Planning Instruction

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Behaviorism

Back 1

Learning new behaviors based on the response they get to current behaviors. ( student does not study for a test) current. Makes bad grade (response) they will learn to study for tests in the future. (New behavior).

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Cognitivism

Back 2

Learning new behaviors by connecting current knowledge with new knowledge. (Learning fractions by slicing a cake into equal parts.)

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Constructivism

Back 3

Learning new behaviors by adjusting our current view of the world. (Science experiments and research projects) collaborative group work, scaffolding, self guided learning, peer grading and review.

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Transferred

Back 4

Once information is transferred, students have the ability to use knowledge or skill in new situations.

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Blooms Taxonomy

Back 5

Provides framework for educators as they plan lessons to help students master lessons.

LEVELS OF KNOWLEDGE

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Level: Remember

Back 6

Rote memorization or recall, define memorize, list.

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Level: understand

Back 7

Explanation of an idea or concept. (Describe, recognize, identify)

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Level: Apply

Back 8

Use the information acquired in a new setting/problem. (Implement, solve, demonstrate)

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Level: Analyze

Back 9

Connect different ideas. (Differentiate, compare, contrast, predict).

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Level:Evaluate

Back 10

Justify a stance. (Defend, support, critique).

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Level: Create

Back 11

Produce original thoughts or work. (Design, author, formulate).

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Schema

Back 12

Organized way of viewing the world around them, and they use this organization to incorporate new knowledge into their lives.

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Sensorimotor

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Birth-2 years

Comprehend the world through objects, gain object permanence (an object exists even if it is not in sight)

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Preoperational

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2-7 years old

Egocentric- thinking that the world revolves around them. (Direct instruction or lecturing should always be paired with experiments and activities to reinforce instruction)

Rigid in thought have a hard time thinking outside the box.

Need to see things work to understand the process, cannot imagine how something works.

Difficulty with empathizing with others and are thus slow learners in social situations.

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Concrete Operations:

1st Grade- Adolescence

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Begin to think abstractly.

Start to picture mentally how things work and do not need to always see or physically manipulate objects to understand them.

Able to consider different points of view and empathize more with other individuals.

Use inductive reasoning: being able to decide if a conclusion is correct or incorrect based on the supporting evidence.

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Formal Operations

12+ years

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Can use inductive and deductive logic.

Think abstractly, solve complex problems, empathize with others.

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Assimilation

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A process in which existing schemes are applied to new objects or situations. This is often done through play.

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Accomodation

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Occurs when existing schemas cannot be applied to new objects or situations, and must therefore be adapted and revised.

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Equilibration

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The force that drives cognitive development. When a child can assimilate most new information through assimilation, equilibrium occurs. When a child cannot use existing schemes to comprehend new information, an uncomfortable state called disequilibrium occurs.

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Learning Goal

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Is the big picture focus of a class or unit within a class. Ex: considered in the frame of “the student will...”

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Learning Objectives

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Specific learning outcomes, the specific skill or knowledge that the student is expected to master in a lesson.

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Evaluating Learning Goals

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Are students needs and interests being considered?

What specific learning outcomes will be tied to this?

Is it student-centered?

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Evaluating Learning Outcomes

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Is it responsive to students current skills and knowledge?

Does it start with a verb and describe measurable outcomes that can be assessed?

How can I measure this?

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Blooms Taxonomy Learning Objectives

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Back (Definition)

Hint 24

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Texas Essential Knowledge and Skills (TEKS)

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Base curriculum for every subject taught at a Texas Education Agency (TEA) approved school. TEKS determines the information each student should know and provides an outline for curriculum design and learning goals that classrooms should accomplish for the year.

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PPR

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Developing learning activities and experiences is to design them so that they support a specific objective or set of objectives in the unit. Make sure it be interesting and purposeful.

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Backwards Design

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An approach to lesson planning where the teacher starts with the goal— usually an objective derived from the state standard— and work backward to identify all skills that will be needed to ensure student success.

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Backwards Planning

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Consider standard and goals.

Teachers should decide specifically how mastery is measured.

Teachers should design all activities, assignments, and projects to support the end goal.

Teachers should consider the questions that they will ask students during the development of unit.

Anticipate potential trouble spots.

End each lesson with a closure activity.

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Scope and Sequence

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Scope refers to the topics to be covered and how deeply to cover them, while the sequence describes the order in which the topics are to be taught.

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Year at a Glance (YAG)

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Shortened version of the scope and sequence and is also often provided by the school district.

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Scaffolding

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The YAG helps teachers and schools align top priorities in any subject through grade levels. Scaffolding is provided for new subjects and there is the minimal amount of repeated concepts.

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Spacing Within Lessons

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Individual lessons and larger units of instruction should be structured so that there is adequate time between the learning objectives.

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Repetition and Reinforcement

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Students are more likely to retain information if they can reinforce the information they are actively learning. Individual and large units of instruction should be structured so students have opportunities to work with the material. They will remember it then.

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Activating prior knowledge

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Means incorporating what the students know and relating this knowledge to the new concepts. Students relate their past knowledge to current situations.

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Portfolios

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Students have the opportunity to select their own work to add to the portfolio, showcase growth and progress through the year.

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Interdisciplinary

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Them or concept, the easier it will be for the students to apply the material to both content areas.

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Thematic units

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A unit that has overarching, uniting idea of topic, and incorporate skills into that theme.