CH 3: Planning

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CH 3 Planning Delivering Language Arts
Instruction

• READ 321/322
• Dr. Schneider

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OBJECTIVES You will learn

• about the relevance of
• principles of learning and teaching
• intrinsic and extrinsic motivation
• the 4 learning domains
• Multiple intelligences
• Multisensory learning
• Kid-watching
• different learning styles (vs. actual
  disabilities)
• about different LA plans to use
• about different types of mini-lessons

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Principles of Teaching Learning

• Model positive attitude towards learning
• Make learning meaningful
• Make learning constructive
• Use developmentally appropriate curriculum

• Create an environment that keeps curiosity and
  commitment to learning up.
• Use multisensory learning
• Use multicultural diversity to broaden minds,
  curiosity, tolerance

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Principles of Teaching Learning

• Keep high standards
• Use a variety of assessments, and alternative
  assessment
• Plan work cooperatively with students
• Create environment for lang. development
• Low tones in groups
• Oral language most writing

• Get to know your students through
• Show and tell
• Autobiographies
• interest inventories
• Kidwatching (Yetta Goodman term) observe
  students working-gt take written notes of casual
  observations

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Principles of Teaching Learning

• Plan for in-class reading time
• Print-rich classroom
• Sustained Silent Reading SSR (w/ special support
  for struggling readers!!) or DEAR (Drop
  everything and read

• Include visual literacy technology
• Independent work
• Learning centers
• Project work
• unit activities
• Plan for in-class writing time
• Routine journaling
• Discuss writings

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Extrinsic intrinsic motivation

• Extrinsic Motivation
• motivated to do sth. due to trigger from outside,
  environment
• Example do sth. for money, praise from teacher,
  sweets, present, special attention

• Intrinsic motivation
• motivated to do s.th. due to inner drive,
  interest, quest to find an answer, to improve a
  skill
• Example do sth.to gain more personal knowledge,
  expertise, for fun, feels good,

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4 Learning Domains

• Important for writing lesson OBJECTIVES.
• OBJECTIVES
• mini-goals that lead to overall lesson goal
• at least 2 but generally no more than 4 per
  lesson
• Verbs indicate which learning domain is addressed
  (see samples p. 87) others website
• 1) COGNITIVE, 2) AFFECTIVE, 3) PSYCHO-MOTOR, 4)
  SOCIALIZATION

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4 Learning Domains

• 1) COGNITIVE
• Intellectual tasks, activities such as
  memorizing, defining, correcting, identifying,
  analyzing, selecting
• 2) AFFECTIVE
• Emotional activities such as observing,
  reflecting, listening, displaying work

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4 Learning Domains

• 3) PSYCHO-MOTOR
• Physical activities from gross motor to fine
  motor ones such as writing, drawing, cutting,
  sorting cards, sewing, knitting, playing sports
• 4) SOCIALIZATION
• Interactive activities with others (people,
  animals) such as preparing a play, a newscast,
  readers theater presentation,

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8 Multiple Intelligences (Gardner)

• Individuals are not only successful in life
  because of high academic IQs social-emotional
  capabilities and other areas are as important
• Each individual has strengths and weaknesses to
  different degrees in these 8 areas(or more?)
• This makes each individual uniquely talented in
  specific combinations and areas.

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8 Multiple Intelligences (Gardner)

• Often, individuals with distinct disabilities in
  one of these areas have enormous talents in any
  of the other areas.
• As a LA teacher, you MUST UTILIZE students
  non-LA strengths to strengthen potential
  weaknesses in LA (spelling, reading.
• Weaknesses in LA, usually are located in the left
  side of the brain and can be supplemented with
  right-brain activities and explicit instruction
  in language details.

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8 Multiple Intelligences (Gardner p. 94)

• (1) Logical- Mathematical (abstract thought,
  calculus)
• (2) Linguistic (-gt Literacy)
• (3) Naturalist (Science, good w/ animals)
• (4) Musical (-gt Music)
• (5) Bodily-kinesthetic (dance, sports)
• (6) Spatial (form spatial images, art,
  architecture)
• (7) Intra-personal (understand one self)
• (8) Inter-personal (understand others)

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Different Learning Styles

• VISUAL-AUDITORY
• Best learning when materials presented to the EYE
  (visual) and/or EAR (auditory)
• VISUAL-AUDITORY-KINESTHETIC
• Best results when materials presented to EAR, EYE
  and with opportunity to move (kinesthetic) and
  touch (tactile). Refers to most concrete learning.

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Different Learning Styles

• IMPULSIVE-REFLECTIVE
• This does not refer to learning channels but to
  way someone responds to new information a)
  immediately with action and IMPULSE w/o thinking
  much or b) only after thinking it all through
  (REFLECTIVE)
• GLOBAL-ANALYTIC
• This is also not a learning channel issue but
  rather a way to process information a) from
  whole to part, GLOBALLY, or from part to whole by
  analyzing it all first, detail focused.

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Multisensory learning

• THE ROLE OF MULTISENSORY INSTRUCTION ESSENTIAL!
• MULTISENSORY learning through more than one
  learning channel (visual, auditory,
  kinesthetic-tactile)
• Gives many different learners a venue to learn
  successfully with as many or as few learning
  channels as they need
• Offers flexibility for those who need diversity

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Multisensory learning

• THE ROLE OF MULTISENSORY INSTRUCTION ESSENTIAL!
• Offers learners from different cultural
  linguistic backgrounds free ways to find best
  learning approach (mostly kinesthetic-tactile)
• Open dialogue about impact of use of different
  channels is very helpful for success of
  multisensory instruction and to help students
  find independence through learning strategies

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Different Learning Styles

• ESSENTIAL A learning STYLE does NOT explain a
  DISABILITY, such as dyslexia or Attention Deficit
  Disorder!
• You can have a style preference and not have a
  disability or have a disability. Your learning
  style preference DOES NOT JUSTIFY or EXPLAIN a
  disability
• Therefore, ACCOMMODATIONS for individuals with
  disabilities must go BEYOND learning style
  variations!

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Types of LA Plans

• Unit Plan components (p.77)1 THEME
• 3-4 Unit Goals w/ pre-post assessment
• 4-5 lessons each lesson contains
• Resources
• Activities w/ decreasing teacher support and 6 LA
  components
• Accommodations
• (ESOL, SPED)
• Pre-post assessment

• Yearly Plan/Semester Plan components (p.75)
• Identify long-range goals based on lists of
  questions, expectations from students caregivers,
  and yourself.
• Includes a) goals, b) actions to achieve goals,
  c) degree of success, d) subjects, e) resources

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Types of LA Plans

• Daily Plan (p.82/83)
• Standards
• Goal
• Objectives
• Introduction review, motivate, set stage
• Procedures w/ accommodations materials
• Closure
• Post Test
• List Materials

• Weekly Plan (p. 79/80)
• Into weekly plan book
• Subjects w basic topics chapter references
  what materials are needed FOR EACH DAY OF THE
  WEEK

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Types of LA Plans

• Tips
• Teach what is most immediately relevant
• Allow time for questions
• Use student work as samples in positive way
• do not expect mastery immediately
• Assist during practice time

• Mini-lessons
• Length 5-10 min.
• Model through think-aloud strategy, skill you
  want students to apply after mini-lesson on their
  own.
• Topics editing steps punctuation, spelling, how
  to select a book best for you for silent reading
  etc.

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Teaching Strategies for lessons

• Types of teaching
• A) LECTURE (p.100)
• Students passively listen to teacher talk and
  follow instructions answer questions when asked
  ask questions when permitted
• Highly criticized for lack of active student
  involvement

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Teaching Strategies for lessons

• B) GUIDED DISCOVERY (p. 100)
• Students are actively involved in
  problem-solving, following guidance of teacher
  learning by doing errors allowed
• C) LEARNING CENTERS (p. 101)
• Engage students actively in learning and practice
  in different activities at each table students
  learn self-discipline, group dynamics teacher
  freed to attend to individual student needs

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Teaching Strategies for lessons

• D) FOR AT-RISK STUDENTS
• ONE-on-ONE (during center time)
• SMALL groups (during center time) with similar
  needs
• Teach self-monitoring
• Teach risk-taking
• Break learning into smaller step to guarantee
  success, because only success breeds success
• Cooperative learning in teams
• Reciprocal teaching

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Teaching Strategies for lessons

• WHO ARE AT-RISK STUDENTS?
• Students that struggle in academic and/or social
  learning areas in school.
• They may or may not be classified with a
  disability they may be on a 504 Plan, or if
  classified on an IEP (Individualized Education
  Plan)
• They may have no support officially yet, but
  struggle enough that you support them and through
  kidwatching and anecdotal notes collect data on
  the area of help needed