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Instructional Presentation

Larissa Melone
CUR/516
Shirley Burnett

Classroom M anagem ent


for K-5
Overview and Implementation Schedule for 2016

Presentation O verview
Review Classroom Management data
Analyze the need
Course description
Target Audience
Delivery Modality and Length of Course
Course Goals & Instructional Objectives
Instructional Activities and Technologies
Timeline for Implementation
Evaluation Criteria
Conclusion and Next Steps

Classroom M anagem ent D ata for our School:


(2012 - 2015)

Figure 1
Office Referral and Suspension Data
100
90
80
70
60

Total Number

50
40
30
20
10
0

2012

2013

2014

School Year
Office Referrals

Suspensions

2015

The N eed
Teachers with 2 years or less
experience made up 50% of
office referrals, but only about
a third of suspensions.
Teachers with 8+ years of
experience only made up 10%
of office referrals, but almost a
third of suspensions.

Table 1
Percentage of Referrals and Suspensions in
Comparison to Years of Teaching Experience (2015)

2 years or less

3 8 years

8+ years

% Office
Referrals

50%

39%

10%

%
Suspension
s

32%

36%

32%

What are the possible reasons?


What is the need for our
school?

Course Title: Classroom Management for K-5

C ou rse D escrip tion : This six-w eek intensive course w ill


train teachers in their fi
rst tw o years of teaching to create
and build know ledge of classroom m anagem ent. Teachers
w illbe required to take this course at least once w ithin
their fi
rst tw o years of teaching. Strategies w illbe
introduced and practiced for elem entary grades of
Kindergarten through 5 th grade. Learners w illcreate a plan
to im plem ent in their ow n classroom using strategies
based on educationalpsychologists and theorists.

Course D etails
Target Audience

Teachers in grades K5, with 2 years or less


teaching experience.

Delivery Modality & Length


of Course

Delivered in person,
on school campus.
Two hours, once per
week, over six weeks.

Course G oals
Goal 1:
Students will study classroom
management strategies for K-5
learners.

Goal 2:
Students will study educational
theorists.

Goal 3:
Students will develop a
classroom management plan for
their current classroom.

Each goal has


corresponding
instructional objectives.
Instructional goals
provide the intent for the
course.
Each goal reflects the
need based on data
provided.

Table 2
Instructional Objectives

Goal 1

Goal 2

Goal 3

Objective 1: Adult learners in a postgraduate classroom management course


will work in small groups to brainstorm
classroom rules and procedures in early
childhood grades (K-2nd grade), including
a minimum of five ideas with a verbal or
written rationale.

Objective 1: Adult learners in a postgraduate classroom management course


will study Maslows hierarchy of needs
and individually write a 500 750 word
essay OR three minute visual
presentation on how those needs can
affect elementary classroom
management, and provide a minimum of
three solutions to those needs.

Objective 1: Given a real-life classroombased scenario, adult learners in a postgraduate classroom management course
will identify the behavior, give possible
reasons for that behavior, and list
appropriate responses and resolutions in
chronological order with rationales,
followed by whole group discussion.

Objective 2: Adult learners in a postgraduate classroom management course


will work in small groups to brainstorm
classroom rules and procedures in
middle elementary grades (3rd 5th
grade), including a minimum of five ideas
with a verbal or written rationale.

Objective 2: Adult learners in a postgraduate classroom management course


will work in pairs to orally present one of
Gardners multiple intelligences and how
it can be incorporated in daily routines to
reach each students needs, with a
minimum of three examples presented.

Objective 2: Adult learners in a postgraduate classroom management course


will create and present a visual
representation of a future classroom
scenario using models, photographs,
illustrations, or graphic design to display
how the classroom environment will
create a positive space for enhanced
learning and cite at least one learningtheorist or theory as support.

Objective 3: Adult learners in a postgraduate classroom management


course will identify the differences
between positive and negative
wording in classroom expectations,
by individually composing four
classroom rules written in both
formats followed by whole group

Objective 3: Adult learners in a postgraduate classroom management course


will choose from the major child
development theorists and create a
graphic organizer to share electronically
with classmates that includes major
points from the theorists, and how they
can be applied in the elementary

Objective 3: By the end of the


course, with the collection of all
information developed over the
previous weeks, adult learners in a
post-graduate classroom
management course will develop
and write a 700 1000 word case
study OR five minute video on their

InstructionalActivities & Technologies:


Table 3
Instructional Activities

Table 4
Instructional Technologies

Instructional
Activities:

Instructional
Technologies:

Discussion
Brainstorming
Cooperative Learning
Groups
Problem Solving
Scenario Simulation
Oral and Visual
Presentations
Identifying Similarities
and Differences
Model Building
Creating Graphic
Organizers
Essays

Access to a computer
and internet
Microsoft Word
Email
Electronic Visuals
Videos (option for some
learners)

The Tim eline for Im plem entation:


Timeline:

Course: Classroom
Management for K-5
Start Date: September
7th, 2016
- 2 hours, once per
week, 6 weeks
End Date: October 12th,
2016

July 2016, staff will receive an email


invitation providing details of the
course.
More information will be available on
the school website.

Interested participants will need to


respond by August 10th, 2016.
Priority of enrollment will be given to
learners with less than 2 years of
experience.
Learners will be officially enrolled by
August 31st, 2016, and will receive the
course syllabus.
th

Im plem entation continued


Table 5
Individuals Involved, Resources Needed, and Formative Assessments

Individuals Involved
with Implementation:

Resources Needed:

Formative
Assessments:

Instructional
Designer
Administration
Facilitator
Learners

Chart Paper
Writing materials
Access to
Technology
Access to Media
Center/Library
(course location)

Pre-Assessment
Observation
Checklists
Problem-Solving
Questioning
Discussion
Peer-Assessment

Evaluation Criteria:
Table 6
Learner Evaluation

Learner Evaluation
Pre-Assessment
*completed
before start of
course
Observation
Checklists
Attendance
Participation
Completion of
objectives with
60% - 100%
accuracy

Table 7
Formative Evaluation

Table 8
Summative Evaluation

Formative
Evaluation

Summative
Evaluation

Pre-Assessment
*completed
before start of
course
Observation
Checklists
Problem-solving
Questioning
Discussion
Peer Assessment

Post-course
student survey
Post-assessment
*presented in
comparison to
pre-assessment
Teacher
evaluations
*beginning of
year in
comparison to
end of year

Evaluation Criteria for G oals & O bjectives:

- Criterion-Referenced Measurement of Learning for each goal.


- With 60% - 100% accuracy
- Based on: Completion of all objectives
- Observation checklists
- Presentation checklists
- Project rubrics
- Scenario response checklist

N ext Steps
Adjustments in the instructional design, if needed, based
on feedback from presentation.
Instructional design approval from administration.
Location approval for course dates and times.
Before summer break, inform teachers of the course
offering and description.
Beginning in July, send email invitations to teachers.
By August 31st, final enrollment will be decided upon.
Course will begin September 7 th, 2016.

Conclusion
Based on data collected, a need has been determined
for classroom management.
The course: Classroom Management for K-5 has been
developed based on the need.
This course is designed for teachers with two years or
less teaching experience.
Building on educational theories, the six week intensive
course will create a classroom management plan for
their own classroom.

Reference
Brown, A., & Green, T. D. (2011). The Essentials of
Instructional Design: Connecting Fundamental Principles
with Process and Practice (2nd ed.). Boston, MA:
Pearson Education.