Teacher PlanningTeacher PlanningArends Chapter 3Arends Chapter 3

People who plan People who plan are just afraid to drift.are just afraid to drift.

- S. Wright- S. Wright

Why teachers plan (benefits)Why teachers plan (benefits)To:To:– Choose content (what to teach)Choose content (what to teach)– Improve student achievementImprove student achievement– Provide a sense of direction (for both teacher Provide a sense of direction (for both teacher

& students)& students)– Eliminate most behavior problemsEliminate most behavior problems

Research identified one major negative Research identified one major negative consequence of teacher planning:consequence of teacher planning:

Less sensitive to student ideas (and Less sensitive to student ideas (and needs)needs)– Pursued own lesson goals rather than Pursued own lesson goals rather than

responding to student needs, thoughts, etc.responding to student needs, thoughts, etc.

DoDo plan, but just be aware of this plan, but just be aware of this

Reflective Teaching – teachers’ practice of ongoing Reflective Teaching – teachers’ practice of ongoing analytical thought about their teaching & its effects on analytical thought about their teaching & its effects on

students’ learning & well-beingstudents’ learning & well-being Why? Continue doing what’s working & change what’s not Why? Continue doing what’s working & change what’s not Ongoing process that never really stopsOngoing process that never really stopsTeacher continually asks questions such as:Teacher continually asks questions such as:– How can I better meet my students’ needs?How can I better meet my students’ needs?– How could I increase student involvement?How could I increase student involvement?– What can I do differently to ensure all students succeed?What can I do differently to ensure all students succeed?

Opposite? Same thing year after year, effective or not.Opposite? Same thing year after year, effective or not.Excellent teachers adopt this attitude: “If a student isn’t Excellent teachers adopt this attitude: “If a student isn’t learning, I’m doing something wrong & need to adjust.”learning, I’m doing something wrong & need to adjust.”

Five TIME SPANS Five TIME SPANS of teacher planningof teacher planning

1.1. Daily Daily 2.2. WeeklyWeekly3.3. UnitUnit4.4. TermTerm5.5. YearlyYearly

Note: In Intro to Teaching, our focus will be on Note: In Intro to Teaching, our focus will be on writing a writing a daily lesson plandaily lesson plan..

Why must teachers pay attention to Why must teachers pay attention to timetime when planning? when planning?

Two main reasons:Two main reasons:1.1. Time devoted to instruction is directly related Time devoted to instruction is directly related

to student achievement.to student achievement.Must plan for maximum time spent Must plan for maximum time spent teaching/learning.teaching/learning.

2.2. It’s limited & can’t be wasted. It’s limited & can’t be wasted. School year & school day unchanged School year & school day unchanged but much content added.but much content added.

Academic Learning TimeAcademic Learning Time – amount of – amount of time student spends engaged in time student spends engaged in

academic task academic task at which successfulat which successfulFirst, does this mean we don’t challenge them?First, does this mean we don’t challenge them?ALT - aspect of time most closely related to ALT - aspect of time most closely related to learninglearningLess than 1/3. Why?Less than 1/3. Why?

Poor planningPoor planningPoor classroom management Poor classroom management Inefficient teaching methodsInefficient teaching methods

Gotta more effectively use the time we have!Gotta more effectively use the time we have!

Instructional objectiveInstructional objective – describes – describes teacher’s intent for student growth & teacher’s intent for student growth &

change (learning)change (learning)Top of your daily lesson planTop of your daily lesson plan– Sub could quickly read it & know your intent for lessonSub could quickly read it & know your intent for lesson

We’ll learn & use 2 typesWe’ll learn & use 2 types– Behavioral objective (Mager) Behavioral objective (Mager)

Does NOT address just “behavior”; anything student does Does NOT address just “behavior”; anything student does (COULD address a behavior…)(COULD address a behavior…)

– General objective (Gronlund)General objective (Gronlund)

Behavioral objectiveBehavioral objective - instructional objective that - instructional objective that is measurable & is best used with skills or is measurable & is best used with skills or knowledge that can be broken down into knowledge that can be broken down into sequential steps or distinct elementssequential steps or distinct elements

Examples of skills/knowledge that break down into:Examples of skills/knowledge that break down into:– Sequential steps – various math functions, write research paper, Sequential steps – various math functions, write research paper,

throw football throw football – Distinct elements - 3 branches of government, components of Distinct elements - 3 branches of government, components of

behavioral objectivebehavioral objective

To make it measurable, include these 3 componentsTo make it measurable, include these 3 components– S = student behaviorS = student behavior – what the student will learn or be able to do – what the student will learn or be able to do

by end of this lesson (not necessarily how they “behave”)by end of this lesson (not necessarily how they “behave”)– T = testing situationT = testing situation - conditions or circumstances under which - conditions or circumstances under which

skill observed or expected to occurskill observed or expected to occur– P = performance criteriaP = performance criteria - how well - how well

Write out as one (1) sentenceWrite out as one (1) sentence!!! (no table/grid)!!! (no table/grid)“Given a map with 2 peninsulas & 1 gulf, students will label the “Given a map with 2 peninsulas & 1 gulf, students will label the peninsulas & gulf with 100% accuracy within 3 minutes.” peninsulas & gulf with 100% accuracy within 3 minutes.”

“Given a dictionary & a list of 5 words, students will find “Given a dictionary & a list of 5 words, students will find each word and write its definition for at least 4 of the 5 words within each word and write its definition for at least 4 of the 5 words within 10 minutes.”10 minutes.”

Testing SituationTesting Situation Student BehaviorStudent Behavior Performance Performance CriteriaCriteria

1. Given a map with 2 1. Given a map with 2 peninsulas & 1 gulf,peninsulas & 1 gulf,

students will label the students will label the peninsulas & gulfpeninsulas & gulf

with 100% accuracy with 100% accuracy within 3 minutes.within 3 minutes.

2. Given a dictionary 2. Given a dictionary and a list of 5 words,and a list of 5 words,

students will find each students will find each word & write its word & write its definitiondefinition

for at least 4 of the 5 for at least 4 of the 5 words within 10 words within 10 minutes.minutes.

More requirements for objectives:More requirements for objectives:1.1. Objective tells what student will do, not Objective tells what student will do, not

what teacher will do.what teacher will do.“…students will…”, not “I will “…students will…”, not “I will

teach…” teach…” 2.2. State objectives in positive terms.State objectives in positive terms.

Instead of, “will not write run-on sentences” try, Instead of, “will not write run-on sentences” try, “will “will separate independent clauses with a period or separate independent clauses with a period or semi-semi- colon”colon”

3.3. Use specific “student behavior”, not Use specific “student behavior”, not “conclusion” “conclusion”

– Use action verbsUse action verbs– Must pass the Stranger Test – a stranger could read Must pass the Stranger Test – a stranger could read

objective & interpret it same way as youobjective & interpret it same way as you

S = “Student behavior”, not “Conclusion”S = “Student behavior”, not “Conclusion”Below is list of “student behaviors” from objectives. Assess if Below is list of “student behaviors” from objectives. Assess if

behavior is truly a “specific student behavior” or a behavior is truly a “specific student behavior” or a “conclusion”. If a conclusion, rewrite. “conclusion”. If a conclusion, rewrite.

Example: …students will understand the difference between a student Example: …students will understand the difference between a student behavior & a conclusion…behavior & a conclusion…

This is a This is a conclusionconclusion -- “ -- “understandunderstand” could be interpreted differently. ” could be interpreted differently. Rewrite: “…students will Rewrite: “…students will labellabel specific student behaviors & specific student behaviors &

conclusions & will conclusions & will rewriterewrite conclusions as specific student conclusions as specific student behaviors….”behaviors….”

Let’s try a couple together. Specific student behavior or Let’s try a couple together. Specific student behavior or conclusion?conclusion?

1.1. ……will print their first names using lower case letters and first letter will print their first names using lower case letters and first letter capitalized…capitalized…

2.2. ……will listen to the lecture on the solar system…will listen to the lecture on the solar system…

1.1. ……will learn the 9 times table…will learn the 9 times table…

2.2. ……will write the 3 branches of the federal will write the 3 branches of the federal government…government…

3.3. ……will know the sign language alphabet…will know the sign language alphabet…

4.4. ……will verbally state the correct score, stating will verbally state the correct score, stating server score first & receiver score second…server score first & receiver score second…

5.5. ……will understand the outcome of the Civil will understand the outcome of the Civil War… War…

Testing Situation (conditions)Testing Situation (conditions)

What might be appropriate testing situations for the What might be appropriate testing situations for the following? (What activity would you design to assess following? (What activity would you design to assess whether or not students had mastered this skill or whether or not students had mastered this skill or knowledge?) Terminology often used includes (but not knowledge?) Terminology often used includes (but not limited to) “Given…”, “When asked…”, “Using…”.limited to) “Given…”, “When asked…”, “Using…”.

Let’s do a couple together:Let’s do a couple together:– Location & names of 7 continentsLocation & names of 7 continents

““Given a __________________________________________”Given a __________________________________________”

– Scoring in bowlingScoring in bowling

– Forming contractionsForming contractions– Days of the week in SpanishDays of the week in Spanish– Changing oil in a carChanging oil in a car– Typing/keyboarding Typing/keyboarding – Researching topic on internetResearching topic on internet

Performance CriteriaPerformance CriteriaHow might teachers identify criteria of successful How might teachers identify criteria of successful performance? Often in % or accuracy, speed or time, performance? Often in % or accuracy, speed or time, correct skill performance, within a certain number of correct skill performance, within a certain number of attempts, etc.attempts, etc.Let’s try some together:Let’s try some together:– ……will write the 3 branches of the federal government with 100% will write the 3 branches of the federal government with 100%

accuracy within 1 minute.accuracy within 1 minute.– ……will sign the entire ASL alphabet with 100% accuracy within 30 will sign the entire ASL alphabet with 100% accuracy within 30

seconds on the 1seconds on the 1st or 2ndst or 2nd attempt attempt

Now, pick some skills & write performance criteria for Now, pick some skills & write performance criteria for them.them.

Identify Components of a Behavioral ObjectiveIdentify Components of a Behavioral ObjectiveDirections: Each of following could be component of a behavioral Directions: Each of following could be component of a behavioral objective. In blank, write initials for proper component.objective. In blank, write initials for proper component.S = Student Behavior S = Student Behavior T = Testing Situation (conditions)T = Testing Situation (conditions)P = Performance criteria (how well)P = Performance criteria (how well)

________ 1. will write their first 1. will write their first and and last names in cursivelast names in cursive

________ 2. will say the 2. will say the alphabetalphabet

________ 3. given examples of 3. given examples of the the correct stylecorrect style

________ 4. with 95% accuracy4. with 95% accuracy________ 5. will boil water5. will boil water________ 6. given scissors6. given scissors________ 7. independently7. independently

________ 8. will state home 8. will state home address & phone numberaddress & phone number

________ 9. using a ruler9. using a ruler________ 10. with no errors10. with no errors________ 11. when asked by the 11. when asked by the

teacherteacher________ 12. given 3 choices12. given 3 choices________ 13. in proper sequence13. in proper sequence________ 14. given a 10 problem 14. given a 10 problem

worksheetworksheet

Let’s write a few behavioral objectives together:Let’s write a few behavioral objectives together:Now with partner, select skill; write objective Now with partner, select skill; write objective together. together. Share w/another pair that is finished.Share w/another pair that is finished.– Critique each other’s objective; make sure it states:Critique each other’s objective; make sure it states:

Student behavior – what student will doStudent behavior – what student will doTesting situation – the conditions or circumstancesTesting situation – the conditions or circumstancesPerformance criteria – how wellPerformance criteria – how well

– Make sure it is measurable.Make sure it is measurable.– Specific student behaviors, not conclusions. (Stranger Specific student behaviors, not conclusions. (Stranger

Test)Test)– Positive, not negative, terms.Positive, not negative, terms.– All in 1 sentence.All in 1 sentence.

Now, on your own. Select a skill & write Now, on your own. Select a skill & write behavioral objective.behavioral objective.– When finished, find another student who is finished & When finished, find another student who is finished &

critique each other’s objective; make sure it clearly critique each other’s objective; make sure it clearly states:states:

Student behavior – what student will doStudent behavior – what student will doTesting situation – the conditions or circumstancesTesting situation – the conditions or circumstancesPerformance criteria – how wellPerformance criteria – how well

– Make sure it is measurable.Make sure it is measurable.– Specific student behaviors, not conclusions. (Stranger Specific student behaviors, not conclusions. (Stranger

Test)Test)– Positive, not negative, terms.Positive, not negative, terms.– All in 1 sentence.All in 1 sentence.

Optional independent Optional independent practice/homeworkpractice/homework

Think of skills or knowledge you will teach Think of skills or knowledge you will teach in the future, and practice writing in the future, and practice writing behavioral objectives for them. behavioral objectives for them.

Bring to class for Doug or classmates to Bring to class for Doug or classmates to critique.critique.

Criticism of Mager’s “behavioral objective” Criticism of Mager’s “behavioral objective” style of instructional objectives:style of instructional objectives:

Used exclusively, behavioral objective style Used exclusively, behavioral objective style leaves out many important goals of education.leaves out many important goals of education.Tendency to focus on minute details and lose Tendency to focus on minute details and lose sight of big idea.sight of big idea.More complex cognitive (thinking) processes are More complex cognitive (thinking) processes are not readily observable or measurable.not readily observable or measurable.

So,…So,…

……a more general approach to writing a more general approach to writing

instructional objectives was developed.instructional objectives was developed. General Objective - instructional objective that:General Objective - instructional objective that:– Addresses skills & concepts more difficult to measure Addresses skills & concepts more difficult to measure

but are still critical to students’ learning.but are still critical to students’ learning.So, use for more abstract skills & conceptsSo, use for more abstract skills & conceptsComprised of 2 componentsComprised of 2 components

An overall objective, andAn overall objective, andSubobjectives that provide specific steps toward Subobjectives that provide specific steps toward attaining the overall objectiveattaining the overall objective

– T (testing situation) and P (performance criteria) T (testing situation) and P (performance criteria) components from Beh. Obj. not required, but components from Beh. Obj. not required, but try try to word to word in in specific student behaviors, not conclusionsspecific student behaviors, not conclusions

Note: Include as many subobjectives as necessary.Note: Include as many subobjectives as necessary.

Example from text:Example from text:Overall objective: Student understands and Overall objective: Student understands and

appreciates diversity of people in American appreciates diversity of people in American society.society.– Subobjective 1: Student can define diversity.Subobjective 1: Student can define diversity.– Subobjective 2: Student can tell/write instances of how Subobjective 2: Student can tell/write instances of how

diverse persons/groups have enriched American life.diverse persons/groups have enriched American life.– Subobjective 3: Student can analyze in writing how Subobjective 3: Student can analyze in writing how

maintaining appreciation for diversity is a fragile & maintaining appreciation for diversity is a fragile & difficult goal to achieve.difficult goal to achieve.

Another example:Another example:Overall Objective: Students will demonstrate Overall Objective: Students will demonstrate respectful behavior while working in small groups.respectful behavior while working in small groups.– SO #1: SO #1: Students will establish eye contact with the Students will establish eye contact with the

speaker.speaker.– SO #2:SO #2: Students will refrain from talking while Students will refrain from talking while

another student is talking.another student is talking.– SO #3:SO #3: Students will give feedback (both positive & Students will give feedback (both positive &

negative) to group members in a positive & negative) to group members in a positive & respectful manner.respectful manner.

– SO #4:SO #4: Students will wait their turn to speak and/or Students will wait their turn to speak and/or will interrupt politely (when appropriate).will interrupt politely (when appropriate).

Example from former Intro to Example from former Intro to Teaching student:Teaching student:

Overall Objective: Students will improve “helping” skills Overall Objective: Students will improve “helping” skills when playing the role of peer tutor in math partner when playing the role of peer tutor in math partner activities.activities.– SO #1: Students will check or monitor each problem of peer’s SO #1: Students will check or monitor each problem of peer’s

work.work.– SO #2: Students will offer specific, positive suggestions for SO #2: Students will offer specific, positive suggestions for

improvement when incorrect performance is observed.improvement when incorrect performance is observed.– SO #3: Students will give specific praise or specific feedback on SO #3: Students will give specific praise or specific feedback on

correct performance.correct performance.

Let’s write 1 together.Let’s write 1 together.– Overall Objective: “Students will recognize art in their daily lives Overall Objective: “Students will recognize art in their daily lives

and will overcome any fears or stereotypes regarding art.”and will overcome any fears or stereotypes regarding art.”Subobjective #1:Subobjective #1:Subobjective #2:Subobjective #2:

Now, alone or with partner, write general objective for Now, alone or with partner, write general objective for “demonstrate teamwork”. Include both Overall Obj & “demonstrate teamwork”. Include both Overall Obj & supporting subobjectives (at least 2).supporting subobjectives (at least 2).If finished, think of another abstract skill or concept, and If finished, think of another abstract skill or concept, and write general obj for it.write general obj for it.

Another general approach:Another general approach:Bloom’s Taxonomy of Educational ObjectivesBloom’s Taxonomy of Educational Objectives– Looks at “way students think”, not just content Looks at “way students think”, not just content – For this course, will NOT write this typeFor this course, will NOT write this type

However, important to understand Bloom so that we: However, important to understand Bloom so that we: – Make sure students’ thinking progresses from basic to abstractMake sure students’ thinking progresses from basic to abstract

Facts before understandingFacts before understandingUnderstanding before applicationUnderstanding before applicationApply before evaluate, analyze or createApply before evaluate, analyze or create

If all we teach is factual…If all we teach is factual…Or, if we ask students to apply without facts/understanding…Or, if we ask students to apply without facts/understanding…Helps us develop both lower-order thinking skills (LOTS) & higher-order Helps us develop both lower-order thinking skills (LOTS) & higher-order thinking skills (HOTS)thinking skills (HOTS)

LOTS & HOTSLOTS & HOTS

Lower-order thinking skillsLower-order thinking skills– Remember Remember

Higher-order thinking skillsHigher-order thinking skills– All others (understand, apply, evaluate, All others (understand, apply, evaluate,

analyze, create)analyze, create)

Bloom’s Taxonomy is two-dimensional:Bloom’s Taxonomy is two-dimensional:1.1. Knowledge dimension Knowledge dimension (different types of knowledge)(different types of knowledge)

– Factual knowledgeFactual knowledge – basic elements – basic elements – Conceptual knowledgeConceptual knowledge – interrelationships among basic elements – interrelationships among basic elements– Procedural knowledgeProcedural knowledge – knowing “how” to do something – knowing “how” to do something– Metacognitive knowledgeMetacognitive knowledge – knowledge about one’s own cognition – knowledge about one’s own cognition

(how one thinks & learns) and when to use conceptual & (how one thinks & learns) and when to use conceptual & procedural knowledgeprocedural knowledge

2.2. Cognitive process dimensionCognitive process dimension (type of thinking required) (type of thinking required)– RememberRemember – retrieve, recognize, recall – retrieve, recognize, recall– UnderstandUnderstand – construct meaning, interpret, classify, summarize, – construct meaning, interpret, classify, summarize,

compare explaincompare explain– ApplyApply – carry out, use, implement – carry out, use, implement– AnalyzeAnalyze – break into parts & determine how they relate – break into parts & determine how they relate

(differentiate, organize)(differentiate, organize)– EvaluateEvaluate – make judgments or critique based on criteria – make judgments or critique based on criteria– CreateCreate - put elements together to form a new pattern (generate, - put elements together to form a new pattern (generate,

plan, produce)plan, produce)

In these objectives, identify category of In these objectives, identify category of knowledgeknowledge & & cognitive process (use previous cognitive process (use previous

slide as guide)slide as guide)

1.1. Students will recall the 3 components of a behavioral Students will recall the 3 components of a behavioral objective. objective.

2.2. Students will explain the causes of important 18Students will explain the causes of important 18thth century events in France.century events in France.

3.3. Students will use effective strategies for answering Students will use effective strategies for answering essay test questions.essay test questions.

4.4. Students will write a lesson plan for a direct instruction Students will write a lesson plan for a direct instruction lesson.lesson.

With partner or alone, look at objectives you wrote earlier:With partner or alone, look at objectives you wrote earlier:– Identify type of knowledge & cognitive process required for Identify type of knowledge & cognitive process required for

each.each.– Be prepared to share with class.Be prepared to share with class.

Bloom classifies objectives across 3 Bloom classifies objectives across 3 domains (The 3 Hs): domains (The 3 Hs):

Cognitive – mental; thinking (Cognitive – mental; thinking (headhead))

Psychomotor – not just PE; Psychomotor – not just PE; handwriting, typing, lab work, handwriting, typing, lab work, cutting, pasting (cutting, pasting (hands/bodyhands/body))

Affective – emotional responses, Affective – emotional responses, such as valuing, making such as valuing, making commitment to, demonstrating commitment to, demonstrating passion for, demonstrating diligence passion for, demonstrating diligence ((heartheart))

Determining domain – cognitive, Determining domain – cognitive, psychomotor, or affectivepsychomotor, or affective

Cutting & pasting - Cutting & pasting -

Developing mnemonic - Developing mnemonic -

Demonstrate positive self-esteem – Demonstrate positive self-esteem –

Identifying key points in Battle of Gettysburg – Identifying key points in Battle of Gettysburg –

Demonstrate teamwork & cooperative behavior during Demonstrate teamwork & cooperative behavior during cooperative (small group) learning activity – cooperative (small group) learning activity –

Use QWERTY style in typing document - Use QWERTY style in typing document -

Let’s determine domain for objectives you wrote:Let’s determine domain for objectives you wrote:

Again, we will only use Mager’s & Again, we will only use Mager’s & Gronlund’s approaches; however…Gronlund’s approaches; however…