by building arrays using color tiles. Evidence of proficiency will be measured by a Problem Solving Rubric.

19. WHOLE Obj. Components • By the end of the lesson, students will demonstrate distributive property of Multiplication by (W) building (O) arrays using color tiles. (H) Evidence of proficiency will be measured by a Problem Solving Rubric. (E) • L) - students will demonstrate distributive property of multiplication (W) by building (O) arrays using color tiles. (H)(

20. Let’s look at your lesson plans! • Individually choose an objective from your lesson plans. • Highlight existing WHOLE objective components. • Rewrite your objective to include all components. • Share your revisions with your table partners.

21. Sub-Objectives • Assessment driven! • Pre-assess • Task analyze • Stepping stones to reaching your WHOLE objective • Prerequisite knowledge to be successful Essential Learning Outcome

22. Let’s Practice • As a group choose one objective from your lesson plans that you brought and identify the appropriate sub-objectives for that lesson. Objective Sub objectives

23. TIIES: Instructional Planning Documentation • Based on state standards assessment data and sequential objectives: • Measureable objectives with aligned assessments • Essential sub-objectives • Modifications and Accommodations • Materials/ Resources Needed • Long Range Plans or Pacing Guides • Notations of standards learned • Sequenced timeline of standard that remain to be taught.

24. Modifications and Accommodations • ALL kids are capable of success NO EXCEPTIONS! • How do I do this? • Modifications- Changing the content or materials for an individual or small group of students • Accommodations- Adjustment made to student participation or teacher actions to enable learning to occur

26. Lesson Plan Checklist • What are my objectives for this lesson? (WHOLE and sub-obj.) • What assessment data drives this lesson? • What materials and resources will I use? (Do I need supplemental materials?) • How will I meet the needs of all of my students? (Modifications and Accommodations) • What measureable evidence will I use for student learning documentation?

27. Mentor Support • Planning for Common Core Math • Planning objectives within lesson maps • Developing clear, measurable objectives • Long range planning and pacing • Feedback on pacing of the lesson

28. HOMEWORK Adjust your lesson plans to include all necessary components as described in the TIIES rubric. Your mentor will use the lesson plan checklist for the next scheduled observation. (One incentive point)