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Planning and Conducting Planning and Conducting InstructionInstruction
Chapter 5 Chapter 5
Classroom Management for Classroom Management for Elementary TeachersElementary Teachers
Evertson and Emmer Evertson and Emmer
© Pearson / Merrill, 2009© Pearson / Merrill, 2009
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Planning Instructional ActivitiesPlanning Instructional Activities
When choosing instructional When choosing instructional activities, consideractivities, considerWill the activity lead to learning?Will the activity lead to learning?What kind of learning do you What kind of learning do you
want to encourage?want to encourage?• Memorization vs. Reflective Memorization vs. Reflective Thinking/Problem SolvingThinking/Problem Solving
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Planning Instructional ActivitiesPlanning Instructional Activities
Will the activity maintain student Will the activity maintain student involvement?involvement?
What are the sequence of activities What are the sequence of activities and the amounts of time to spend on and the amounts of time to spend on the subjects in the curriculum?the subjects in the curriculum?
Will the format be small-group, whole-Will the format be small-group, whole-group, or individual work?group, or individual work?
Establish Daily ScheduleEstablish Daily Schedule
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Sample Daily ScheduleSample Daily Schedule
8:10 - Students enter classroom, begin 8:10 - Students enter classroom, begin morning work morning work
8:35 - Go over morning work, turn in 8:35 - Go over morning work, turn in attendance, etc. attendance, etc.
8:45 - 9:45 - Guided reading and spelling 8:45 - 9:45 - Guided reading and spelling 9:50 - 10:50 - Elective/Teacher planning 9:50 - 10:50 - Elective/Teacher planning
period period 10:50 - 11:50 - Math with homeroom 10:50 - 11:50 - Math with homeroom
students students
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Sample Daily Schedule, Sample Daily Schedule, contd.contd.
11:50 - 12:30 - Lunch/Recess 11:50 - 12:30 - Lunch/Recess 12:30 - 1:10 - Science with homeroom students 12:30 - 1:10 - Science with homeroom students 1:10 - 2:10 - Math with second team of students1:10 - 2:10 - Math with second team of students 2:10 - 2:40 - Science with second team of 2:10 - 2:40 - Science with second team of
students students 2:40-3:05 - Character Education, homework 2:40-3:05 - Character Education, homework
assignments, etc./prepare to go home assignments, etc./prepare to go home 3:05 - Begin Dismissal 3:05 - Begin Dismissal
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Types of PlanningTypes of Planning Long Range Planning (year and term)Long Range Planning (year and term) Short Range Planning (unit, week, day)Short Range Planning (unit, week, day) Lesson OutcomesLesson Outcomes
Determined by state or local curriculum Determined by state or local curriculum guidelines/mandated testing (CRCT)guidelines/mandated testing (CRCT)
Two Considerations:Two Considerations: Which skills and concepts students must learnWhich skills and concepts students must learn Through which activities they can best learn themThrough which activities they can best learn them
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Deciding What and How to TeachDeciding What and How to Teach
Curriculum is the “what,” the content, to be Curriculum is the “what,” the content, to be taught.taught.
Instruction is the “how” of teaching. Instruction is the “how” of teaching.
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State StandardsState Standards Guide the general curriculum.Guide the general curriculum. Developed to raise the achievement levels of and to Developed to raise the achievement levels of and to
standardize the learning expectations for all students in standardize the learning expectations for all students in the state.the state.
Provide a description of what students across the state Provide a description of what students across the state will learn as they progress through the K-12 public will learn as they progress through the K-12 public school system. school system.
Appear as sets of goals in content areas such as Appear as sets of goals in content areas such as reading, mathematics, and the arts, and describe what reading, mathematics, and the arts, and describe what students will accomplish in each area.students will accomplish in each area.
Price, K. M., & Nelson, K. L. (2003). Daily planning for today’s classroom: A guide for writing lesson Price, K. M., & Nelson, K. L. (2003). Daily planning for today’s classroom: A guide for writing lesson and activity plans (2and activity plans (2ndnd ed.). Australia: Thompson-Wadsworth. ed.). Australia: Thompson-Wadsworth.
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State StandardsState Standards
Georgia Quality Core Curriculum (QCCs)Georgia Quality Core Curriculum (QCCs)
http://www.glc.k12.ga.us/ Georgia Performance Standards (GPS)Georgia Performance Standards (GPS)
http://www.georgiastandards.org/ GA PreK Content StandardsGA PreK Content Standards
http://www.decal.state.ga.us/PreK/PrekServhttp://www.decal.state.ga.us/PreK/PrekServices.aspx?ices.aspx?Header=2&SubHeader=21&Position=11&HHeader=2&SubHeader=21&Position=11&HeaderName=TeacherseaderName=Teachers
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Types of Instructional ActivitiesTypes of Instructional Activities
Steps in teachingSteps in teaching Content developmentContent development DiscussionDiscussion Recitation or reinforcementRecitation or reinforcement FeedbackFeedback
Steps are followed using variety of formats Steps are followed using variety of formats – p. 99– p. 99
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Formats for InstructionFormats for Instruction
Whole GroupWhole Group Small Teacher-led GroupSmall Teacher-led Group Small Cooperative GroupSmall Cooperative Group Student PairsStudent Pairs Individualized InstructionIndividualized Instruction Centers and StationsCenters and Stations
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Types of Instructional ActivitiesTypes of Instructional Activities
Content Development / Whole Group Content Development / Whole Group InstructionInstruction PresentationsPresentations QuestionsQuestions ActivitiesActivities
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Types of Instructional ActivitiesTypes of Instructional Activities
Grouped Basic Skill InstructionGrouped Basic Skill Instruction Small groups of studentsSmall groups of students One group at a timeOne group at a time
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Types of Instructional ActivitiesTypes of Instructional Activities
Individual WorkIndividual Work Material already presentedMaterial already presented
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Types of Instructional ActivitiesTypes of Instructional Activities
FeedbackFeedback DiscussionDiscussion RecitationRecitation CheckingChecking
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Arranging Activities within a LessonArranging Activities within a Lesson
Lessons usually consist of series of Lessons usually consist of series of activitiesactivities 1. Checking or recitation1. Checking or recitation 2. Content development2. Content development 3. Classwork3. Classwork 4. Independent work, group work, or 4. Independent work, group work, or
discussiondiscussion
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Arranging Activities within a LessonArranging Activities within a Lesson
When the content is complex the series of When the content is complex the series of activities may beactivities may be 1. Checking or recitation1. Checking or recitation 2. Content development2. Content development 3. Classwork or independent work, usually brief 3. Classwork or independent work, usually brief
with checkingwith checking 4. Content development4. Content development 5. Classwork, usually brief 5. Classwork, usually brief 6. Independent work, group work, or discussion6. Independent work, group work, or discussion
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Student Presentations and Student Presentations and DemonstrationsDemonstrations
Students Students Give a reportGive a report Demonstrate a procedure or skillDemonstrate a procedure or skill Summarize work completedSummarize work completed
Guidelines and time for planning should be Guidelines and time for planning should be givengiven
Have students develop scriptHave students develop script Assign rolesAssign roles Discuss audience behaviorsDiscuss audience behaviors
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TestingTesting
Have directions in a fixed placeHave directions in a fixed place Posted on Posted on
• WallWall• PowerPoint or transparencyPowerPoint or transparency• Interactive white boardInteractive white board
Go over instructions carefullyGo over instructions carefully Plan for early finishersPlan for early finishers
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Planning for Clear InstructionPlanning for Clear Instruction
Examine content, concepts, and goals of Examine content, concepts, and goals of lesson/unitslesson/units Review teacher’s edition of the textbook Review teacher’s edition of the textbook Study exercises, questions, problems, etc. Study exercises, questions, problems, etc. Note examples, demonstrations, and key Note examples, demonstrations, and key
questions and activities to use in developing questions and activities to use in developing main conceptsmain concepts
Anticipate problems/check for new termsAnticipate problems/check for new terms
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Planning for Clear InstructionPlanning for Clear Instruction Students need to understand concepts, not just Students need to understand concepts, not just
retainretain Construct knowledge – students should be Construct knowledge – students should be
actively involved in making new information actively involved in making new information relevant to what they already knowrelevant to what they already know
Consider interest to studentsConsider interest to students Be enthusiasticBe enthusiastic Consider different approaches to teaching Consider different approaches to teaching
lessonlesson Organize lesson parts into coherence sequenceOrganize lesson parts into coherence sequence
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Planning for Clear InstructionPlanning for Clear Instruction Presenting new contentPresenting new content
Tell students the lesson objectivesTell students the lesson objectives Provide outline, if complexProvide outline, if complex Stay with planned sequence unless obvious Stay with planned sequence unless obvious
change is neededchange is needed Avoid digressions, interruptions, tangential Avoid digressions, interruptions, tangential
information information Visually display key concepts, new terms, Visually display key concepts, new terms,
major points, etc. major points, etc. Should be focused and concreteShould be focused and concrete Use examples, illustrations, demonstrations, Use examples, illustrations, demonstrations,
etc.etc.
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Planning for Clear InstructionPlanning for Clear Instruction
Check for UnderstandingCheck for Understanding At several points during the lessonAt several points during the lesson
• Verbal responsesVerbal responses• Written responsesWritten responses
Oral recitation after presentationOral recitation after presentation Others – p. 107Others – p. 107
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Technology in the ClassroomTechnology in the Classroom
Requires planningRequires planning Possible problems using the InternetPossible problems using the Internet Equipment failureEquipment failure Lack of supportLack of support
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ComputersComputers EmailEmail Word processingWord processing DatabasesDatabases SpreadsheetsSpreadsheets InternetInternet CDCD DVDDVD
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Video ClipsVideo Clips IpodsIpods PodcastingPodcasting PowerPoint®PowerPoint® Interactive white boards (i.e. Interactive white boards (i.e.
SMARTBoards™SMARTBoards™ ELMOsELMOs Digital camerasDigital cameras Video recordersVideo recorders
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Lessons vs. ActivitiesLessons vs. Activities
The purpose of a lesson is to provide instruction The purpose of a lesson is to provide instruction on important skills or knowledge, and the on important skills or knowledge, and the objective is for each student to meet a specific, objective is for each student to meet a specific, measurable, short-term, outcome by the end of measurable, short-term, outcome by the end of the lesson.the lesson.
Activities are not intended to provide initial Activities are not intended to provide initial instruction and do not include the same instruction and do not include the same evaluation as lessons. Activities may lead up to evaluation as lessons. Activities may lead up to lessons, be part of lessons, follow up lessons, or lessons, be part of lessons, follow up lessons, or extend lessons. Activities have a variety of extend lessons. Activities have a variety of purposes. purposes.
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Nine Instructional Nine Instructional Strategies That Improve Strategies That Improve
Student AchievementStudent Achievement
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that worksClassroom instruction that works. Alexandria, VA: . Alexandria, VA: Association for Supervision and Curriculum Association for Supervision and Curriculum
Development.Development.
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Identifying similarities and differencesIdentifying similarities and differences Summarizing and note takingSummarizing and note taking Reinforcing effort and providing Reinforcing effort and providing
recognitionrecognition Homework and practiceHomework and practice Representing knowledgeRepresenting knowledge Learning groupsLearning groups Setting objectives and providing feedbackSetting objectives and providing feedback Generating and testing hypothesesGenerating and testing hypotheses Cues, questions, and advance organizers Cues, questions, and advance organizers
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