Lesson Planning and Lesson Planning and Teaching in the BlockTeaching in the Block

Olympia JonesOlympia JonesAnnissa MaconAnnissa Macon

Creating a ClimateCreating a Climate The environment where students spend The environment where students spend

time has a significant impact on their time has a significant impact on their perception of the activities that occur within perception of the activities that occur within that settingthat setting

Thinking Inside the Block Schedule (Robbins, Gregory, Herndon)Thinking Inside the Block Schedule (Robbins, Gregory, Herndon)

Teachers and students must have mutual Teachers and students must have mutual respectrespect

Students need opportunities to work alone Students need opportunities to work alone and with peersand with peers

Time should be allocated for reflection on Time should be allocated for reflection on the learningthe learning

Risk Taking should be encouragedRisk Taking should be encouraged The teacher must be prepared, proficient The teacher must be prepared, proficient

and creativeand creative

COVERAGE OR MASTERY?COVERAGE OR MASTERY? A recurring dilemma in education is how much A recurring dilemma in education is how much

content/knowledge must be covered and how content/knowledge must be covered and how do you ensure that the students learn the most do you ensure that the students learn the most essential elements of the contentessential elements of the content

Much has been added to state curriculums, but Much has been added to state curriculums, but little has been removed; therefore, Teachers little has been removed; therefore, Teachers must give thoughtful consideration to the must give thoughtful consideration to the content and curriculum in order to determine content and curriculum in order to determine the most important concepts and skills that the most important concepts and skills that need to be taught in order for students to be need to be taught in order for students to be successful.successful.

COVERAGE OR MASTERY?COVERAGE OR MASTERY? In order to make those decisions, In order to make those decisions,

teachers must look at several things:teachers must look at several things: The standards for their grade level and contentThe standards for their grade level and content The curriculum for their content and how it The curriculum for their content and how it

relates to other disciplines—Is there a way to relates to other disciplines—Is there a way to integrate?integrate?

The sequence and level of importance put on The sequence and level of importance put on various topics within the curriculumvarious topics within the curriculum

The strategies that would most effectively The strategies that would most effectively produce authentic learning and understandingproduce authentic learning and understanding

HOW DO YOU PLAN FOR THE HOW DO YOU PLAN FOR THE BLOCKBLOCK

In order to plan for the block, one must In order to plan for the block, one must look at the big picturelook at the big picture

Generate an overview of the course and what Generate an overview of the course and what is to be taught. D2SC provides a general is to be taught. D2SC provides a general overview which helps teachers see the “big overview which helps teachers see the “big picture”.picture”.

Select the resources that you feel would Select the resources that you feel would enhance the learning. enhance the learning. Add some H.E.A.TAdd some H.E.A.T. .

(Higher order thinking, engaging lessons, authentic work and integration of (Higher order thinking, engaging lessons, authentic work and integration of technology)technology)

Attempt to address key questions about the Attempt to address key questions about the learning. Questions for the block.doclearning. Questions for the block.doc

HOW DO YOU STRUCTURE THE HOW DO YOU STRUCTURE THE BLOCKBLOCK

Divide the time into three or four chunks Divide the time into three or four chunks to create a beginning, middle and end.to create a beginning, middle and end.

Chunk the content so students can Chunk the content so students can begin to create mental reference files to begin to create mental reference files to connect related ideas and informationconnect related ideas and information

Create activities/assignments that Create activities/assignments that incorporate Gardner’s multiple incorporate Gardner’s multiple intelligence theory to ensure everyone intelligence theory to ensure everyone has an opportunity to use his/her has an opportunity to use his/her strengths.strengths.

STRUCTURING THE BLOCKSTRUCTURING THE BLOCK William Glasser (in Fogarty, 1995) William Glasser (in Fogarty, 1995)

reminds us that we learn:reminds us that we learn: 10% of what we read10% of what we read 20% of what we see20% of what we see 30% of what we hear30% of what we hear 50% of what we see and hear50% of what we see and hear 70% of what we discuss with others70% of what we discuss with others 80% of what we experience80% of what we experience 95% of what we teach to someone else95% of what we teach to someone else

INSTRUCTIONAL STRATEGIESINSTRUCTIONAL STRATEGIES Joyce and Weil outline four core Joyce and Weil outline four core

families of instruction in their book families of instruction in their book Models of Teaching (1986)Models of Teaching (1986)

The information processing familyThe information processing family The personal familyThe personal family The social familyThe social family The behavioral systems familyThe behavioral systems family

In a 90 minute period, teachers In a 90 minute period, teachers should touch upon each of the should touch upon each of the families to ensure that instruction is families to ensure that instruction is varied and meeting students’ needs.varied and meeting students’ needs.

INCORPORATING INFORMATION INCORPORATING INFORMATION PROCESSINGPROCESSING

Concept AttainmentConcept Attainment Concept FormationConcept Formation InquiryInquiry Thinking MapsThinking Maps MemorizationMemorization Constructing knowledgeConstructing knowledge

INCORPORATING THE INCORPORATING THE PERSONALPERSONAL

Learner CenteredLearner Centered Synectics Synectics (William Gordon, 1961)(William Gordon, 1961)

Expanding personal Expanding personal horizons/experienceshorizons/experiences

Hosting a class meetingHosting a class meeting

INCORPORATING THE NEED INCORPORATING THE NEED FOR SOCIALFOR SOCIAL

Group InvestigationGroup Investigation Role playRole play SimulationsSimulations Cooperative learningCooperative learning Legal case studiesLegal case studies Current issues and eventsCurrent issues and events Cooperative LearningCooperative Learning

BEHAVIORALBEHAVIORAL Direct Instruction (Madeline Hunter)Direct Instruction (Madeline Hunter) Use of LectureUse of Lecture (Limited Use)(Limited Use) Constructivism Constructivism (5E Model)(5E Model)

WHAT ABOUT THE TIMEWHAT ABOUT THE TIME Teachers should keep in mind that in Teachers should keep in mind that in

order to stay consistent with your 50 order to stay consistent with your 50 minute courses, you must teach twice minute courses, you must teach twice as much material in the 90 minute as much material in the 90 minute block or students in the blocked class block or students in the blocked class will fall behind their peers.will fall behind their peers.

Time management and organization is Time management and organization is critical when teaching in the block.critical when teaching in the block.

Block Schedule Template.docBlock Schedule Template.doc

REFLECTIONREFLECTIONEstimates for the length of human attention span are highly Estimates for the length of human attention span are highly variable and range from 3 to 5 minutes per year of age in variable and range from 3 to 5 minutes per year of age in young children, to a maximum of around 20 minutes in young children, to a maximum of around 20 minutes in adults.adults.

http://www.absoluteastronomy.com/topics/http://www.absoluteastronomy.com/topics/Attention_spanAttention_span

NON-NEGOTIABLES OF A BLOCKNON-NEGOTIABLES OF A BLOCK Multiple activities are a mustMultiple activities are a must Incorporating the multiple intelligences theory Incorporating the multiple intelligences theory

while providing kinesthetic, visual and auditory while providing kinesthetic, visual and auditory activities ensures each learner has an opportunity activities ensures each learner has an opportunity to grasp the material.to grasp the material.

Incorporating individual tasks as well as group Incorporating individual tasks as well as group tasks help students retain information.tasks help students retain information.

Daily review is essentialDaily review is essential Time management is a must—Follow the planTime management is a must—Follow the plan Facilitate instead of DominateFacilitate instead of Dominate Strive to do better in each lesson because Strive to do better in each lesson because

inevitably you will over or under plan.inevitably you will over or under plan.

REFERENCESREFERENCES

Robbins, Gregory and Herndon. Robbins, Gregory and Herndon. Thinking Inside the Block Schedule. Thinking Inside the Block Schedule. Strategies for Teaching in Extended Strategies for Teaching in Extended Periods of TimePeriods of Time. . Corwin Press, 2000Corwin Press, 2000..

Lesson Plan Lesson Plan StructuresStructuresIS THIS YOUR CLASSIS THIS YOUR CLASS

Direct Instruction Direct Instruction (1)  (1)  Face-to-faceFace-to-face interaction between interaction between

instructor and studentinstructor and student, as when the , as when the instructor provides a instructor provides a lecturelecture, , conducts conducts demonstrationsdemonstrations, or , or reviews a student’s reviews a student’s performanceperformance; or; or

(2)  The administration and correction of (2)  The administration and correction of student examinations by an instructor student examinations by an instructor with with subsequent feedbacksubsequent feedback to the student. to the student.

Definition provided by the FDADefinition provided by the FDA

Direct InstructionDirect InstructionDirect Instruction (DI) is a model for Direct Instruction (DI) is a model for

teaching that teaching that emphasizes well-developedemphasizes well-developed and carefully planned lessons designed and carefully planned lessons designed around around small learning incrementssmall learning increments and and clearly defined and prescribed teaching clearly defined and prescribed teaching tasks. It is based on the theory that clear tasks. It is based on the theory that clear instruction instruction eliminating misinterpretationseliminating misinterpretations can greatly improve and accelerate can greatly improve and accelerate learning.learning.

Definition provided by the National Institute of Direct InstructionDefinition provided by the National Institute of Direct Instruction

Direct InstructionDirect InstructionMadeline Hunter LPFMadeline Hunter LPF

Before the lesson is prepared, the Before the lesson is prepared, the teacher should have a clear idea of what teacher should have a clear idea of what the teaching the teaching objectivesobjectives he or she will he or she will cover. What specifically should the cover. What specifically should the student be able to do, understand, and student be able to do, understand, and care about as a result of the teaching.care about as a result of the teaching.

Bloom's TaxonomyBloom's Taxonomy of Educational of Educational ObjectivesObjectives

Bloom’s ReminderBloom’s Reminder

Old VersionOld Version EvaluationEvaluation SynthesisSynthesis AnalysisAnalysis ApplicationApplication ComprehensionComprehension KnowledgeKnowledge(high to low)(high to low)

New VersionNew Version CreatingCreating EvaluatingEvaluating AnalyzingAnalyzing ApplyingApplying UnderstandingUnderstanding RememberingRemembering

Madeline Hunter LPFMadeline Hunter LPFBegin by stating the objectivesBegin by stating the objectives..

##1) Anticipatory Set1) Anticipatory SetList List specific statements or activitiesspecific statements or activities you will use to you will use to focusfocus students on the students on the lesson for the day. lesson for the day.

Explain the objectives’ purposes.Explain the objectives’ purposes.#2) Input#2) Input What information is What information is essential for the essential for the

student to knowstudent to know before beginning before beginning and and how how will this skill be communicatedwill this skill be communicated to to students?students?

Madeline Hunter LPFMadeline Hunter LPF #3) Model #3) Model

If you will be If you will be demonstratingdemonstrating the skill or the skill or competence, how will this be done?competence, how will this be done?

#4)#4) Check for Understanding Check for Understanding Identify strategies to be used to Identify strategies to be used to

determine if students have learned the determine if students have learned the objectivesobjectives. .

5) Guided Practice5) Guided Practice List activitiesList activities which will be used to which will be used to

guide student practice and provide a guide student practice and provide a time time frameframe for completing this practice. for completing this practice.

Madeline Hunter LPFMadeline Hunter LPF#6)#6) ClosureClosure

What method of What method of review and evaluationreview and evaluation will be used to complete the lesson? will be used to complete the lesson?

#7)#7) Independent PracticeIndependent Practice List List homework/seatwork assignmenthomework/seatwork assignment to be given to students to ensure they to be given to students to ensure they have have mastered the skill without mastered the skill without teacher guidanceteacher guidance..

ConstructivistConstructivistDefinition provided by Jy HsiaoDefinition provided by Jy Hsiao

Basically, constructivism views that knowledge Basically, constructivism views that knowledge is not 'about' the world, but rather 'constitutive' is not 'about' the world, but rather 'constitutive' of the world. of the world. Knowledge is not a fixed objectKnowledge is not a fixed object, it , it is constructed by an individual is constructed by an individual through her own through her own experience of that objectexperience of that object. Constructivist . Constructivist approach to learning emphasizes approach to learning emphasizes authentic, authentic, challenging projectschallenging projects that include students, that include students, teachers and experts in the teachers and experts in the learning learning communitycommunity. Its goal is to create learning . Its goal is to create learning communities that are more closely related to communities that are more closely related to the the collaborative practice of the real worldcollaborative practice of the real world. .

ConstructivistConstructivistDefinition provided by B. KristindiirDefinition provided by B. Kristindiir

In the view of constructivist, learning is a In the view of constructivist, learning is a constructive process in which the learner is constructive process in which the learner is building an internal illustration of knowledgebuilding an internal illustration of knowledge, a , a personal interpretation of experiencepersonal interpretation of experience. This . This representation is continually representation is continually openopen to to modificationmodification, its structure and linkages forming , its structure and linkages forming the ground to which other knowledge the ground to which other knowledge structures are attached. Learning is structures are attached. Learning is an active an active processprocess in which meaning is accomplished on in which meaning is accomplished on the the basis of experiencebasis of experience. .

5E Model LPF5E Model LPF Provide Introduction and ObjectivesProvide Introduction and Objectives#1) Engage#1) Engage Describe how the teacher will Describe how the teacher will capture students’ capture students’

interestinterest.. What kind of What kind of questionsquestions should the students ask should the students ask

themselves after the engagement?themselves after the engagement?# 2) Exploration# 2) Exploration Describe what Describe what hands-on/minds-on activitieshands-on/minds-on activities students students

will be doing. will be doing. List List “big idea”“big idea” conceptual questions the teacher will use conceptual questions the teacher will use

to encourage and/or focus students’ explorationto encourage and/or focus students’ exploration

5E Model LPF5E Model LPF

# 3) Explanation# 3) Explanation Student Student explanations should precedeexplanations should precede

introduction of terms or explanations by the introduction of terms or explanations by the teacher. What teacher. What questions or techniquesquestions or techniques will the will the teacher use to teacher use to help students connecthelp students connect their their exploration to the concept under examination? exploration to the concept under examination?

List List higher order thinking questionshigher order thinking questions which which teachers will use to teachers will use to solicit solicit studentstudent explanations explanations and help them to justify their explanations.and help them to justify their explanations.

5E Model LPF5E Model LPF##4) Elaboration4) Elaboration Describe how Describe how studentsstudents will will developdevelop a a

more sophisticated more sophisticated understandingunderstanding of the of the concept.concept.

What What vocabularyvocabulary will be introduced and will be introduced and how will it how will it connectconnect to to students’students’ observations?observations?

How is this knowledge How is this knowledge appliedapplied in our in our daily livesdaily lives??

5E Model LPF 5E Model LPF

#5) Evaluation#5) Evaluation How will students How will students demonstratedemonstrate that they that they

have have achievedachieved the lesson objective? the lesson objective? This should be This should be embeddedembedded throughoutthroughout the the

lesson as well as at the lesson as well as at the endend of the of the lesson.lesson.

NIMITZ HIGH SCHOOLNIMITZ HIGH SCHOOL Nimitz High School teachers will develop Nimitz High School teachers will develop

lesson plans using the 5E Model or the lesson plans using the 5E Model or the Madeline Hunter Lesson Plan FormatMadeline Hunter Lesson Plan Format

Each department will be expected to choose Each department will be expected to choose which format will be used for the teachers in which format will be used for the teachers in that department.that department.

Department Chairpersons will ensure that Department Chairpersons will ensure that teachers within the department are utilizing the teachers within the department are utilizing the lesson plan formats presented in this session.lesson plan formats presented in this session.

Helpful WebsitesHelpful Websiteshttp://www.humboldt.edu/~tha1/models.htmhttp://www.humboldt.edu/~tha1/models.htmhttp://coe.nevada.edu/ckeeler/LessonPlanTemplahttp://coe.nevada.edu/ckeeler/LessonPlanTemplates/hunter.htmltes/hunter.htmlhttp://www.windows.ucar.edu/teacher_resources/http://www.windows.ucar.edu/teacher_resources/sci_schools/HunterLessonP.pdfsci_schools/HunterLessonP.pdfhttp://www.camden.rutgers.edu/dept-pages/educhttp://www.camden.rutgers.edu/dept-pages/education_ugrad/madeline_hunter.pdfation_ugrad/madeline_hunter.pdfhttp://www.cs.duke.edu/csed/alice/aliceInSchoolshttp://www.cs.duke.edu/csed/alice/aliceInSchools/workshop08/lessonPlans/white/5ELessonPLanIn/workshop08/lessonPlans/white/5ELessonPLanInvitationtotheGame.pdfvitationtotheGame.pdf

Helpful WebsitesHelpful Websites http://www1.appstate.edu/~goodmanj/elemsciehttp://www1.appstate.edu/~goodmanj/elemscie

nce/lessonplanning/5Elearningcyclelessonplan.nce/lessonplanning/5Elearningcyclelessonplan.htmhtm

http://www.siue.edu/~eabusha/FIVEELessonPlhttp://www.siue.edu/~eabusha/FIVEELessonPlanLongLesson.docanLongLesson.doc

http://www.salisbury.edu/biology/ESSA/Physicshttp://www.salisbury.edu/biology/ESSA/Physics%20docs/physics%20files%2012%2006/%20docs/physics%20files%2012%2006/bowling%20trip%20lesson%20planbowling%20trip%20lesson%20plan%203%20mc.doc%203%20mc.doc

http://www.esi.utexas.edu/gk12/documents/http://www.esi.utexas.edu/gk12/documents/2009%205E%20Lesson%20Plan2009%205E%20Lesson%20Plan%20Rubric.pdf%20Rubric.pdf

Helpful WebsitesHelpful Websites http://www.roundrockisd.org/Modules/http://www.roundrockisd.org/Modules/

ShowDocument.aspx?documentid=11118ShowDocument.aspx?documentid=11118 http://www.roundrockisd.org/Modules/http://www.roundrockisd.org/Modules/

ShowDocument.aspx?documentid=11119ShowDocument.aspx?documentid=11119 http://www.roundrockisd.org/Modules/http://www.roundrockisd.org/Modules/

ShowDocument.aspx?documentid=11120ShowDocument.aspx?documentid=11120