The Minimalist Teacher Print Book. By Tamera Musiowsky-Borneman et al. Member Book. ASCD Arias. About Curriculum design experts Jay McTighe and Grant Wiggins have reviewed thousands of curriculum documents and unit plans across a range of subjects and grades.
Table of contents Introduction. About the authors. Learn More. What do you know about our planet? How might the one we travel to be different? Draw life connections and show meaning and purpose of the lesson. This is where you begin to really facilitate learning by discovering and demonstrating new skills, explore key concepts, and begin probing.
You can ask inquiry-oriented questions while students share their ideas and make predictions. You can provide clarifications, justifications, new vocabulary, and definitions. You can use props, have discussions or watch videos. As a general rule, limit it to lunder 15 minutes is better.
You should show rather than tell. Visual tools can aid in understanding so try to make it multimodal and bring in any materials to engage students and improve retention of information. Here are 8 visual tools to help. A lot of teachers use this as the fill-out-the worksheet or write-on-the-poster time. Some consider homework guided practice, though unless you have the means and technology to offer flipped instruction, there would be little guidance. There are a number of other options where students can use this time to begin creating drawings, diagrams, small models, or a collaborative researching and essay-writing in a Google Doc.
If necessary pull the students who are struggling into a separate group for more guidance. Independent Practice Evaluate : Having students accomplish tasks and learning objectives independently should always be your ultimate goal. You may have to adapt instruction and build in scaffolding to help students achieve independence. Again some teachers see this as the homework step. Independent practice can be a collaborative experience independent of teacher aid not from classmates where students are completing an inquiry project.
Wrap-Up and Follow-Up: Very few lessons will end neatly wrapped up with you saying I have accomplished all I set out to do. If it does it probably means you set out to do too little. You should include at least the following:. Initial Thoughts. Begay know she is teaching her students everything they need to learn this year?
Begay find out about her students before planning her curriculum units and lessons? Begay know if her lesson plans are effective and her students are learning?
Begay know about creating effective lesson plans? Wrap Up. But this variation should not be linked to some pacing guide or curriculum guidance. It should be linked to the specific texts or tasks students are engaged with. Individual standards will match better with some texts or reading circumstances. But remember, not every lesson will be the focus of close reading. Research shows that such lessons can bear fruit. While such analysis or practice is not included in the standards because this analysis or practice is not an outcome , it can be an important avenue to ensuring that students reach the standards.
As students read various texts across the school year, they will practice particular standards in varying combinations depending on the demands of the specific texts. I see value in all of them but after reading your response I am more confused than ever!
What samples can you direct us to that would be good examples of how teachers should be implementing these new set of standards? What is the best practice? Paramount to any discussion of these year-long plans is an intrinsic understanding of what they are and were designed to be: an example of a general plan for a year of instruction.
The year-long plans were never designed to be a curriculum map with designated standards assigned to specific daily lessons. The year-long plans do not identify specific standards because we are leaving those decisions to teachers. Louisiana teachers are being empowered to make decisions about how to teach students rather than being given a set of scripted standards and mandated text. To better conceptualize the method Louisiana is using to clarify to teachers how to integrate the specific standards as well as build student understanding across the units, please review the Unit 1 plans for each grade level.
It is in these examples that teachers can really visualize the standards at work in their classrooms. From pacing guides to performance tasks that address specific standards, an example of quality planning is provided for each grade level. I whole-heartedly agree that teachers must grasp the horizontal alignment of the standards, that there are only ten reading comprehension standards and that the ten writing standards are closely aligned to them.
We believe that once teachers intrinsically understand the standards they will forge their own way, writing their own curriculum with the standards, but also their own students in mind.
0コメント