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Single topic unit vs. thematic units (page 110)

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Single topic unit vs. thematic units (page 110)

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Single topic unit is centered on one specific concept, whereas thematic units focus on a concept across several subject areas.

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Affective Domain Levels
1.Receiving
2. Responding
3. Valuing
4. Organization
5. Characterization
p 98-101

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Action Statement - student action or behavior that will provide evidence of learning
Conditions - set of conditions or circumstances under which learning will take place
Criterion - standard or performance level defined as acceptable when assessment takes place.
-pg 9

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Teachers select words critical to understand the text. Teachers provide different ways for students to retain these words for their core vocabulary.

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Identifying Course Information

Standards

Objectives for the Lesson

Materials

Possible Questions

Beginning of teh Lesson

Middle of the Lesson

Ending of the Lesson

Other Possible Parts in the Lesson Format

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Summarize the lesson and reinforces the important parts of the lesson to ensure the students completely understand the material.

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SIOP Model relates to 2 components related to planning - lesson planning and building background. 

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SIOP Model relates to 2 components related to planning - lesson planning and building background. 

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pg. 114-115

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1. When making planning decisions use supplementary material to a high degree, making the lesson clear and meaningful. This contextualized the learning and enhances meaning. Examples - pictures, graphs, displays, demonstrations - pg 114

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Address the specific material they will be learning.

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pre-assessment can be a helpful tool to determine student readiness/prior knowledge before jumping into a unit. This is especially helpful with standards-based grading systems, because you can know which standards the student needs to hit in order to achieve an A.

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Even students who are not struggling readers or English learners will benefit when a teacher plans and delivers instruction using SIOP - pg 19

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The Cognitive Process Dimension of the Cognitive Domain

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The Cognitive Process Dimension of the Cognitive Domain

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1. REMEMBER: Recognizing, and Recalling

2. UNDERSTAND: Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, and Explaining.

3. APPLY: Executing and Implementing

4. ANALYZE: Differentiating, Organizing, and Attributing

5. EVALUATE: Checking, and Critiquing

6. CREATE: Generating, Planning, and Producing

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A Taxonomy for Learning, Teaching, and Assessing (p. 97)

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A Taxonomy for Learning, Teaching, and Assessing (p. 97)

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(Revised Bloom's)
Three Domains
1. Cognitive domain - development of intellectual abilities and skills
2. Affective domain - development of attitudes, beliefs, and values
3. Psychomotor domain - coordination of physical movements and performance

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Helps introduce the topic and content to the students in order to grasp their attention.

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p 113: Successful implementation of unit plans:

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p 113: Successful implementation of unit plans:

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- clear learning goals
- corrective feedback
- productive environment
- varied instructional strategies
- homework and long term projects
- visual representations
- assessment of student progress

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1. SIOP means Sheltered Instruction Observation Protocol Model, which is a way to plan and teach content in a way that is understandable for ELLs and that also promotes their English language development - pg 17

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Different ways of wriiting descriptive objectives.

Examples:
-Be reverent to the curriculum standards
-Be clear, easy to undercut and unambiguous
-Describe student performances rather than teacher actions.  p.97

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A system that classifies items and shows relationships among them

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When writing a behavioral objective it should include:
1. Action statement
2. Conditions statements
3. Criterion statements p.95

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- overview
-rationale
-course goals
-educational objectives/essential questions
-outline of content
-calendar
-daily lesson plans
-assessments/evaluations
-materials and resources

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Two types of instructional objectives.
- behavioral
- descriptive  p.93