Ch 6 (p166-202)

Planning is especially beneficial for new teachers

Instructional Planning
1. what to teach
2. How to teach
3. they will determine whether students learned or satisfied
Planning may be mandated. (p168)
-Not only plan, share these plans from mentor teachers during student teaching; from supervisor
or principle during classroom year
-But still need overplan
-plan are not mere window dressing or hoop jumping
Step 2: what to teach (p169)
-State standards and how they are developed
State have legal responsibility for education and each formulates standards or
requirement regarding what students to do and be able to do.
-Factors influencing state requirements (171)
The standards, the committee set are influenced by the groups they represent---teachers
representing teachers and so on. The standard influenced by 3 factors---1.societal experience, the
nature and needs of children, and advice from professional education societies.
-Societal Experience: result from national and international events.
-The nature and needs of leaner: he nature ad needs of interners also are considered when
standards are set.
Professional societies with interests in education (172)
The power of state standards (p172)
-State standards:
First, many states have proficiency tests that measure the extent to which students at
various grade levels have attained the standard.
Second, the standards flow down to school districts and influence the curriculum.

-Instructional Objective
When one is developed that allows a learners progress to be precisely observed, then
objectives and bench, marks become identical.
 - Instructional objectives differ in to ways (174)
The first to are aimed toward cognitive learning, the third toward humanistic learning,
and last is behave leaning.
- Cognitive Domain: cause learners to engage in mental or intellectual tasks
- Affective Domain: Domain relate to learning physical skill
- Another way of learning skill: verbal information; intellectual skill; cognitive strategies;
motor skill; attitudes
- The value of specific objective
- Cointerpoint:
specific objectives
1. Evidence exists when teachers teach to precise objective leaners are more likely to
attain the specified knowledge
2. There are times when students should be given learning situations without
predetermined, specific learning objectives.
3. Experienced teachers seldom write specific instructional objective.
- Preparing instruction plans and semester plans preparing unit plans (p182)
1. The Long and short of planning:
Firstly, this was the intermediate-range plan. Secondly, the teacher needs to determine
how many weeks, days, or hours ae available for instruction. Thirdly, the teacher must
select the content of instruction.
Unit Planning: involves decisions about how course can be broken into chunks, parts,
or units, each with particular theme.

2. Preparing Long-Range plans: Yearly and semester plans *183

As mentioned, developing a long-range plan for teaching a course is similar to
developing a vacation plan.
1. Your objective
2. Your timeline
3. Resources
3. Preparing unit plans 185
1.Recourse units are mostly prepared by and are available at minimal or cost from
state education departments
2.Teaching units
3.Integrated units
4. Parts of a unit plan(186)
1. the title denotes the topic or theme under study, however, it may introduce for enrichment
2. the instruction provides the rationale or reason why the unit is important to the course and in
own right.
3. The general objective and preassessment of student prior knowledge broadly state the
knowledge, skills, or attitudes students will acquire as a result of engaging in this unit.
4. the body contains the units content, activities, and sequence of instruction.
5. the assessment section describes how learners will be evaluated in terms of achievement and
satisfaction.
6. A bibliography presets a list of resources useful to teachers in preparing and reaching this unit.
5. Benefits of Unit Planning
Clear direction for short term planning
More aware of your learners unique qualities
To think imaginatively about how to get job done using a variety of instructional materials and
activities.
Consider how to help students study some topic or phenomenon in an interdisciplinary. (p188)
6. Preparing lesson plans
7. Parts of lesson plan
1. Objectives
2. Recourse
3. Set induction
4. Methodology
5. Assessment
6. Course
7. Reflection
- 8. The backward design idea of lesson and unit planning 192
To describe what learn be able to do or should know
Sic step:
1. Be able to explain: cognitive domain, comprehension
2. Be able to interpret: cognitive domain, analysis
3. Be able to apply: cognitive domain, application
4. Have perspective: cognitive domain, evaluation
5. Be able to empathize: affective domain, valuing
6. Have self-knowledge: affective domain, organization.
Stage 2:
1. You must determine how you will know learners have accomplished them.
2. Stage 3: coincides with normal planning procedure in that it asks: what must
learners do to produce the required performance? How can they learn?
- 9. Resource useful when plan 195
a. Curriculum guides: what are you expected to teach
b. Instructional materials: resource units, textbooks, nonprint material, e.g.
illustrations, audio
c. Collaborative, Cooperative, or team planning
1. Teacher-team planning
2. Teacher-pupil planning is basic on the notions that students should learn
how to guide or direct their own learning and they have motivation and
ability to do so.
d. Comparative Planning
- 10. Some final thoughts 196
1. Anything important deserves to be planned.