Course Description:
Participants will work through a teaching and learning model that follows research on quality planning. Information on alignment, teaching to declarative and procedural objectives, and teaching for long-term memory will be explored. Participants will follow a procedure for developing lessons that incorporate ways to develop students who are planners as well.
Lessons are developed around a model that communicates important benchmarks to students and provides opportunities for the students to monitor their own learning. Teacher self-assessment of the Planning process is also included.
Instruction is focused on providing participants with information and practice that will lead to greater awareness of the factors that affect learning and how to maximize positive teaching tools in the classroom.
The successful practitioner of Instructional Planning will:
- Understand the importance of planning for declarative and procedural objectives.
- Know how to create lessons that indicate an understanding of the process of planning.
- Have a clearer understanding of the need for planning that leads to self-directed learners.
Objectives:
Participants will know: (declarative knowledge)
- The terminology related to effective planning.
- The steps involved in standards-based lesson planning.
- The connections between Multiple Intelligences theory and planning.
- The difference in declarative and procedural knowledge.
- The steps in assuring that information is put into long-term memory.
Participants will be able to: (procedural knowledge)
- Plan standards-based lessons for declarative and procedural knowledge that take into consideration factors such as desired learner outcomes, input from students, learners’ backgrounds, and information from brain research.
- Utilize a process that helps students plan for their own learning and that recognizes individual differences.
- Develop and use best practices tools in the planning and teaching process (e.g., non-linguistic organizers).
- Use a model for planning effective lessons to demonstrate understanding by students.
Procedures:
Each lesson includes activating prior knowledge, tutorials, assignments, and Learning Log reflections. Participants will use information from the instructor along with readings from the bibliography and exploration of Web sites to build their knowledge about and confidence in planning. The course is designed to be interactive between and among the instructor and other participants.
Participants will design and implement several tools related to the teaching and learning involved in effective planning. They will use the Toolbox and Conference Center to share and compare ideas, and they will write their reflections in the Learning Log. The instructor will offer feedback through e-mail and the Conference Center.
Content:
Lesson 1 – Terminology and Concepts Related to Planning Strategies
Lesson 2 – Terminology Test
Lesson 3 – Impact on Learning
Lesson 4 – Connections to Brain Research
Lesson 5 – Connections to Multiple Intelligences
Lesson 6 – Modeling and Guided Practice for Effective Planning.
Lesson 7 – Application in the Classroom
Lesson 8 – Post Test
Lesson 9 – Reflections
Evaluation
Assessment Tasks:
• Task 1 – The learner will complete the Terminology Test with a mastery level of 90%. (Lesson 2)
• Task 2 – The learner write appropriate declarative and procedural objectives for lesson planning. (Lesson 3)
• Task 3 – The learner will use information from brain research during the lesson planning process by planning to connect old knowledge to new knowledge, to use reflection activities, to aid in the development of students’ social skills, and to encourage pattern making. The learner will receive and provide explicit feedback on colleagues' planning in the Conference Center. (Lesson 4)
• Task 4 – The learner will identify a developmentally appropriate activity for each of Gardner’s eight intelligences and then teach one of the activities in the classroom. The activity and reflections on the classroom implementation will be posted in the Conference Center for peer review. (Lesson 5)
• Task 5 – The learner will select declarative objectives and then submit plans that include activities to: 1) help students to construct meaning, 2) organize the information, and 3) put the information into long-term memory. Plans will be posted in the Conference Center for peer review and comment. (Lesson 6)
• Task 6 – The learner will plan a standards-based lesson that includes:
1. Grade level benchmark(s) to be addressed from their state’s standards.
2. Listing of the lessons, big questions, or general topics that will cover a unit on the chosen grade level standard.
3. Listing of at least two declarative and at least two procedural objectives for ONE of the lessons from (b) above.
4. For each declarative objective, a description of the activities that will a) construct meaning, b) organize the information, and c) help students store the information.
5. For each procedural objective, a description of the activities that will a) construct models and b) aid in internalizing the skill or process.
6. A description of how student learning will be evaluated along with a rationale for the choice.
7. A listing of materials that will be needed for the lesson.
The completed lesson plan will be posted in the Conference Center for peer review and comment. (Lesson 7)
• Task 7 – The learner will complete the Post Test with a mastery level of 90%. (Lesson 8)
Bibliography:
Caine, R. N. & Caine, G. (1991). Making Connections: Teaching and the Human Brain. Alexandria, VA: Association for Supervision and Curriculum Development.
Fogerty, R. (1997). Brain Compatible Classrooms. Arlington Heights, IL: Skylight Publications.
Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basicbooks.
Given, B. K. (2002). Teaching to the Brain’s Natural Learning Systems. Alexandria, VA: Association for Supervision and Curriculum Development.
Guskey, T. R., Editor, and Marzano, R. J., Editor, (2000) Designing a New Taxonomy of Educational Objectives. Thousand Oaks, CA: Corwin Press.
Jensen, E. (1998). Introduction to Brain-compatible Learning. Del Mar, California: The Brain Store Inc.
Jensen, E. (1997). Completing the Puzzle: The Brain-compatible Approach to Learning. Del Mar, California: The Brain Store Inc.
Kotulak, R. (1996). Inside the Brain. Kansas City, MO: Andrews McMeel.
Marzano, R.J. et.al. (1992). Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R.J. (1992). A Different Kind of Classroom: Teaching with Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Marlowe, B.A. & Page, M. L. (1998). Creating and Sustaining the Constructivist Classroom. Thousand Oaks, CA: Corwin Press.
Sousa, D. (1997). How the Brain Learns: New Insights into the Teaching/Learning Process (Audiotape). Reston, VA: National Association of Secondary School Principals.
Sousa, D. (1995). How the Brain Learns. Reston, VA: National Association of Secondary School Principals.
Springer, M. (1999). Learning and Memory: The Brain in Action. Alexandria, VA: Association for Supervision and Curriculum Development.
Tileston, D.W. (2000). Ten Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching. Thousand Oaks, California: Corwin Press.s
Tileston, D.W. (2002). What Every Teacher Should Know About Planning. Thousand Oaks, CA: Corwin Press.
Wiggins, Grant, and Jay McTighe. (1998). Understanding by Design, Alexandria, Virginia: Association for Supervision and Curriculum Development.
Williams, R. & Dunn, S. (2000). Brain Compatible Learning for the Block, Palatine, IL: Skylight Publishing.
Web Resources:
http://www.ascd.org
http://www.mcrel.org
http://www.multi-intell.com
http://www.ncte.org
http://www.nwrel.org
http://www.thinkingmaps.com
http://www.newhorizons.org/blab/html
http://www.thebrainstore.com
For more information, please contact: info@whateveryteachershouldknow.com
6. What Every Teacher Should Know About Instructional Planning