WGU-C368 : Unit and Lesson Planning

WGU-C368 : Unit and Lesson Planning

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Bar Contentthe knowledge, skill, rule, concept, or creative process that you wish students to learn Backward mappingalso known as "backward design"; a planning tool that prompts you to begin

planning by asking the following questions: What intended learning outcomes or

goals do you have for your students? How will students demonstrate their achievement or understanding of these learning outcomes?Understanding by Designa template that teachers can use to guide their decision making when planning backwards; first stage addresses desired results, including statements about established goals, essential questions, and understanding about what students will understand, will know, and will be able to do; second stage addresses assessment evidence, and prompts the teacher to identify specific assessments to be used during the unit; third stage addresses the learning plan, which includes a listing of the major learning activities and lessons Coursea complete sequence of instruction that includes a major division of the subject matter Course planningorganizing and scheduling the content to be taught during the time allotted for the course, whether that time is for a year, semester, trimester, or quarter Products of course planninglist of goals, outline of course content, notations of how much time to spend on each unit, syllabus, notes about ordering supplies/materials Termthe amount of time the school district designates for the length of a marking period (typically 8 to 10 weeks) for report cards Term planningthe preparation of more detailed outlines of the content to be covered within a marking period or term; commonly broken down into weeks

Unita major subdivision of a course involving planned instruction about some central theme, topic, issue, or problem for a period of several days to a maximum of three weeks Unit planningdeveloping a sequence of daily plans that addresses the topic of the unit in a cohesive way; considered by many teachers to be the most important phase of planning; have more detail than term plans and are often linked directly to major themes or concepts within the curriculum Weekly planninglaying out the week's activities within the framework of the daily schedule throughout the week; may include a list of the instructional objectives, the instructional activities, resources and materials Plan bookused to display weekly plans in a brief way, commonly on a two-page grid format Lessona subdivision of a unit, usually taught in a single class period or, on occasion, two or three successive periods Daily planninginvolves preparing notes about objectives, materials, activities, evaluation, and other information for a lesson for a particular day but in more detail than in the weekly plan Linear-rational approachinstructional planning involves sequential decisions about the (1) formulation of goals, (2) specification of objectives, (3) assessment of student needs relative to the stated goals and objectives, (4) selection of strategies and learning activities linked to the objectives, and (5) evaluation of student performance; also known as "instructional design" or "systems approach" 7-Step Lesson Plan Designlesson plan design with 7 steps: (1) Anticipatory Set (focus); (2) Purpose (objective); (3) Input (what will be taught); (4) Modeling (show); (5) Guided Practice (follow me); (6) Checking for Understanding; (7) Independent practice; more teacher centered; behavioral approach 5E Teaching/Instructional modelthe 5Es represent five stages of a sequence for teaching and learning: Engage, Explore, Explain, Extend (or Elaborate), and Evaluate; rec. by science educators, builds on learning cycle model; more student centered, constructivism approach Parts of an Effective Lesson(1) Introductory: introduce the content to the students, capture student attention and interest, and set the stage for the developmental activities that follow; (2) Developmental activities address the content and are the vehicles for student learning; (3) Closing activities: designed to summarize the lesson's content and to allow the students time to prepare to leave the classroom Content closinga summary of the main points in the lesson Procedural closinginvolves actions that help students get ready to move on to the next subject or class at the appropriate time Lesson plan formata lesson plan template that has a separate section to record all of the types of standard information you need in a lesson plan

Objectivea statement of the intended learning outcomes; commonly describe what students will be able to do when instruction has been completed; a specific measurable behavior that must be demonstrated to prove a skill has been learned Generic Lesson Plan FormatCourse Info, Standards, Objectives, Materials, Questions, Beginning (focus),

Middle (body), Ending (summary). Other possible parts: Rationale, Outline, Key

points, Assignment, Timetable, Reminders, Evaluation of the lesson Common Core State Standardsstandards developed for math & ELA in collaboration with teachers, school administrators, and education experts to provide a clear and consistent framework to prepare students for college and the workforce; provide teachers and parents with a common understanding of what students are expected to learn; define the knowledge and skills students should have within their K-12 education; a clear set of shared goals and expectations for what knowledge and skills will help students succeed; federal govt not involved and states have a choice; Common Core for Mathematicsdesigned to stress conceptual understanding and organizing principles, such as place value; grade specific and focus on mathematical practice describe the capabilities that students need to develop such as problem solving, reasoning and proof, communication, representation, and connections Common Core for ELAset requirements for ELA and literacy in history/social studies, science, and technical subjects; address reading, writing, speaking and listening, language, and media and technology; do not replace content standards for 6-12 Educational standardsthe learning goals for what students should know and be able to do at each grade level; not a curriculum Instructional strategya method for delivering instruction that is intended to help students achieve the learning objective; range from being very explicit and teacher directed to being less explicit and student centered Direct instructionteacher-centered; teachers tell the students the concept or skill to be learned and then lead students through most of the instructional activities designed to bring about student learning; include direct instruction, presentations, demonstrations, questions, recitations, practice and drills, reviews, and guided practice and homework; emphasis on knowing and remembering the facts, understanding the facts, and applying them to some degree Inductive instructioninvolves some type of exploratory activity that helps lead students to discover a concept or generalization; several strategies help students attain concepts; include concept attainment strategies, inquiry lessons, and projects, reports, and problems.Social instructionstudents work together to gather, process, and learn information or skills; teacher acts as facilitator, rather than information giver; include discussions, cooperative learning, panels and debates, role playing, simulations, and games Independent instructionallows students to pursue content independently with less teacher direction; students sometimes permitted to pursue own interests; include learning centers, contracts, and independent work.

Indirect instructionStudent-centered; teacher often takes the lead in identifying the instructional objectives and corresponding content, but students may be involved in this process to some degree; strategies actively involve students through projects, cooperative learning, problem-based learning, and inquiry approaches; students interact with peers and are actively involved in the learning process; teacher serves as a guide and a resource; emphasis on doing something with the facts— applying, analyzing, evaluating and creating knowledge; lends itself to authentic and performance assessments.Gradual release of responsibility modelsuggests that the cognitive work should shift slowly and intentionally from teacher-as-model, to joint responsibility between teacher and student, to independent practice and application by the learner; built on several theories that suggest learning occurs through interactions with others; complements differentiated instruction and backward planning Gradual release of responsibility components(1) Focus lessons (modeling, awareness, think-alouds, (2) Guided differentiated instruction, (3) Collaborative work (groups), (4) Independent work Deductive strategiesdirect instruction; involve deductive reasoning in which the teacher starts with a known principle or concept followed by examples of the concept; more direct and straightforward and lend themselves to direct instructional approaches.Inductive strategiesindirect instruction; involve inductive reasoning where the lesson begins with examples, and the students examine the examples in an effort to identify the main principle or concept Aimrefers to broad statements about the intent of education; often written by national or state panels, commissions, or policy-making groups; express a philosophy of education and concepts about the social role of schools and the needs of children; guide schools and give educators direction; terms philosophy, aims, or goals are often used interchangeably; statements of philosophy and aims are the most abstract and general statements of the purposes of education and philosophy statements are often written in paragraph form, with short statements of aims following them to further clarify and delineate the educational mission; translated into general school goals Goalstranslate Aims into statements that describe what schools are expected to accomplish and into more specific, subject-related terms; more definite than aims; nonbehavioral and provide direction for educators, but do not specify achievement levels; often written by professional associations and state and local educational agencies to serve as guidelines for school and curriculum guides for what all students should accomplish over their entire school career; general school goals are then written by school district personnel in more specific terms for each subject area in curriculum guides; subject-specific educational goals are written as a bridge to even more explicit learning objectives; commonly included in curriculum guides; translated into subject-specific course goals Subject-specific course goalsmore precise translations of district goals and stated in curriculum guides; can be translated and broken down into more explicit educational objectives used in unit or weekly plans