1 / 15

2. LONG RANGE,UNIT, AND LESSON PLANNING

2. LONG RANGE,UNIT, AND LESSON PLANNING. Each type of planning focuses on a different timeline and purpose. All 3 types of planning are critical to effective instruction.

wolfe
Download Presentation

2. LONG RANGE,UNIT, AND LESSON PLANNING

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 2. LONG RANGE,UNIT, AND LESSON PLANNING Each type of planning focuses on a different timeline and purpose.

  2. All 3 types of planning are critical to effective instruction. • The Education Act requires that Long Range Plans be available in the school office for parentviewing upon request ( usually required by September 30th of the current school year). • During the Performance Appraisal Cycle, or when concerns about performance arise, administrators will ask to see unit and lesson plans. • Be sure to include your E.A. in your plan for the day.

  3. LONG TERM PLANNING • Sometimes referred to as Long Range or Course Planning. • Shows an overview of the course, or integrated courses, for the full year. • Helps you to determine and book resources, volunteers, excursions, etc. • Keeps you moving ahead!

  4. UNIT PLANNING • More detailed than a Long Range Plan • Starts with the ends in mind….first identify how you will have students demonstrate their learning (called backward design). • Includes Overall Expectations, Specific Expectations, Assessment Strategies, Resources, and Instructional Strategies. • Is flexible….plans are just a guideline!

  5. Teach to Kids! • Natural shift during your career • Adjust plans as you go along to reflect needs and interests. • Use unit plans as a guide, not a bible. • Reflect on plans and add to them after finishing, or while working in, each unit. • Share with colleagues! Plan together!

  6. LESSON PLANS • 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 how you will ask students to demonstrate theirlearning and move ahead with plans once that is decided.

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

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

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

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

  11. CONSOLIDATION • 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 practising 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 orsmall groups who didn’t grasp the new learning during your first lesson.

  12. APPLICATION • Keep in mind that the learning hasn’t happened until the student can use it independently. • Provide structured time to practise 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.

  13. APPLICATION • 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.

  14. TIMELINE FOR PHASES OF INSTRUCTION • 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

  15. TIMELINE FOR PHASES OF INSTRUCTION • 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.

More Related