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

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

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

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

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

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

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.

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.

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

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

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

Types of Instructional ActivitiesTypes of Instructional Activities

Content Development / Whole Group Content Development / Whole Group InstructionInstruction PresentationsPresentations QuestionsQuestions ActivitiesActivities

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

Types of Instructional ActivitiesTypes of Instructional Activities

Individual WorkIndividual Work Material already presentedMaterial already presented

Types of Instructional ActivitiesTypes of Instructional Activities

FeedbackFeedback DiscussionDiscussion RecitationRecitation CheckingChecking

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

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

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

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

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

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

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.

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

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

ComputersComputers EmailEmail Word processingWord processing DatabasesDatabases SpreadsheetsSpreadsheets InternetInternet CDCD DVDDVD

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

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.

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.

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