Planning and Organizing for Teaching

1. Planning and Organizing for Teaching

2. How will you plan and organize for teaching? *planning for teaching *organization is central to effective teaching • Think/Pair/Share • *In a typical school day, what activities/events must be planned • by the teacher? • *With a partner, compare your lists. • *Share insights with the whole group. What surprised you about • the lists generated?

3. Categories of Classroom Time • Mandated time • Allocated time • Instructional time • Time on task • Academic Learning Time

4. Time Wasters • Starting classes • Excessive use of films • Discipline time • Early finishes • Extracurricular activities

5. Curriculum: Defined “…all the planned and unplanned learning experiences that students undergo while in a school setting.”

6. Stages in the Backward Design Process (Wiggins and McTighe, 2005) Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction.

7. Subject-Centered Curriculum (Direct Instruction) • Focus on Subject Matter • Centered on Subjects • Subject Matter Organized by Teacher before Instruction • Emphasis on Facts, Knowledge, and Information • Generally Lower-Level Learning • Emphasis on Uniformity of Exposure • Emphasis on Direct Strategies

8. Student-Centered Curriculum • Centered on Learner Needs -Determination of Subject Matter • Centered on Cooperative • Emphasis on Variability in Exposure to Learning • Emphasis on Skills • Emphasis on Immediate Meanings of Learning • Emphasis on Indirect Strategies

9. The well-planned curriculum will… Reflect the needs of students, society, and the subject itself. be structured around state standards (sometimes called skills, outcomes, or benchmarks)

10. Instructional Planning Teachers are responsible for… • organizing the state-mandated curriculum-or mastery curriculum. • planning generic lessons. • planning enrichment activities.

11. Instructional Planning (cont.) • 60-75% of instructional time should be allocated to the mastery curriculum (Glatthorn, 1987). • Generic lessons comprise interpersonal and intrapersonal attitudes, beliefs, skills, and knowledge • Enrichment activities include things that are nice to know but not essential for all students.

12. Planning Your Course • What major topics (chapters) will be covered? Can you justify your selections? • Should the class textbook content (chapters) be supplemented? • How should the topics (chapters) be grouped to form units of study? Why? • In what sequence should the planned units be taught? Why? • How much emphasis should each unit receive? In a 35-week course, how much time should each unit receive (in weeks and fractions of weeks)?

13. Course Plan • The course plan should be flexible. • Analyze textbook to determine important content. • Plan for time allotments based on method and procedure. • Include extra time in the plan-for review, enrichment, or instruction.

14. Multicultural Education • Make the curriculum more inclusive of different cultural perspectives and contributions. • Raise the academic achievement of minority groups. • Improve intergroup relations. • Help students understand and deal with social and structural inequities in society.

15. Differentiated Instruction(individualized instruction) • Instructional approaches should vary and be adapted in relation to individual and diverse students in the classroom. • Teachers can differentiate at least 4 classroom elements: • content • process • products • learning environment

16. Multiple Intelligences (Gardner, 1983) • Linguistic • Logical-mathematical • Spatial • Bodily-kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalist