Planning for Instruction
Chapter 6
NC Teaching Standard IV
What do you know about your classroom?
Content, Learners, Context
1
4
2
3
1. LEARNING
OUTCOMES
2. ASSESSMENT
3. TEACHING
4. TECHNOLOGY
DEVELOP
MATERIALS
Buy – Adapt Develop
TEACH LESSONS
AND UNITS
What have you learned about teaching?
Reflection and Action Steps
ANALYZE
DESIGN
DEVELOP
IMPLEMENT
EVALUATE
1
What will
students learn?
LEARNING
OUTCOMES
4
How will
technology help
students to learn?
TECHNOLOGY
How will technology
use help you to reexamine outcomes,
assessment, and
teaching?
3
How will you assist
students to learn?
TEACHING
2
How will you know
if students
learned?
ASSESSMENT
Views of
Teaching
Instructional
Events
Teaching
Strategies
Internal, external
conditions
Teaching models
Nine instructional
events
Content-specific strategies
General strategies
Parents
Peers
Teachers
Learners
States of
mind,
Mental
processes
Instruction
Internal Conditions
External Conditions
 Instruction
is defined as a set of external
events designed to support internal learning
processes.
 These processes include attending, learning,
remembering, appreciating, physically
coordinating, and problem solving.
 Gagne identified characteristics of all
instruction that can assist in the
development of these mental processes and
called these “instructional events.”
 Readying
for new instruction
1. Gaining attention
2. Informing learner of objective
3. Stimulating recall of prior learning
 New
instruction
4. Presenting new “content”
5. Providing learning guidance
6. Prompting student performance
7. Providing feedback on performance
8. Assessing performance
 Applying
learning
9. Enhancing retention through practice, examples
 Find
a lesson plan in your general grade level
and subject area www.learnnc.org
 Highlight or circle each of the nine
instructional events and write the name of
the event (for example, “Presenting the new
content”.)
 If the plan does NOT include one of the nine
events, write in your own suggestion at the
place in the lesson plan where you think it
should occur.
 Turn in on Oct. 26.
 Teaching
models
 Content-specific
 General
strategies
strategies
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9
 Direct
Instruction
 Discussion
 Cooperative learning
Think-Pair-Share
Jigsaw
Role
Cooperative Work Groups
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1.
2.
3.
4.
5.
6.
Review
State objectives
Present
Guided practice
Independent practice
Review and feedback
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Direct Instruction Model
NC Six Step Lesson Plan
Review
Focus and Review
State objectives
Statement of Objectives
Present
Teacher Input
Guided Practice
Guided Practice
Independent Practice
Independent Practice
Review and Feedback
Closure
Lesson Design Menu
Appetizer
Main Course
Dessert
(Exploration)
(Concept
Development)
(Concept Application)
Focus and Review
Statement of Objective
Teacher Input
Presentation
Guided Practice
Independent Practice
Closure
 Purpose



Activate prior knowledge
Draw students into the lesson
Focus students’ attention on task with clear
purpose
 Children
ask: “Why is this important?”
 Knowing what is expected is important
 Must be linked to prior knowledge and
lessons
 Generally comes last during introductory
sequence
 Focuses student attention
 This
is the main learning experience
 This is III. Teacher Input or Presentation
 Key Questions:
What basic concepts or skills are to be taught?
 What learning materials should be used?
 How can the teacher help students construct key
concepts and skills?
 What strategies can be used to ensure that
students understand and master the skill?

1
Provide Information




2
Explain the concept
Define the concept
Provide examples of the concept
Model
Check for understanding



Pose key questions
Ask students to explain concept/definition in their own words
Encourage students to generate their own examples
 Community
Wilmington
 Washington, DC
 Tokyo

 Mountain
Mt. Everest
 Mt. Fuji
 Grandfather Mountain

 Island
Hawaii
 Cuba
 Wrightsville Beach

 Justice
Taking turns
 Writing down rules
 Applying rules equally to
everyone

 Two
types of questions: Purposes?
Closed
 Open-ended

 Art
of Questioning (Dewey) p. 297
 Framing questions and “Wait time”
Ask question
 Pause 3 – 5 seconds
 Call on someone to respond
 Pause 3 – 5 more seconds to give think time

 Opportunity
to apply and practice new skill
or concept through special projects or
independent activities
 Two parts:


Guided Practice
Independent Practice or Functional Application
 Should
result in constructing deeper meaning
 Many
kinds of practice for new learning
 Use of concept mapping/graphic organizers
 Thinking Maps
 Independent
Activities – (different activity
from Guided Practice!)
 Focus on creativity and choice
 Provide for extension, application,
relevance, and usefulness
 Involves
summarizing, sharing, reviewing,
extending the concept
 Additional opportunity for application
 May provide transition to new lesson or
learning
1.
2.
3.
4.
5.
Read material and prepare questions
Cluster basic follow-up questions
Introduce Discussion and assign reading
Conduct discussion using questions
Review and summarize student
contributions
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1.
2.
3.
4.
Teacher poses question
Students think individually THINK
Student discusses answers with another
student PAIR
Students share answers with the class
SHARE
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1.
2.
3.
4.
5.
6.
7.
8.
9.
Choose appropriate situation
Select teams
Assign problem
Teams assign roles
Teacher assigns tasks to observers
Teams act out!
Teams discuss their performance
Class and observers discuss performance
Teacher evaluates
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1.
2.
3.
4.
5.
Interdependence
One-to-One accountability
Individual accountability
Social skills
Group processing
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1.
2.
3.
4.
Reading and Language Arts
Science
Social studies
Mathematics
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1.
2.
3.
4.
5.
6.
7.
Reteaching Fig. 6.15
Teacher modeling Fig. 6.16
Task structure and instructions
Observations
Feedback
Homework
Study skills
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