Monday, March 1, 2004 – Fifteenth Class Session

Unit 4 – Lesson Designs -- Formulating Learning Objectives, and how we begin to plan for different learners --Third Session
Design Framework: Direct Instruction, Cooperative Learning Groups – Teaching Seminar groups created
Equipment needed: VCR / upfront chairs / Tables for Teaching seminar session
Materials needed: Entry poster; Agenda map; overheads for taxonomy summaries – handouts for 3 taxonomies; yellow handouts for “Guidelines for Writing Instructional Objectives; Overheads for Personality style inventory; Drawing cards for Teaching Seminars; Table tents for Teaching Seminars; books for resourcing teaching seminars. Book sign-out cards.
Assumptions about Learners: We have talked about student learning objectives for several class sessions. The teacher candidates are aware of why it is important to have objectives to plan instruction. They may not have accepted this as an important value in their own planning yet because they haven’t had experience writing them yet. We will begin to address diversity of learners by inventorying our own learner characteristics as Block 2004 learning community. They think we all look pretty much alike. Finally, some of the students aren’t really interested in learning how to script—or how to teach literacy skills—so we will have a small challenge in influencing them on the importance of their commitment as professional teachers.
Agenda: Central concept – Engaging Learners Video clip from Ferris Buehler’s Day off. Taxonomies that assist in engaging learners. Writing objectives; Continuing the planning process—accommodating diverse learners; next steps.
TEACHING & LEARNING STANDARDS: Maximize the use of instructional time by engaging students in meaningful learning experiences. Achieve goals and objectives by allocating time appropriately, modifying lessons to meet student needs, and using resources effectively.
Timeline:	Looks Like…	Sounds Like…	Multiple intelligences
8:00	We’ll begin class at the tables to view a video clip from Ferris Buehler’s Day off. The focus is on Engaging Learners! Scott will facilitate the reactions/responses to the video clip highlighting “Engaging Learners.”	As I promised…I’m going to share a little humor with you this morning. Here is a one-minute video clip of what you have ahead of you! Scott: Think-Pair-Share activity Take a moment and jot down on a piece of paper what you just saw. Capture words and phrases. What was the teacher doing? What were the student responses? Now, turn to a neighbor and explore what the teacher might have done differently? How will you engage adolescent learners in your classroom? Please come back to large group, and let’s hear what colleagues are thinking about this situation. A very common situation….	Visual Verbal Interpersonal
8:10	Explain plan for the day—Agenda Provide a visual map with icons of today’s work and the purposes behind activity.	Engaging Learners— Video clip Instructional Taxonomies Cognitive Affective Psychomotor Writing instructional objectives Drawing for Teaching Seminar Examining Teaching Seminar Resources	Verbal Visual Logical Intrapersonal
8:15	Students will move to their content area groups. Leslie will walk the students through the Taxonomy sheets, helping students understand how to use this planning resource.	When we are planning instruction we need to pay attention to more than the content we are teaching. We can ensure learner success by paying careful attention to what we want the outcomes to be from our instructional efforts. For instance, if we want to be intentional about creating a safe learning environment and one that encourages learners to have positive attitudes toward our content areas, then we’ll focus on the Krathwohl’s Affective Taxonomy: Receiving… Responding… Valuing…. Organization…. Characterization…. When we want to be specific about what kind of thinking we want our learners to engage in through the lesson, we would use Bloom’s Cognitive Taxonomy: Knowledge Comprehension Application Analysis Synthesis Evaluation When we must instruct learners on how to manipulate things, equipment, and/or tools, it is helpful to use the Psychomotor taxonomy. Music, Art, Drama and Dance as well as Physical Education teachers could use this taxonomy to guide successful student performances. Science and Industrial Arts teachers need to pay attention to how developmentally ready learners are to use potentially dangerous tools. This taxonomy helps guide instruction on safe and effective use; thus learners feel a sense of self-efficacy. Reflex Basic Perceptual Physical Skilled Nondiscursive-body language	Visual Verbal Logical Interpersonal
8:25	After the overhead presentation, content area groups will be asked to explore where they might use the 3 taxonomies to guide the planning of their instruction. Reporting out in large group following the brief exploration	Please take a few minutes to explore in your content area groups where you are aware these taxonomies are—or can be--used to guide instruction. Let’s hear from each of the groups and see what patterns we can recognize. Were there any surprises? Why? Why not?	Verbal Logical Interpersonal
8:35	Students will gather in the chairs up front for instruction on Writing Instructional Objectives. They will use the yellow “Guidelines” handout as Leslie walks them through the process.	We are going to take about 15 minutes to examine the process for creating student performance objectives and how to write them: Guiding BIG questions: What do I want my students to experience? What do I want them to know and recognize that they indeed know it? How do I want them to feel about their learning? Writing the objectives: 1. Who is the audience? 2. What is the observable behavior? An action verb…. 3. What are the conditions under which the behavior will be demonstrated? 4. What are the quality levels of performance? Uses for Taxonomies: You will notice that the Taxonomy sheets we just discussed have two important sources of information for planning purposes. The second column lists action verbs or descriptors that can easily be seen or recognized in terms of performance. The third column has lists of examples of assessment options through which a learner will be able to show what he knows or can do as a result of instruction.	Visual Verbal Logical Intrapersonal
8:50	Students will pair off and work on writing sample objectives with their Block partners. Students will write examples of objectives on the white board and the whole class will critique them according to the formula just explained.	I invite you to join your partner to practice writing objectives Take 3-4 minutes to practice articulating objectives. When you are done writing two objectives, write one of them on the white board. Remember, use your teacher PEN so all can see and read! Now let’s take a look. I’m going to ask you to become a part of an Objective Critique group. You will have four objectives to examine and check if they contain all of the parts. What did you find? Tell us about the objectives you examined.	Visual Verbal Logical
9:10	Break for 10 minutes.	We’ll take a 10-minute break.	Interpersonal Movement
9:20	Students will be asked to take out the results of their personality style inventory and the explanatory sheets that they copied from the website.	Let’s take a few minutes to examine Personal Style data that was generated from the OPTIONS survey. First, though, let’s take a look at WHY we are doing this. As a teacher you will learn many approaches and strategies for teaching. There will be natural inclinations to gravitate toward certain processes because of your personal style. As a beginner it will serve you well to understand when an instructional methodology will work for you so that you don’t frustrate yourself with something that is not a “fit.” However, it will be important that as you gain experience you know how do design instruction not just for your own strengths, but rather for your students. Let’s take a look at what the research on teachers, taken from Myers-Briggs studies of teacher behaviors. Check the findings against the results of your own answers on the OPTIONS survey. What did you discover? Let’s look at some data about teachers as a group. What do you notice? How does this fit with your own experiences? We’ll come back to this because you will need to take into consideration this group of learners as you plan your teaching seminar.	Visual Verbal Logical Intrapersonal
9:45	Audrey will lead the students in getting organized for the Teaching Seminars. She will ask students to draw for topics/presentation dates and join their Teaching Seminar groups. They will join their new groups, examine what they already know about their topic, and… then send a “materials manager” over to bring back some resources.	Audrey -- We are going to draw now for Teaching Seminars. There are 5 seminars. The ticket that you draw will contain both the sequence number and title of your seminar, as well as the presentation date and the date your Tchart will be due. Now that you have drawn your Seminar, please join your group at the designated table in the back of the room. You will need to put your name on the back of your ticket and turn that it so we can update the Block web with the group information. Use the KWL sheet on your table to brainstorm what you already know about your topic. You see the challenge here is like any teaching task. You may have some general idea about the scope of your topic, but you will need to learn more. Your task will be to make a fairly common topic interesting and engaging for your peers while at the same time giving them some VERY useful tools for teaching in their content areas! Send a materials manager over to the book table and pick up some resources to examine. You will need to pick out at least one book to take with you to examine possibilities for your topic before you come to the meeting with the Block team on Friday. Please be sure to check out the book by writing the title, author and publication date of the book you are taking. Sign your name and today’s date. When you return the book, you will need to pull the card and cross off your name and place the card in the book so someone else can use it if they want to take the book.	Visual Verbal Logical Intrapersonal
10:20	Closure	Before class next Monday, take the Multiple Intelligences survey, and let’s take a look at learner diversity within this class. You will report Friday to VanZoeren 280 at your group’s assigned time. Check the Block website for times and place.