SBISD Lesson Plan and Designing and Delivering Effective Instruction Review

2. SBISD Lesson Plan and Designing and Delivering Effective Instruction Review August 2008

3. Objective for This Session Participants will review DDI components related to lesson planning and demonstrate understanding of the district-approved lesson plan form by developing a lesson plan for a lesson in their content area.

4. Components of Lesson Cycle • Objective for the Lesson • Set • Tell the Objective to Students • Purpose • Input • Model • Check for Understanding • Guided Practice • Closure • Independent Practice

5. Additional Components • Formulating Objectives • Task Analysis • Horizontal Teaching • Monitor and Adjust • Motivation • Active Participation • Congruency

6. Active Participation Definition: The consistent, on-going, mandated, simultaneous engagement of all students during instruction. Two forms of Active Participation: • Overt – can see • Covert – cannot see

7. Active Participation Wait Time: • Giving adequate time to process information • Pause 3-5 seconds between covert and overt request Advantages of Active Participation: • More students willing to volunteer • Increases information shared by the group • Holds students accountable • Raises motivation of students

8. Active Participation Impact on Learning: As the rate of learning increases, the degree of learning increases and motivation increases

9. Analysis • Synthesis • Evaluation • Knowledge • Comprehension • Application Bloom’s Taxonomy Six Levels of Cognition:

10. Bloom’s Taxonomy Uses of Taxonomy by the Teacher: • Formulating proving behavior in an objective • Designing questions for use during instruction • Designing differentiated instruction

11. Evaluation Application Analysis Synthesis Given a problem new to the student, student will select without cueing or prompting the abstraction needed to solve the problem Taking the whole, breaking apart and examining pieces of information, categorizing Using two old learnings, student comes up with something new to him/her Making a value judgment using criteria, no right answer, must be supported by reasoning Comprehension Translate received information into another format Interpretation from received information perceive information not given Extrapolation from received information identify a pattern and continue the pattern Knowledge • Receive info • File info • Retrieve info Bloom’s Taxonomy Hierarchy

12. Formulating an Objective Definition of Objective: The teacher’s own understanding of what the students are to learn and what activity they will perform at the end of the lesson to demonstrate that learning took place.

13. Formulating an Objective Heart and Soul of an Objective: • What is it that the students are going to learn • What is the cognitive level • What is the behavior the students will do to demonstrate what they have learned

14. When formulating, use this order Content Cognitive Level Proving Behavior Condition Performance Level When writing out, use this order Condition Cognitive Level Content Proving Behavior Performance Level Formulating an Objective Sequence for formulating vs. writing an objective?

15. Effective Lesson Planning Formulating an Objective Teachers keep students informed and focused on the lesson by: • Telling the objective • Writing the objective on the board • Continuing to refer to the objective during instruction and at closure

16. SBISD Lesson Plan Task Force • Five-Year Education Plan • Policy EG & EH Local • Task Force • Membership • Charge to Task Force • Meeting Schedule • Process • Recommendation to Superintendent

17. SBISD Lesson Plan • Purpose • Expectation • Format • Process • Examples

18. Purpose • Provide Consistency • Common Language • Support for Thoughtfully Planned Instruction • Differentiated to Meet Student Needs

19. SBISD Lesson Plan • Purpose • Expectation • Format • Process • Examples

20. Expectations Teachers shall be required to follow the District’s curriculum and to develop and follow written lesson plans for their teaching assignment. (EH local policy)

21. Expectations (Local Policy) Campus administrators are accountable for monitoring the planning and delivery of curriculum and for giving feedback for all programs on their campuses. Staff development and professional learning opportunities shall be aligned to ensure the delivery of the District curriculum and the learning needs of all students. (EH Local Policy)

22. Expectations (Regulations) Teachers shall select resources, strategies, structures, and assessments that best align to the objectives being taught and the students being served. Effective lesson design shall be used in lesson development. Teachers have the ability to store lessons in a digital format and store for easy access and retrieve for future reference. (EH regulation)

23. Expectations (Regulations) • Administrators and teacher leaders shall assist teachers in the skillful implementation of the District curriculum by reviewing lessons and promoting professional dialogue regarding the teaching and learning process. (EH regulation) • All schools will adhere to the lesson plan process and document

24. SBISD Lesson Plan • Purpose • Expectation • Format • Process • Examples

25. Format

26. SBISD Lesson Plan • Purpose • Expectation • Format • Process • Examples

27. Process Required: • 3-part objective (content, cognitive, proving behavior) • Action and procedure that articulate flow of the lesson • Appropriate use of instructional strategies and/or accommodations • Lesson plans will be turned in and monitored by campus administrators

28. Process Lesson Plan ProcessIS NOT: • Writing all the DDI components • Writing separate plans for all small group instruction (including procedures and routines) • Individual lesson plans for each student

29. Process Flexibility: • Actions and procedures can be as brief or detailed as the teacher deems necessary • Plans can be written as a team as long as a student needs are accounted for • Can be hand written or digital • Bulleted format or sentence format is appropriate

30. SBISD Lesson Plan • Purpose • Expectation • Format • Process • Examples

36. Practice As a team or department write two lesson plans for a lesson you will teach during the first six weeks of school.

37. Congruency Definition of teaching to the objective (congruency): Teaching to an objective is that part of the teaching process in which the teacher’s actions (such as explanations, directions, questions, etc.) elicit congruent, observable student behavior. This student behavior should be congruent to or reflect the critical attributes of the learning.

38. Congruency Teacher actions must becongruentto the objective when: • Providing information • Asking questions • Designing activities • Responding to students

39. DDI Lesson components • Input • Model • Check for Understanding • Horizontal Teaching • Motivation

40. Input Definition:The component of designing and delivering instruction where the information necessary for achievement of the objective is delivered to the student and the teacher also plans the methodology for delivering the information.

41. What teachers should know and consider when planningInput • Essential Information • Sequence • Amount of Information • Information that Needs Modeling

42. Modeling Definition: An Example of a Product or A Demonstration of a Process or An Example of a Concept

43. Modeling • Impact on the Learner • Information for Implementation

44. Check for Understanding Definition: The questions the teacher asks the students or the activity the teacher designs for the students that serves as a vehicle the teacher uses to determine if the students are progressing toward learning the lesson objective.

45. Check for Understanding Considerations for Implementation: • Questions refer to input and modeling covered in the lesson • Activities designed by teacher will signal if students are understanding and progressing • Use of taxonomy provides teacher with scope of student understanding

46. Check for Understanding Considerations for Implementation: • Questions or activities designed to check understanding are congruent to the objective of the lesson • Use of active participation will give teachers feedback regarding progress of students • Checking for understanding holds students accountable for learning the objective

47. Differentiated Instruction During Checking for Understanding Key elements: • Congruency to Objective • Process Time for Students • Use of Different Levels of Bloom’s Taxonomy • Use of Active Participation so ALLAre Involved

48. Motivation Definition: The teacher creates an intent to attend and maintain learner interest and focus on the task.

49. Motivation – Prerequisites • Intrinsic vs. Extrinsic Motivation • Professional Responsibilities of a Teacher • Scanning for Motivation • Motivation is a Continuous Effort by the Teacher

50. Variables of Motivation • Level of Concern • Interest • Knowledge of Results • Feeling Tone • Success