CFN 204, Mathematics Wednesday, October 19, 2011 CFN 204 Paul Perskin CFN 204 Paul Perskin
C&I 204- Teacher Planning: Teacher Manuals and Learning Objectives
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Transcript of C&I 204- Teacher Planning: Teacher Manuals and Learning Objectives
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C&I 204- Teacher Planning: Teacher Manuals and Learning Objectives
September 21, 2011
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Today’s Class
• Review and Analyze Teacher’s Manuals• Describe Types of Teacher Planning• Introduce Instructional Objectives
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INTASC Standard #7 Instructional Planning Skills
(Interstate New Teacher Assessment & Support Consortium)
Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
• 7.1 plans lessons and activities to address variation in learning styles and performance modes, multiple development levels of diverse learners, and problem solving and exploration.
• 7.2 develops plans that are appropriate for curriculum goals and are based on effective instruction.
• 7.3 adjusts plans to respond to unanticipated sources of input and/or student needs.
• 7.4 develops short and long-range plans.
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• Reference to ILS and/or Subject-Area Specialist Standards
• Objectives• Provisions for individual differences• Extension activities• Assessment activities• User friendly• Your personal opinion
Manual Analysis
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You have been selected as a member of the reading textbook selection committee.
What criteria will you be looking for?
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What did you determine?
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Linear-Rational Model
GoalsObjectives
& Standards
AssessmentTeaching
Strategies & Learning Activities
Evaluation
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Serve as guidelinesGoals
Objectives &
Standards
What students will know and be able to do
Assessment Diagnostic
Teaching Strategies &
Learning Activities
Help students achieve the objectives
Evaluation Summative
Linear-Rational Model
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Types of planning?
• Year example– Semester– Term
• Unit example
• Week example
• Daily example
Lesson Plan Templates Hierarchy?
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Thought for Today
"Would you tell me, please, which way I ought to go from here?"
"That depends a good deal on where you want to get to," said the Cat.
"I don't much care where---" said Alice."Then it doesn't matter which way you go,"
said the Cat. (From Alice in Wonderland, by Lewis Carroll)
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How do you plan?
In groups of 3, place the strips in the order you believe you should go about planning
Be prepared to explain your thought process
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Backward Design
• Select outcome or standard - Intent• What will achievement look like?• Design assessment• Plan and deliver instruction
– Adequate opportunities
• Assess student learning• Assess intent
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What are we supposed to teach?
MORE
TO
THE
POINT
State Goals (1985)
Illinois Learning Standards (1993)
Performance Descriptors (2003)
IAF (2004)
Illinois Interactive Report card Illinois State Board of Education
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What’s the difference between a goal and an objective?
Goal
Objective
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Why are learning objectives important?
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Focus
• Student performance not teacher performance• Product not process• Terminal behavior not subject matter• Include only one general learning outcome in
each objective
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AudienceBehavior (action)ConditionsDegree (criterion)
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Guidelines
• Student demonstration of learning
• Communicate targets?– Students– Parents
Targets for Assessment
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Lesson Design
•Desired skills•Objectives
•Behaviors students demonstrate
•Outcome level•Learning environment
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•Degree of student learning
•Fulfillment of intent
Evaluation of Instruction
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Observable Verbs
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Objectives should be detailed enough:
• Performance recognized by another competent person
• Understand your intent as YOU understand it
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Performance Objectives
AudienceBehavior (action)ConditionsDegree (criterion)
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BehaviorWhat do I want students to be able to
do?• Performance outcome • What mastery looks like
Think VERBTaxonomy of VerbsPractice
Observable
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Conditions
The conditions you will impose when students are demonstrating mastery– Student be allowed to use?
– Student be denied?
– What conditions will you expect the desired performance to occur?
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Condition Examples• Given a problem of the following
type…• Given a list of…• When provided with ……• With the aid of ……• Without the aid of ….Not• Given adequate practice in• Given the student has completed the
ePractice
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DegreeThe criteria for acceptable
performance• To what degree must the child perform?
– The percentage correct
– The number to be completed
– Many times when writing objectives, the degree is implied
Practice
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Your Turn!
Select one lesson in your teacher’s manual and find the instructional objective(s) for that lesson.
• How are they written?• What observable verbs are used?
Share with a partner
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Next Class• Review pp. 66-77 of text• Read materials on objective writing and
Bloom’s Taxonomy, posted on the Wiki• Start thinking about what subject area and
grade level you will want to write your lesson plan– Look at Learning Standards on ISBE and the IIRC
• Looking ahead: You will be submitting your objectives to me for review sometime before October 2 (10 points for a timely submission)
• Bring your clickers to class Monday• Post your IRE by midnight on October 9