Chapter 4,5: Zarrillo Topic 30,31: Duplass Samantha Mark

1. Chapter 4,5: Zarrillo & Topic 30,31: Duplass Samantha & Mark

2. Lesson Plans: Organizing Instruction Chapter 4 Zarrillo

3. General Guidelines Concept of �lesson� should be broad and include: 1. Teacher directed lessons involving entire class (D.I) 2. Small group or individual lessons (C.L) 3. teacher as facilitator, tutor, resource provider (Constructivism)

4. Despite format; there are 2 guidelines for planning effective lesson: 1. Decide precisely what students are expected to learn Clear objectives 2. Decide what the teacher must do for students to achieve what is expected of them Anticipate problems Materials Instruction and when to input Visual aids

5. Lesson Plan Formats Comprehensive Format time consuming Detailed Abbreviated Format Less detailed Less time consuming Still require thought and careful planning

6. Comprehensive Lesson Plan (p.76) 1. places lesson in context 4. the �what�; subject matter to be learned 5. accomplishment of students; the �do� 6. not all lessons include these; values acquired by students 7. tailor for student needs; resources, objectives 8. assessment

7. Abbreviated Lesson Plan 1. The Plan Book Grid Spiral bound 2 page spread Time across top Day of the week down left side 2. Three-column Single Sheet (p. 83)

8. Writing Lesson Objectives Make objectives meaningful by identifying specific and observable performance Raise level of performance Bloom�s taxonomy Knowledge Comprehensive Application Analysis Synthesis Evaluation

9. Level of affective instructional outcomes Consider when writing value objectives 1. Receiving- listen with open mind 2. Responding- demonstrate new behaviors and volunteer to become involved 3. Valuing- students make commitment to what they value; get involved 4. Organizing- leading others to see change implemented 5. Characterized by values- outside classroom students are characterized by values learned, morals

10. Madeline Hunter�s Direct Instruction Model 1. Anticipatory Set- opening for lesson 2. Statement of Objectives 3. Instructional Input- basic information 4. Modeling the Information or Process- examples of finished product 5. Checking for Understanding- observing students to determine if they possess necessary concepts to achieve objectives 6. Guided Practice- short questions; solving problems; finish maps/colorings; etc, observed by teacher 7. Independent Practice- work independently without supervision; often homework

11. Concept Attainment Model Used at the end of a lesson/unit (p.91) 1. Presentation of Data 1.1 To help students better understand a concept, explained with examples and non examples 1.2 students asked to compare the two 1.3 students form definition of concept 2. Test Attainment of Concept 2.1 students presented with examples and non examples for them to label; definition may be refined 2.2 teacher comments on definitions; may need to restate definition 2.3 students generate examples; test of application of definition 3. Analysis of Thinking Strategy (not always included) 3.1 students description of conclusion 3.2 students discuss change in definition 3.3 students discuss characteristics of concept and consider testing hypothesis (definition)

12. Cooperative Learning: Enhance Skills and Knowledge Through Group Activities Chapter 5 Zarrillo

13. Group Projects (p. 98) 1. Inquiry Projects- students work together to solve a problem 2. Written Projects- students work together to produce written product: book, script, etc 3. Visual Arts Projects- students work together to produce work of art 4. Performing Arts Projects- students work together to dance, act, or sing in a performance. 5. �Combination� Projects- students asked to use more than one format (e.g. projects that require both visual an performing arts)

14. Outline of Steps in a Group Project(p. 99) 1. Form the group- for student autonomy ask for volunteers 2. Provide an overview of the project 3. Decide what each student will do- to increase student control, allow them to chose roles they will play. 4. Make a list of materials and resources 5. Establish a timetable- timetable for completing project should include times when the group will meet again 6. Work with individuals, subgroups, and the full group- should have a schedule indicating when teachers will provide guidance and assistance. Increase student autonomy by encouraging them to help each other.

15. Types of Cooperative Learning Groups (p.102-105) Student Teams- Achievement Divisions (STAD) Students divide into heterogeneous groups that are cross sections of the whole class Given material to learn together (may take up to several days Students tested individually Individual scores become performance score for whole group

16. Jigsaw Students assigned to �home� groups Each individual student given a piece of information to learn Students with like information from other groups get together and share information Students become �experts� on their information Students form with �home� groups and take turns teaching their team members the information the learned individually and from the �expert� groups

17. Think-Pair-Share The whole class is given a question to answer Question should not be too complex or too simple Question should be written on chalkboard, whiteboard, or chart paper Depends on complexity of answer; students should be required to write their answer down The partner up and share their answers with another student Partners explain their rationale that led them to the answer Each student will have their chance to talk Whole class comes together and discusses answers to the question Floor is open Partners with shared answers should both be given time to share how they got the answer

18. Three-Step Interview 1. Teacher asks a question or set of questions Should be thought provoking questions Written on board or chart paper Groups of four are made Within groups partners are selected One partner (Interviewer) asks the other (Interviewee) questions to answer Other partner (Interviewee) gives answers 2. Students reverse roles The Interviewer becomes the Interviewee Works best with �follow-up questions; such as �Why do you think that?� and can be challenged, �Why do you think that?� 3. group reconvenes and round-robin fashion shares answers

19. Making Cooperative Learning Work(p. 105) Four Features must be present 1. Group Goals Positive Interdependence �Students must believe that they sink or swim together� (Johnson and Johnson) Group should have clear sense of what they are to accomplish; goal should be understood by all members Individual Accountability Each student�s performance should be evaluated Meaning keeping record of two things Student�s performance in process of working group Student�s level of achievement in the product the group created

20. Four Features cont�d Social Skills �get to know and trust one another, communicate accurately and unambiguously, accept and support one another, and resolve conflicts constructively� (Johnson and Johnson) Four steps in teaching social skills 1. Students must see the need for the skill Resolving conflicts quickly and fairly will help a group finish their assignment 2. Students must understand the skill Be supportive of others Constructive criticism 3. Students must have many opportunities to practice these social skills Students given many chances to work in groups 4. Students must evaluate how well they are doing Group processing: groups need discuss successes and frustrations

21. Four Features cont�d Effective Planning; for all cooperative learning activities Be sure the goal is clear Be sure the goal is attainable Be sure that the roles are clearly and reasonably defined Be sure the group has adequate materials and resources to finish their task Be sure that time lines are set and that members of the group adhere to them

22. Issues in Grouping (p. 107) Other strategies should be used as well Cooperative Learning helps �make social studies social.� Criteria to place students in groups most groups should be based from interest or proximity Heterogeneous Range of abilities Ability grouping Placing students in groups on basis of academic level Interclass Grouping Use of team teaching Time. How long should the students stay in their groups? Varies from months and many goals/activities to one activity and one goal It is possible to keep groups together all year long Can create new groups every new activity

23. Duplass: Topic 30 Instructional Planning �You got to be careful if you don�t know where you are going, because you might not get there.� Yogi Berra

24. The importance of lesson planning Planning what you intend to teach requires a great deal of thought, organization, and inspiration. In social studies, you as a teacher should focus on Procedural Knowledge and Big Ideas.

25. The importance of lesson planning Planning is crucial for a novice teacher; lesson plans act as a road map that will keep the teacher headed in the right direction. The purpose of a lesson plan is to ensure that the class day is meaningful, productive, and rigorous and that the teacher has made the best use of the limited amount of time spent with the students.

26. The importance of lesson planning As a new teacher, you may not move as expeditiously as you planned-or you may move more quickly. Interruption cannot be planned, and TEACHABLE MOMENTS may take precedence. For these reasons, the kinds of learning experiences that you plan for your students should be uniquely suited to the distinctive attributes of the classroom.

27. Types of lesson planning Instructional sequence: This is an instructional format that allows you to keep track of the main idea you are going to teach and how you are going to do so. (we will describe this topic more in topic #31)

28. Types of lesson planning Planning for elementary school class requires integration of all the subjects into a semester lesson plan and daily lessons. You should not assume that you have to teach all subjects every day. Some teachers prefer to teach social studies once a week for a longer period of time, and math every day in shorter blocks.

29. Types of lesson planning One key to successful planning is to focus on what you want to accomplish and to take the time to do it RIGHT! Hurried lessons deprive students the opportunity to construct their knowledge.

30. Resources for lesson planning As a novice teacher it would be helpful to find a colleague or mentor that will share resources and ideas with you. This may require time spent after school gathering information, attending special training courses, and visiting libraries. With the ability of internet, teachers can have convenient access to a vast resource of information from almost anywhere.

31. Resources for lesson planning The textbook can provide accurate content that can be used to develop the Big Ideas and Procedural Knowledge important in social studies education and the basic reading skills essential to a successful elementary school program.

32. Duplass: Topic 31 Instructional Sequence �Organizing is what you do before you do something, so that when you do it, it�s not all mixed up.� Christopher Robin, in Winnie the Pooh by A.A. Milne

33. Instructional Sequence Planning a lesson is a creative activity that combines strategies and knowledge to engage students and forge new thinking on their part.

34. Instructional Sequence The typical lesson sequence follows these steps: Identify the state standards for your grade level and the related Social Studies Constructs. Evaluate the basal textbook and other resources. Brainstorm and conceptualize goals and content for all subjects. Draft a Semester Lesson Plan Organizer. Complete Daily Lesson Plan Organizers for a week�s worth of instruction based on the Semester Lesson Plan Organizer. Complete a social studies lesson plan.

35. Instructional Sequence Model Components of the Method/Instructional Sequence section of the Social Studies Lesson Concept Organizer. The Direct instruction method: Madeline Hunter identifies key components of the instructional process that are intended to ensure mastery by students. Nine events of instruction: By psychologist Robert Gagne, has similarities to the Hunter method. Joyce and Weil organized the Concept attainment method, based on the work of psychologist Jerome Bruner, into a sequence with similarities to Hunter�s direct instruction method. Constructivist model: Proposed by George Gagnon and Michelle Collay. The terminology is substantially different from the previous three models, but the steps are similar.

36. Instructional Sequence Model These models present strategies and a sequence that underscore a basic principle in elementary education-it is not enough for a teacher to be able to demonstrate that something was taught; elementary school teachers are expected to have students demonstrate that they have learned the new knowledge. As a result, practice is a necessary step for elementary students, while it is optional with high school students and college students.

38. Sources Duplass, James A. Teaching Elementary Social Studies. Houghton Mifflin Co. Boston, NY 2004. Zarillo, James J. Teaching Elementary Social Studies. Pearson Education, Inc. Upper Saddle River, NJ. 2004.