TEACHER HOMEWORK

INSTRUCTIONAL PLANNING PROCESS WORKSHEET

Goal/Aim/Purpose

(For your information only-- this section answers the question: Where Are You Going?)

Write: Your name on upper left corner; date on upper right corner.

Write Title: Instructional Plan for Colonial/Late 19th Century Eras

Write Goal/Aim: To Teach About the Colonial/Late 19th Century Eras in U.S. History.

Write Stem for a Minimum of 3 Objectives: By the end of the 40-45 minute session, pupils will be able…. 1. to ……………………………………………….

2. to………………………………………………..

3. to………………………………………………..

(For your information only-- when objectives are written, in total, they must reflect that pupils are engaging in these modalities: reading, writing, speaking, listening, doing , such as role-playing, artwork, construction – adapted to pupil’s competence level, and that can be observed and measured.)

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Procedures

(For your information only)--this section answers the question: How Are You Going To Get There—that is: Who? Does What? Where? When? and with Which Resources and Materials?

· Teacher prepares the session using approximate time formula: 5 min. for introduction, explanation, directions; 30 min. for teacher/pupil tasks implementing objectives, keeping in mind that this type of Instructional Plan is similar to constructing a dramatic play.

· Using “T:” teacher dialogue; “P:” pupil activity/dialogue; “T/P” teacher/pupil interaction.

· For each objective, write the Script as if an observer was watching you and the children; action-oriented written in the present tense Notice that the actual dialogue is in italics and the directions in regular font enclosed in parentheses.

· Avoid any words like “discusses” – but use the concept and prepare the actual dialogue pupils would be speaking; that is, what are they asked to talk about with one another specifically. Never open-ended but always structured.

Instructional Planning Guide Worksheet (2)

Example: Objective #1. By the end of the session, pupils will be able to respond to questions comparing Colonial Era schooling to contemporary ones. T: Class, we are going to view a film about the ways children were schooled during the beginning of our nation—that is, during Colonial times and the Late 19th Century eras. While you are watching the film, try to think of how much the same and how different those times were from your own. We will discuss these questions after the film. T: ( Uses projector to present the film.) T/P: Class, raise your hands if you can tell us at least one thing that is the same today as it was in that time? Also, can you tell us at least one thing that was different? T: (Writes the questions and the oral responses on the chalkboard or whiteboard.) (Proceed with the other objectives and incorporating other modalities, whenever possible.) (When all objectives are completed, state how Teacher reviews this with class.)

Assessment/Evaluation

(For your information only—this section answers the question: How Do You Know You’ve Arrived?)-that is, for each objective, ask yourself, What did I want the pupils to learn? What task or action should they do or say that informs me about the degree to which they accomplished the objective you set out?)

Example:

Objective #1. By the end of the session, pupils will be able to respond to questions comparing Colonial Era schooling to contemporary ones. Assessment/Evaluation: per pupil: You might create a list of similarities and differences actually shown in the film and ones that were not. Set a total number of responses; then set a number you would consider to be: very good; moderately good; needs help. Create a simple Rubrics Chart to evaluate progress. Rubrics Chart Objective : Possible (10) Very Satisfactory Moderately Satisfactory Needs Help 1 8-10 5-7 0-4 (Proceed to do this for all objectives.)

Evaluation: Teacher determines the degree to which the pupil accomplished what was set as a learning outcome in the Instructional Objective and makes a decision about assisting children needing help.