Planning
Effective Lessons
Training for New Teachers
Pontotoc City School District
We believe LEARNING is a priority,
a need, and a desire.
To be successful, we must nurture a learning community that
allows everyone to participate in trusting, respectful
relationships.
Together, we are committed to
Reaching Higher Levels of Learning.
Agenda
Pretest - Alpha Boxes
Introduction – Why Are We Here?
Icebreaker – Just For Fun
Decisions in Teaching
ITIP
Match Elements with Lesson Planner
Closure – Alpha Boxes
Big Ideas
 Instruction that is challenging, authentic, experiential and holistic is the
most effective way to ensure high levels of learning. (Zemelman & Daniels &
Hyde, 2005)
 A focus on the lesson itself – linked to high standards – provides our best
chance to improve student learning and hence improve instruction.
(Schmoker, 2006)
 Research has identified nine broad teaching strategies that have positive
effects on student learning. (Marzano & Pickering & Pollock, 2001)
 Clearly, we want our designs to be engaging. For unless students are
provoked, enticed, or intrigued by the work, why would they persist or give
their best effort? But engaging work is insufficient. The work must also be
effective. In other words, the work must promote and make possible
maximum achievement. The bottom line is performance showing that the
design makes students achieve the targeted understandings. (Wiggins &
McTighe, 1999)
Essential Questions
 How can decisions in teaching impact student
achievement?
 What factors impact instruction?
 What constitutes an effective and engaging lesson?
 What constitutes an effective instructional strategy?
 What instructional strategies impact student
achievement?
 How can planning and implementing effective lessons
impact student achievement?
Outcome
The design or enhancement of unit
lessons and daily lesson plans that are
focused on standards, with skills and
objectives aligned with effective
instructional strategies, that ensures
learning for all students.
Who is Here?
Just For Fun
Decisions in Teaching
The Teacher Decision-Making Model
 Emerged from examination of research and from informed
observations of successful teaching
 Incorporates psychological principles, as well as current
cognitive research into the functioning of the brain
 Provides an organization scheme for planning
implementing, and analyzing decisions that affect both
teaching and learning
The Teacher
 The model is centered on the teacher, who, utilizing
research, experience, and intuition, makes and implements
decisions in three basic categories.
 It is important for the teacher to identify consciously and
deliberately the decisions they must make in each category
and base their decisions on research-validated knowledge.
Equally important is the teacher’s ability to “read” signals
from students and to assess the learning situation, so
necessary adjustments can be made.
 There is nothing that a teacher must always do except think
and teach in a way that maintains the dignity of every
learner.
Teaching
 Teaching can be defined as a constant stream of
professional decisions made before, during, and after
interaction with the student; decisions that when
implemented, increase the probability of learning.
 The professional must learn, internalize, and implement
with artistry the contributions of science plus one’s own
intuition to increase productive functioning.
 The scientific principles must always be interpreted in light
of the needs of the learner in her/his particular life space
and modified to accommodate those needs.
Teaching
 The synthesis of science and sensitivity to a situation
explains why we can’t supply pat answers to teachers. We
can, however, equip educators with research-validated
principles on which to base their decisions while adapting
them to the individuality of students and situations.
 All teaching decisions can be placed into three categories:
 Content – what is to be learned
 Learning Behaviors – what the student will do to learn and to
demonstrate learning has occurred
 Teaching Behaviors – what the teacher will do to facilitate the
acquisition of that learning – how the teacher uses the
principles of learning to increase the probability of successful
outcomes
Content
 First professional decision – “What do I teach this group of
learners today?”
 Dependent curriculum sequence – prior, simpler learning
must have occurred before more complex learning can be
achieved
 Independent sequence - order of learning doesn’t matter
 Time and energy is in too short supply to be expended on
loosely associated material or random exchanges between
students and teachers.
 Disciplining yourself with regard to content adds the
professional rigor that leads to successful learning.
Learning Behavior
 Second professional decision – the student’s how of learning –
student behavior that makes learning possible
 Input modalities – the channel through which we get
information
 Output modalities – perceivable outcome that validates the
acquisition of the knowledge or skill
 Outputs must be perceivable so the teacher can
 Know students have achieved mastery and are ready to move on
 Mastery is not achieved, and teacher must reteach or extend
practice of the current learning
Teaching Behavior
 Third professional decision – directed at your own teaching behavior – “What
will I do to increase learning?”
 When teachers use learning principles that research indicates are accelerants
to student achievement, they can have dramatic effects.
 Hallmarks of a master teacher
 Knowing the principles of learning
 Deliberately implementing them
 Artistically using them
 Teachers’ Sense of Professionalism
 Knowing what to do
 Doing it on purpose
 Finding that is makes a measurable difference in satisfaction and achievement for
the student and the teacher
Decisions
Decisions in Teaching Activity
 Content
 Learning Behavior
 Teaching Behavior
Thomas Edison
His genius he was
quite content in
one brief sentence
to define; Of
inspiration one
percent, of
perspiration, ninety
nine. Thomas A. Edison Read
more at
http://www.brainyquote.com/quotes
/authors/t/thomas_a_edison.html#E
ZiYR26IvPzIdvEz.99
Planning
 Well-directed “planning perspiration” plus inspiration will work
wonders in increasing learners’ successful achievement.
 Skill in planning is acknowledged to be one of the most
influential factors in successful teaching.
 Decisions BEFORE a teacher plans:
 Teacher will have determined what students need to know
(specific content)
 Teacher will have identified a major target objective and know
students’ achievement in relation to that objective (students’
entry behaviors
 Specific objective for the total groups or subgroup’s subsequent
instruction (target objectives)
ITIP
 Madeline Hunter – teacher “ decision-making” model
 ITIP – Instructional Theory into Practice
 Seven elements
 Teacher decision making is the basis of this approach to
teaching.
 “Decide, then design” is the foundation on which all
successful instruction is built.
Designing Lessons
 Teacher must consider the seven elements in a certain
order since each element is derived from and has a
relationship to previous elements.
 Teacher must decide which elements to include or exclude
in the final design.
 When this design framework is implemented in teaching,
the sequence of the elements a teacher includes is
determined by his/her professional judgment.
ITIP Elements
 Learning Objective/Objective and Purpose
 Anticipatory Set
 Input
 Modeling
 Check for Understanding
 Guided Practice
 Independent Practice
Anticipatory Set
Objective/Purpose
Bloom’s Taxonomy
Knowledge/Recall
Comprehension
Application
Analysis
Synthesis
Evaluation
Input
Instructional
Strategies
That Affect
Student
Achievement
Instructional Strategies
Activity
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representation
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypothesis
Cues, Questions, and Advance Organizers
Instructional Strategies
Identifying Similarities and Differences – 45% gain
Summarizing and Note Taking – 34% gain
Reinforcing Effort and Providing Recognition – 29% gain
Homework and Practice – 28% gain
Nonlinguistic Representation – 27% gain
Cooperative Learning – 27% gain
Setting Objectives and Providing Feedback – 23% gain
Generating and Testing Hypothesis – 23% gain
Cues, Questions, and Advance Organizers – 22% gain
Model
Check for Understanding
Signaled Answers
Choral Responses
Sample Individual Response
Individual Private Response
What have you used
that is effective?
Guided Practice
Graphic Organizers –
http://www.eduplace.com/graphicorganizer
Concept Maps http://olc.spsd.sk.ca/de/pd/instr/str
ats/conceptmap/index.html
Diagrams and Graphs
Comprehension Questions
Games
Other Ideas?
Independent Practice
Reminders
 Not all the ITIP seven elements are included in every lesson. These guides are
for planning creative and effective lessons. They are not mandates.
 It may take several lessons before students are ready for guided and/or
independent practice.
 The mere presence of an element in a lesson does not guarantee quality
teaching.
 The deliberate consideration of these seven element, which can promote
effective instruction, constitutes the launching pad for planning effective and
artistic teaching to achieve greater student achievement of any objective or
goal.
 Student success results from careful planning of how to bring the standards
alive, and through artistic implementation of the plan!
Reflection
What will I do next to
ensure that my
students reach a higher
level of learning?
Pontotoc City School District
We believe LEARNING is a priority,
a need, and a desire.
To be successful, we must nurture a learning community that
allows everyone to participate in trusting, respectful
relationships.
Together, we are committed to
Reaching Higher Levels of Learning.