This is a Master’s course presentation which I created for the assigned group project.

1. Chapter 6: Planning Instruction Planning, Implementing, and Assessing EDU 5154 By: Kenny Chan John Daskalakis Meghan Haskin

2. Agenda Importance of instructional planning and characteristics of young adolescents that should be considered when planning Importance of Interdisciplinary instruction, problems that may arise General process of instructional planning and discuss planning for students who are at risk

5. Factors Affecting Middle School Instructional Planning Young adolescents have diverse characteristics New schools, new team of teachers, new friends Young adolescents like to move around and be active; enjoy collaboration Developing their own learning strategies

6. Enginuitor - I'm a Physics Guy

7. Roles of Curriculum Guides, State and National Mandates on Instructional Planning Mandates provide instruction but schools may develop their own curricula School districts may vary on the leeway that they give their teachers in teaching the content Educators will feel pressured to be at a certain place in curriculum guide at a particular time

8. Roles of Textbooks in Instructional Planning Some of the worst experiences in middle school classrooms because teachers don’t plan and instead, try to follow a teacher’s guide Texts are not providing students with developmentally responsive instruction Problems may arise when the text does not match the state or local curriculum

9. Roles of Individual Teachers on Instructional Planning Teachers who fail to use instructional resources of the school and community May miss the benefits that school library media specialists and other resources teachers can provide Do not use new technology

12. Maintain positive relationships

13. Communicate with others

15. Integrating Music and Math courtesy of www.ctlonline.org

16. By being introduced to the I.D.I. team, students have experienced reduced feelings of isolation, higher self esteem, less stress and aggression. In some cases, students are also happy to do class work and homework!

17. RMCT Music - I'm In Rome

20. Differences, ideas

21. Personal preferences

24. Multiage teams can use a number of collaborative small-group instructional techniques for peer learning, including teacher-led small groups, student-led shared-task groups, and partners.

25. The age range of a Multiage classroom is roughly three years or more. Often, these students stay within the same Multiage team for their entire middle school education.

27. General Process of Instructional Planning

28. Necessary to Planning Curriculum National Standards Breakdown into units Weekly/daily plans

29. Involve Students in Planning The best way to motivate young adolescents Young adolescents need to learn to make decisions Size of groups Composition of groups Determine working rules Determine guidelines for the content of class projects Identify resources to be used Help set schedule for project Evaluation criteria

30. Determining Goals and Objectives Essential to the success of IDI Not only describe what the students outcome should be, but also keeps the teacher on track and organized Three instructional domains Cognitive/intellectual Affective/psychosocial Psychomotor/physical

31. Tying the Interdisciplinary Unit Together Using language arts as a thread to move across disciplines Start with a combination of two disciplines Can involve two or more teachers on a team Pyramid of involvement

32. Involvement in IDI

33. Allowing for Individual Differences Developmental Cultural Use Gardner’s multiple intelligences

34. Checklist for Interdisciplinary Units Identified the topic or themes of the units Determined our instructional goals Determined the prior learning of our students Identified the skills we hope to reinforce Determined new skills Written specific student behavioral objectives Checked to be sure our objectives are developmentally responsive Identified resources that we need for the unit Located sources for those resources and notified appropriate individuals Identified specific instructional responsibilities Determined developmentally responsive activities that match our student objectives Identified possible student grouping Developed a sequence of activities Determined our desirable outcomes based on our objectives and activities Selected appropriate methods to assess student learning Planned for all educators involved in the unit to assess its success after its over

35. Planning for Students at Risk of Failure Why this is important Almost 25% of young adolescents are at a high risk of failing…the next 25% are at moderate risk Not because they can’t learn…schools are not adequately engaging them

36. Planning for Students at Risk of Failure Reasons for risk of failing Lack of confidence Fear Labeling Low self esteem Constant reprimands Nagging Punishments

37. Planning for Students at Risk of Failure As a middle school teacher your planning must consider the young adolescents’, psychological, social, and emotional needs. Encourage students, use genuine praise, and positive comments Plan a instruction that will… Ensure success Build a positive atmosphere

38. IDI Can Help Students at Risk Teacher coordinate homework assignments and projects together Use examples from adolescent literature Base problem solving activities on historical situations

39. Questions/Comments