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Planning and Organizing for Instruction
Transcript of Planning and Organizing for Instruction
Teachers of High-Ability Students
High ability learners are students who do very well in school and do not struggle.
Focusing on Instruction
It not only guides the teacher's own planning and classroom behavior but it also comes across clearly to students so they will be able to identify what is to be learned.
Maximizing Instructional Time
Expecting Students to Achieve
Effective teachers believe in their students and expect all of them to learn regardless of their skill levels and starting points.
Planning and Preparing for Instruction
Teachers use school district curriculum, state standards, and national standards to structure and determine how content and skills are delivered in the classroom.
Planning and Organizing for Instruction
Teachers of At-Risk Students
In order to make learning the central focus of classroom activity there must be effective planning, preparing, and organizing for instruction.
Effective teachers have consistent and organized classrooms where the central focus of time is on teaching and learning.
They make foundational academic goals a priority as well as pay attention to higher order personal and social goals.
Their enthusiasm and dedication to learning will reflect in the behavior and practice of their students.
At risk students are ones who want to drop out due to the fact they feel like they won't succeed.
Some studies have suggested that lower expectations from teachers can limit achievement
Effective teachers not only express and clarify expectations but also stresses student responsibility
Time is one of the most challenging
constraints a teacher faces in trying to achieve
Teachers spend about 70%
of their time on core curriculum
The remaining 30% is spent on such tasks as...
Collecting money for school fundraisers
Enforcing classroom rules and procedures
Participating in school fire drills and assemblies
Listening to school wide announcements
Research shows that student achievement is higher in classes where instructional time is maximized.
Effective teachers remain involved with the students during the entire class period from start to finish, allowing for no down time.
Use of time can be optimized in the classroom by careful planning or by using pacing materials
The use of calendars for long-term, weekly, and daily planning in addition to providing a visual reminder to the teacher can help students plan for work
Time-saving devices include designated places for...
Establishing a pattern so that students can anticipate academic transition reduces the loss of instructional time
A teacher who uses a warm-up activity accomplishes the following purposes:
Gives students a way to constructively use their time
Prepares students for the day's activities
Gives themself time to take attendance
Makes use of time that would have otherwise been lost
Provides a focus for the first few minutes of class that can be an intro. into the day's lesson
They consistently prioritize instruction and student learning as central purposes of schooling.
They reinforce focus on instruction through the way they spend time teaching and through their expectations.
The time students spend engaged in learning along with the quality of instruction increases student learning.
Planning is the key to teachers being well-prepared before walking into the classroom.
The expectations a teacher holds for students are demonstrated through the teacher's interactions.
High expectations are identified as a key component of student success.
High expectations also represent an overall orientation toward improvement and growth.
An effective teacher should never focus on only lower-level basic skill because it will communicate lower exceptions.
Exposing them to content that is planned and organized gives the motivation and skills to achieve.
Methods of teaching at risk students:
Don't Take Excuses
Expect work to be done
Plan for variety of activities such as individual, student- lead, and student centered activities.
Stay on task
Teachers must understand the needs and abilities of the students.
Gifted students are sometimes given busy work while waiting on the other students to get finished with work they have already completed.
Yet busy work is counter productive to establishing a positive learning environment.
Methods of teaching
high ability students:
Give out pre-assessments to figure out what they already know, so valuable academic learning time is not wasted and students are not bored with learning things they already know.
Teachers tend to teach in the manner in which they themselves learn.
Every student is different and not everyone will understand and learn the exact same way.
"Deliberate planning maximizes the amount of content a teacher is able to cover."
Resources to use when teaching a unit/lesson:
- appropriateness for grade level
- alignment to national, state, and local standards
- accuracy of information contained within the resource
- the time allowed for the lesson/unit
- learning benefits that come from using the resource
Highly recomended when preparing for instruction:
~ Identifying clear lesson and learning objectives
~ Creating quality assignments
~ Planning lessons that have clear goals
~ Planning the instructional strategies
~ Using advance organizers, graphic organizers, and outlines for instructional delivery
~ Considering student attention spans and learning styles when designing lessons
~ Developing objectives, questions, and activities that reflect higher-level & lower-level cognitive skills for the students
"Creating effective lesson plans is the key to effective teaching and a critical factor in achieving positive students outcomes."
1. True or False : The focus on quality instruction is directly related to student achievement.
2. Teachers spend about _____% of their time on core curriculum.
3. True or False : It is not important to stress student responsibility as long as you clarify your expectations.
4. When developing a lesson plan you should consider the students _______________ as well as their different ______________.
5. True or False : When teaching an at-risk student you should not expect too much from them.
6. True or False : Pre-assessments are not effective to use for gifted students.