Instructional Plan For High Quality Instructional Plans

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

It is important for my students to understand and value learning goals in the classroom. At the start of every chapter students will be supplied an outline of what they are going to encounter in the upcoming weeks.

In order to create the lesson plan, the objectives had to be planned first. As per the requirements for the course, I based my learning objectives off of Bloom’s taxonomy with my learning objectives falling under the categories of remembering, understanding,

This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, a lesson plan is developed, incorporating UDL and effectively leveraging educational technologies in the classroom.

I want improve upon my understanding and ability to create purposeful, contextually-relevant lesson and unit plans which are Backwards Designed, well scaffolded, and have meaningful formative and summative assessments (Goal 5).

Design and implement effective lessons based on knowledge of students, curricula, and best pedagogical practices.

The Module 2 is covering Interstate Teacher Assessment and Support Consortium (InTASC) Standards’ Standard #7: Planning for Instruction. Oh, I have a long list of questions related to objectives and lesson preparations. How to determine which parts to teach? When should I teach them? Are there any guidelines? Will I be able to choose books to use for the unit? Do I decide what is necessary and what is not? Planning is part of the job. I have no problem with it because I thrive from precision and planning. However, the amount of planning is excessive – to a novice. I have to check with the curriculum of my school district and the State. Also, I will have to ensure that my lessons abide the federal/state laws. But, that does not stop there. I have to acknowledge my students’ needs. There are several steps to validate my teaching.

scale, our supervisors continue to be consistent at the school level. Our plans are due weekly

Lovie shares his happiness with everybody around him, sharing smiles when he listened music. Lovie lays and shake something that makes sounds, listening to it and sharing giggles and

For example, if we are studying geometry my guiding questions to plan would be, what would be the learner outcomes? What do I want the students to learn by the end of the unit? From here I would develop my instruction to directly target the skills that I want each learner to understand. Guskey, T. R. (2005) supports, “The second essential question is, What must students he able to do with what they learn? In answering this question, teachers must determine what particular skills, abilities, or capacities must pair up with the new concepts and material.”

Teachers will work one their lesson plans with a partner. They will decide on which lesson plan or objective to focus. They will reflect on the lesson as the effectiveness of their lesson delivery as well as effectiveness of maximizing lesson instructional. After discussing their effectiveness of instructional time, they will open the Maximizing Instructional Time cheat sheet, which was email to all and which contains 5 strategies to help maximize instructional learning.

As a teacher, I implement multiple curricula including mathematics, literacy and science, incorporating the Pennsylvania Common Core State Standards into lesson planning. With lesson planning, I use a backwards design approach that combines coherent instruction with formative and summative assessments that align with the instructional outcomes. I have differentiated instruction to meet the needs of all my students in the classroom, including those of 3 ELL students. Throughout the year I have administered a successful proactive classroom management plan that demonstrated effective behavior management with 23 diverse students that has created a positive learning environment for all students. I have developed a strong relationship and communication

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

It is very important for teachers to align their curriculum goals with state standards. Ideally, completing classroom assignments should lead students to meeting classroom objectives. Furthermore, classroom objectives should help a student develop and meet state standards. Using Pennsylvania academic standards, I clarified my instructional goals. I created classroom objectives that are reflective of the information in the Video Basics text. Then I used these objectives to develop my performance task assessment. Below is a table that highlights the alignment between Pennsylvania academic standards, classroom objectives, and the performance assessment.

The art of instructional design takes a unique gift. An instructional design artist must be able to artfully create a systematic structure for insuring the learning process. Through this paper, we will be exploring two educator artists’ approaches: Dick and Carey’s and Gagne’s.