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Chapter 9: Planning and Grouping Strategies for Special Learners

Chapter 9: Planning and Grouping Strategies for Special Learners. Presented by David, Abdi, Craig and Adrienne. Sections covered in Chapter 9. David will cover Model of the Planning Process Long-Term Planning Abdi will cover Unit Planning Lesson Planning Craig will cover

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Chapter 9: Planning and Grouping Strategies for Special Learners

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  1. Chapter 9: Planning and Grouping Strategies for Special Learners Presented by David, Abdi, Craig and Adrienne

  2. Sections covered in Chapter 9 • David will cover • Model of the Planning Process • Long-Term Planning • Abdi will cover • Unit Planning • Lesson Planning • Craig will cover • An Overview of Instructional Grouping • Adrienne will cover • Grouping patterns

  3. Model of the Planning Process Preplanning Interactive Planning Postplanning

  4. Preplanning • Preplanning involves making decisions about what to teach and how to teach it.

  5. Preplanning activities includes • Developing unit or lesson plans

  6. Preplanning activities includes • Gathering materials

  7. Preplanning activities includes • Identifying resources

  8. Direct teaching Cooperative learning Lecture Lecture with discussion Panel of experts Brainstorming Videotape/Slides Discussion Case studies Role playing Worksheets Guess speakers Preplanning activities includesDeciding on instructional methods

  9. Preplanning activities includes • Gathering the students’ prior knowledge of the topic being taught

  10. Interactive Planning • Interactive planning involves monitoring students’ learning while you teach and adapting your plans in response to their needs.

  11. Interactive Planning Now remember Jimmy, eip = cosp+ isinp = -1 • Teachers check frequently with students to ensure that students are understanding the key ideas or can perform the necessary skills. Ok

  12. Interactive Teachinggive opportunities for • Reteaching concepts and skills • Adjusting the pace of the lesson • Focusing more or moving forward on key ideas • Ensuring students has mastery of critical material

  13. Postplanning Postplanning is follow-up planning and frequently occurs at the end of a lesson. That went pretty well for my first day teaching. What should I plan next?

  14. Postplanning involves • Thinking about and evaluating a lesson • Did I cover all the material? • Does Jimmy really understand the critical point or did he just nodded his head and said ok? • Determining how the student needs can best be met in the future • Do I need to adjust tomorrow’s lesson plan because of the events of today? • Should I access their knowledge by giving a quiz for the next session?

  15. Long-Term Planning Long-Term Planning is planning for the whole school year Quiz quickQuiz Quiz Quiz Formal Quiz Quiz TimedQuiz PopQuiz

  16. Long-Term Planning Course Planning Routine • Developed by researchers Lenz & Deshler, University of Kansas • A guide for long-range planning • Uses seven steps SMARTER

  17. SMARTER • Shape • Map • Analyze • Reach • Teach • Evaluate • Revisit

  18. SMARTER • Shape the critical content outcomes and consider the district standards and requirements

  19. SMARTER • Map the organization of critical content Multiplying & Dividing Fractions Adding & Subtracting Fractions Recipricoals Understanding Fractions Mixed Numbers ImproperFractions Proper Fractions Mixed Fractions

  20. Analyze why the critical course content might be difficult to learn Quantity of content Complexity of content Interest that a students has in content Student background Relevance of content Organization of content Abstractness of content External factors SMARTER

  21. SMARTER • Reach decisions to address learning difficulties. Consider: • The type of routines being used • The learning strategies involved • The behavioral support techniques implemented

  22. SMARTER Jimmy, let’s try this again. But this time we’ll go slower. • Teach strategically by allowing for a fluid connection between planning and teaching. Teachers should respond to student learning by adjusting instruction as needed Ok

  23. SMARTER • Evaluate mastery of critical course content How much did I spend on that learning activity? Maybe I should give another quiz?

  24. SMARTER • Revisit course decisions and revise plans for the next unit or the next year Quiz quickQuiz Quiz Quiz Watch Edu Movie Formal Quiz Quiz TimedQuiz PopQuiz

  25. Sharon Vaughn, Candace S. Bos & Jeanne Shay Schumm (2007). Teaching Students Who are Exceptional, Diverse, and at Risk. Pearson Education Inc. http://www.nps.gov http://www.hilaryshepherd.com http://www.westbrookhay.co.uk http://www.stcharlesbloomington.org http://oldcomputers.net http://www.mr-atari.com http://www1.istockphoto.com http://www.libcoop.net http://joybergmann.files.wordpress.com http://dir.coolclips.com http://www.qmi.com http://www.waynokapl.okpls.org http://www.oxi.net http://images.businessweek.com http://www.tapartnership.org http://www.adprima.com/teachmeth.htm http://incab.chattanoogastate.edu http://www.gifanimations.com http://foxtrotters.tripod.com http://teacherweb.com http://images.jupiterimages.com http://www.aracontent.com http://www.mediatechpro.com http://www.math.com http://www.flickr.com Sources

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