Week 5 Presentation - Chapter 4

Wednesday, February, 13, 2019
Take Out Materials (These materials should be on your desk before class starts):
Textbook (turn to Chapter 4)
Chapter 4 visual
Note taking method (notebook or laptop)
Assign Yourself (This is your homework. You should record it on your

calendar/planner):
Read Chapter 5
Create a one-page visual representation of Chapter 5
 Put effort into your visual as you will present your visual to your classmates and turn it in for a
participation grade.
EDUC 3332 – Week 5
Chapter 3
Weekly Glow
What has been

your glow or high
for this week?
Our Classroom Norms
1. Be 100% present.
2.Have a positive and growth mindset.
3.Hold yourself to the same expectations you expect from your
future students.
4.Start on time. End on time.
5.Ask questions to clarify understanding.
6.Have fun!
Today’s Agenda
Part 1) What is Planning?

Part 2) Curriculum Consideration When Planning
Part 3) Types of Teacher Plans
Part 4) The Linear-Rational Approach to Planning
Part 5) Response to Intervention
Part 6) Closing Reflection
Today’s Objectives
Content Objectives (The What) Language Objectives (The How)
TWBAT: TWBAT:
• Define planning and identify reasons for • Create a visual introduction for their peers
planning • Read and annotate Chapter 3
• Determine the curriculum considerations when • Discuss and listen to peer responses
planning • Create visuals to enhance understanding
• Identify and analyze the various types of
teacher plans.
• Identify and analyze the linear-rational
approach to planning
• Define Response to Intervention and the
teacher actions associated with RTI
TWBAT: TWBAT:
teacher plans.
TWBAT: TWBAT:
teacher plans.
Sharing Your Visuals
Part 1
What is Planning?
What is Planning?
Planning for instruction refers to decisions that are made about organizing,
implementing, and evaluating instruction.
Planning is one of the most important tasks that teachers undertake. It allows
teachers to deeply reflect about the subject matter and the content they teach.
The goal of planning is to ensure student success.

What is Planning?
Planning, therefore, helps teachers create, arrange, and organize instructional
events to facilitate that learning.
The amount of time spent on planning varies greatly among individual teachers.
It is influenced by factors such as student needs, the complexity of the teaching

assignment, facilities and equipment, and the experience of the teacher.
Planning For Instruction with
your Team Teacher or Assistant
Video
Page 81 Textbook
Reasons for Planning (Turn and Talk)
Think about the following questions:

Why is planning such a vital part of the teaching profession?
Share your response with your partner.

Reasons for Planning
Directions:
1. Independently read the Article “Guide to Writing
Instructional Objectives”.
2. Annotate key information from each section.
3. Answer the following question: Which bullet
point resonated with you? Why?
4. You will have 8 minutes to complete this activity.
Factors Considered in Planning
Group Member Assigned Section Activity Directions:
1 Content
1. Read and annotate your assigned section.
2 Materials
3 Instructional Strategies 2. Create a graffiti wall depicting the key
4 Teacher Behaviors information from your section.
• A graffiti wall can include words,
5 Structure of the Lesson
pictures, hashtags, phrases, etc.
6 Learning Environment
7 Students 3. You will have 5 minutes to independently
complete your graffiti wall.
8 Duration of the lesson
9 Location of the lesson
Additional Planning Consideration
Lesson Planning in
a Digital Environment
Video
Page 79 Textbook
Part 2
Curriculum Considerations When Planning
State and Local Frameworks
A curriculum framework is an organized plan or set of standards that defines the content to be
learning in terms of clear, definable standards for what students should know and be able to do.
https://www.cde.ca.gov/ci/ma/cf/mathfwchapters.asp
The purpose of state curriculum frameworks is to provide guidelines for local school districts to
prepare their K-12 curriculum.
In Texas, your state standards are called the Texas Essential Knowledge and Skills (TEKS).
The TEKS outlined the knowledge and skills for each grade level and content area.
TEKS
KNOWLEDGE SKILLS
What student should

What students should be
know about a particular able to do.
content.
Figure 3.1
Directions:
1. Review Figure 3.1 on page 63.
2. Read and annotate this visual.
3. Answer the following question:
How would you explain this to someone that is not in the field of
education?
4.Be prepared to share your response with a peer.
Part 3
Types of Teacher Plans
There are usually three types of planning

durations you will have to do:
 Long-Range Planning
 Intermediate-Range Planning
 Short-Range Planning
Plans of Different Durations
Yearly
Long-Range
Planning
Semester 1 Semester 2
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Intermediate-
Range Planning
A B C
W W W W W W
e e e e e e
e e e e e e
k k k k k k
1 2 3 4 5 6
Short-Range
Planning Days
Lesson
Yearly
Long-Range
Planning

Intermediate-
Range Planning
A B C
W W W W W W
e e e e e e
e e e e e e
k k k k k k
1 2 3 4 5 6
Short-Range
Planning Days
Lesson
Yearly
Long-Range
Planning

Intermediate-
Range Planning
A B C
W W W W W W
e e e e e e
e e e e e e
k k k k k k
1 2 3 4 5 6
Short-Range
Planning Days
Lesson
Yearly
Long-Range
Planning

Intermediate-
Range Planning
A B C
W W W W W W
e e e e e e
e e e e e e
k k k k k k
1 2 3 4 5 6
Short-Range
Planning Days
Lesson
In the field…
Now that you know about the three types of planning

durations, think about the following question:
Would you rather work for a district that provides you
with all three types of plans or would you rather work for
one that doesn’t? Why or Why not?
Take a stance…
Partner Assigned Side
Benefits of working for a district that has your

Partner A long-range, intermediate-range, and short-range
plans already provided for you
Benefits of a working for a district that does not

Partner B provide you with a long-range, intermediate-range,
or short-range plan
Flip Sides
Partner Assigned Side
Benefits of working for a district that has your

Partner B long-range, intermediate-range, and short-range
plans already provided for you
Benefits of a working for a district that does not

Partner A provide you with a long-range, intermediate-range,
or short-range plan
Partner Assigned Section
Partner A Backward Planning (page 67)
Partner B Course Planning (Page 68 and 69)
Partner C Term Planning (page 69 and 70)
Partner D Weekly Planning (Page 71 and 71)

Part 4
The Linear-rationale approach to planning
The Linear-Rational Approach to Planning
The linear-rational approach to instructional planning involves sequential
decisions about the following:
Formulation of goals
 Specification of objectives
 Assessment of student needs relative to the stated goals and objectives
 Selection of strategies and learning activities linked to the objectives
 Evaluation of student performance






Time for You Become the Experts
Partner Assigned Section
1 Formulation of Aims and Goals (Page 74 and 75)
2 Specification of Objectives (Page 75)
3 Assessment of Student Needs (Page 76 and 77)
4 Strategies and Learning Activities (Page 77 and 78)
5 Evaluation of Student Performance (Page 78)

Part 5
Response to Intervention
Response to Intervention
Response to Intervention (RTI) was conceived as a method to ensure that students
receive early intervention and assistance before falling too far behind their peers.
RTI requires that these students receive supplementary support, guided by regularly
gathered assessment data, referred to as progress monitoring.
RTI requires that all teachers at all levels (K-12) assess students systematically and provide
levels of support for students who need assistance.
Most RTI models include three levels, or tiers.

T
ie
r
3
Tier 2
Tier 1
RTI Tiers
Tier 3  Intensive Intervention
Tier 2  Supplemental Instruction
Tier 1  Core Instruction

Tier 1 Tier 2 Tier 3
• In addition to regular instruction • Conducted outside of the regular

10% - 15% of students need classroom
• Instruction for all students in the • supplement intervention
regular classroom • 5% - 10% of students need
Often in small groups intensive intervention
• Is sufficient for 75% - 85% of the •
students • Individualized instruction and
• More explicit instruction assessment based on needs
provided by the regular
• Provide effective instruction for classroom teacher
all • Instruction provided by a
specialist, not the regular
• Frequent assessments to classroom teacher
determine needs and progress



Turn and Talk
Respond to the following two questions:

What are the differences between Tier 1 and Tier 2
interventions?
What are the differences between Tier 2 and Tier 3
interventions?
Part 6
True –False Questions
The term “taxonomy” refers to the fact
that the classification system is
hierarchical, and there is a relationship
among the levels of the classification
system.
TRUE
In the cognitive domain, comprehension is
at a higher level than evaluation.

FALSE
The affective domain deals with students’
attitudes, values, and emotions.

The affective domain deals with students’ attitudes, values, and emotions.
TRUE
The instructional activities of a lesson should
be closely aligned to the instructional
objectives and should help students achieve
the objectives of the lesson.

TRUE
Forms of assessment in a unit plan can range
from evaluations of prior background
knowledge to formative assessment during
instruction to a summative assessment at
the end of a unit.

TRUE
Part 7
Closing and Reflections

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Wednesday, February, 13, 2019

Assign Yourself (This is your homework. You should record it on your

What has been

Part 1) What is Planning?

The goal of planning is to ensure student success.

It is influenced by factors such as student needs, the complexity of the teaching

Think about the following questions:

Share your response with your partner.

What student should

There are usually three types of planning

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Now that you know about the three types of planning

Partner Assigned Side

Benefits of working for a district that has your

Benefits of a working for a district that does not

Partner Assigned Side

Benefits of working for a district that has your

Benefits of a working for a district that does not

Partner B Course Planning (Page 68 and 69)

Partner C Term Planning (page 69 and 70)

Partner D Weekly Planning (Page 71 and 71)

 Selection of strategies and learning activities linked to the objectives

 Evaluation of student performance

 Selection of strategies and learning activities linked to the objectives

 Evaluation of student performance

 Selection of strategies and learning activities linked to the objectives

 Evaluation of student performance

 Selection of strategies and learning activities linked to the objectives

 Evaluation of student performance

 Selection of strategies and learning activities linked to the objectives

 Evaluation of student performance

 Selection of strategies and learning activities linked to the objectives

 Evaluation of student performance

Partner Assigned Section

1 Formulation of Aims and Goals (Page 74 and 75)

2 Specification of Objectives (Page 75)

3 Assessment of Student Needs (Page 76 and 77)

4 Strategies and Learning Activities (Page 77 and 78)

5 Evaluation of Student Performance (Page 78)

Most RTI models include three levels, or tiers.

Tier 3  Intensive Intervention

Tier 2  Supplemental Instruction

Tier 1  Core Instruction

• In addition to regular instruction • Conducted outside of the regular

• In addition to regular instruction • Conducted outside of the regular

• In addition to regular instruction • Conducted outside of the regular

• In addition to regular instruction • Conducted outside of the regular

Respond to the following two questions:

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