5. Learning has nothing to do
What activities
with what the teacher
does this survey
covers. Learning has to do
suggest?
with what the student
accomplishes.
7. No widely accepted
planning model.
• Individual preferences
• Time, content, activities are important
• Clear objectives with active verbs
• Plan strategies & activities targeting
learning styles
8. Use a variety of plan
formats
• Standard - the “Book”
• Madeline Hunter
• 4MAT
• District templates
• Lesson specific plans
• Year, semesters, months, weeks, units,
days, activities
9. Planning is a guide to
action
• Links instruction to real life
• Considers student attention spans,
learning styles and interest
• Systematically develops objectives,
questions and activities
• Reflects higher order thinking skills
10. Teacher planning is often
mental
• There is a reason TV is not “live”
• Planning is not linear, but a process
• Planning is flexible
• Based on needs
11. Rarely linear…
• Must focus on student needs…
• Must be constantly revised…
• Must be flexible…with several
plans
• Must have multiple activities
12. Writing Objectives
• Use active & measurable
verbs…
• Focus on observable behavior…
• Consider the three domains…
• Use Bloom’s Taxonomy…
13. Activity #1
1. Use the TEKS
handouts
2. Write an objective
3. Put on a card
4. Select one to
present to the
class
14. Activity #2
1. Trade cards with
another table
2. Select a card; write
an objective for
each domain
3. Put on 3 other
cards
15. Activity #3
1. Use a card from the
previous activities
2. Write an objective for
the TEKS for each of
the levels of Bloom’s
Taxonomy
3. Discuss within the
group
4. Select 2 to share
16. “Never teach a pig to sing.
It’s a waste of time and
annoys the pig.”
Robert Heinlein
17. Mastery
Is 80% mastery of 100% of the objectives OK?
Is 100% mastery of 80% of the objectives OK?
Is 70%?
What percent?
18. Learning Styles
“A human being should be able to change a
diaper, plan an invasion, butcher a hog, conn a
ship, design a building, write a sonnet, balance
accounts, build a wall, set a bone, comfort the
dying, take orders, give orders, cooperate, act
alone, solve equations, analyze a new
problem, pitch manure, program a computer,
cook a tasty meal, fight efficiently, die
gallantly. Specialization is for insects.”
Robert Heinlein in “Time Enough For Love”
Also wrote “Stranger in a Strange Land”
20. Learning Styles
• Styles are preferences, NOT abilities
• Styles + ability = synergy for learning
• Individuals have patterns of styles
• Styles vary with task, situation
• Styles are socialized
• Styles are teachable
• Culture, gender, age and education
influence styles
21. Verbal/linguistic
• Thinking in words
• Uses language
• Appreciate complex meanings
• Journalists, newscasters, writers
31. Plans are as varied as
teachers
• Formats vary
• Some principals/administrations require
particular formats
• Plans are NOT schedules
• Plans may be Unit, Weekly or Daily
• Next week: Format models
32. Elements of a plan
• Objectives
• Assessments
• Procedures/sequence
• Materials/resources
• Re-teaching strategies
• Enrichment strategies
• Alternatives for special students
39. Ideal School
• Students stimulated & excited
• Teachers prepared
• Spacious, clean, windows, open
• Many learning areas
• Socializing, talking, noisy (but not
obnoxious)
• Happy to be there
40. Ideal School…
• Community
• Students active, “doing”
• Close to home, like home
• Safe & secure
• Lots of stimulation, learning areas and
variety…
42. The Six Conditions William Glasser
1. Warm, supportive environment
2. Useful work
3. Emphasis on “Best”, time & effort
4. Self evaluation by students
5. Quality work is fun & feels good
6. NOT destructive
50. One year to six
months
• Resources – visualize, budget,
plan…
• Time –
• Make data-driven decisions about
the school…
“…the next time I teach this…”
51. Three to six months
• Budget – if it’s not there, don’t
plan for it.
• Make data –driven decisions
about your class…
“…this is what summer is for…”
52. Three to six weeks…
• Gather resources
• Schedule time with special teachers,
labs, videos, librarian, etc.
• Write your tests
• Design your projects
“…what do I want them to know…?”
53. One to two weeks…
• Finalize, write and turn-in your lesson
plans
• Finalize the activities
• Collect resources
• Preview for the class
• Make data-driven decisions about
individual students
“…*(%^#$@ !!! copy machine!”
58. Nested
Within each subject, teacher targets
multiple skills and domains.
Example: Photosynthesis unit project
targets consensus seeking, sequencing and
plant life cycle.
59. Connected
Within a subject area, content is linked
and relates to previous and
subsequent learning.
Example: Fractions and decimals
relates to money, grades, statistics,
etc.
60. Sequenced
Concepts are arranged to coincide with
one another.
Example: English teacher presents a
historical novel while History teacher
presents that historical period.
61. Shared
Planning and teaching overlap concepts in
two disciplines.
Example: Science and Math teachers use
data collection, charting and graphing and
team teaching.
62. Webbed
A theme is used to present topics and
concepts.
Example: Teacher uses “The Circus” to
present various subject areas.
63. Threaded
Combined curricular approach targets
all domains.
Example: Staff targets prediction,
interpersonal communication and
speaking in all areas.
64. Integrated
Interdisciplinary approach matches
subjects for overlaps in topics and
concepts.
Example: Math, Science, ELA, Fine
Arts teachers use patterns in
“Weather” to create a unit.
65. Immersed
The learner filters all content through one
“lens” and becomes immersed in their own
experience.
Example: Naturalist “intelligence” or
preference…
66. Networked
The learner filters all learning through
the expert’s eyes and makes internal
connections.
Example: An architect networks with
CAD operators to expand knowledge
base.
77. What’s First…?
• What is to be tested?
• What task or concept
is the hardest?
• What activity is the
most complex?
• What will grab their
attention?
79. There ought not to be anything
in the whole universe that man
can’t poke his nose into…that’s
the way we’re built and I assume
there’s some reason for it.”
Robert Heinlein, author of Stranger in a
Strange Land
80. Effect Size
• Mean (average) score of pretest or
first test
• Mean score of the posttest, second
test, or comparison group
• Standard deviation of the pretest or
first group
81. Effect Size
• An ES of > .02 is not important
• An ES of < .03 is significant
• An ES approaching 1.0 is very
significant and a basis for change.
• An ES above 1.5 is phenomenal…
82. Calculate ES
Pretest – 1st 29 23 26 30 27 22 29 26 27 29
Posttest – 2nd 35 38 29 35 36 30 39 33 34 33
Average of the pretest = 26.8
Average of the posttest = 34.2
Std Dev of the pretest is 2.65
