Basics in Classroom Planning

CLASSROOM PLANNING WORKSHOP

ALI CULLERTON, PH.D. CENTRO ECUATORIANO NORTEAMERICANO GLOBAL QUALITY ENGLISH DECEMBER 12 17:30-19:00

AGENDA •  Ice-Breaker

•  Develop Statement of Purpose •  Discuss Democratic Classroom: Making Rules &

Procedures

•  Objectives (Macro & Micro)

•  Videos

•  Timelines, Unit Plans and Lesson Plans

ICE-BREAKER “My One Word”

1.  Introduce yourself to the people around you and form

small groups.

2.  Come up with the BEST word to describe classroom planning.

3.  Write the word in big letters on a sheet of paper.

4.  Be prepared to share and explain your word with the larger group.

STATEMENT OF PURPOSE

What? Why? When? How?

SAMPLE PURPOSE STATEMENT

“Our classroom will provide a safe, positive learning environment, which promotes cooperation, creativity and academic success. All students will be active participants in the educational process in order to achieve their full potential.”

WHAT IS YOUR PROCESS FOR COMING UP WITH RULES IN YOUR CLASSROOM?

1.  Does your school write the rules for you?

2.  Do you agree with the rules

your school created? 3.  Do you have separate

rules that are just for your classroom?

4.  Do you have separate

rules for each class?

5.  Do your rules serve a real purpose?

DEMOCRATIC CLASSROOM

Contract between teacher and students

Created by BOTH teacher and students

You ask your students to come up with rules that they think are fair are

reasonable for the themes of: homework, in-class

behavior, class discussion, and preparedness for class.

Guide (don’t lead) the discussion until all rules are

created Write down rules (have

students help) Hang rules in visible area

for all

Have student “sign” contract so they know

exactly what is expected of them in the classroom

Perhaps come up with a point system to reward

students for on-task behavior

“GOOD” VS. “BAD” EXAMPLES OF RULES

“Good” Rules: • Specific • Observable • Measurable • Positive • Convey Expected Behavior

“Bad” Rules: • Too vague or general • Focus on the negative • Focus on consequences, rather than expected behavior • Punishment does not fit the crime

CLASSROOM MANAGEMENT TIPS 1.  PBIS: Positive Behavior Interventions & Support (Whole School Program):

https://www.pbis.org 2.  Point System:

http://specialed.about.com/od/Posivitive-Behavior-Support/a/A-Point-System-For-Reinforcement.htm

3.  Transitions: https://www.teachingchannel.org/videos/managing-transitions 4.  Expectations:

https://www.teachingchannel.org/videos/prioritizing-classroom-management

5.  Class Entrance & Exit Tickets: http://www.brown.edu/about/administration/sheridan-center/teaching-learning/effective-classroom-practices/entrance-exit-tickets

TEACHER SUPPORT: PROFESSIONAL LEARNING COMMUNITIES (PLCS)

https://www.teachingchannel.org/videos/teacher-teaming-evolution

•  In what ways does the administration support the teaming

structure at their school?

•  How did teaming get started at this school and what factors help it to flourish?

•  How do the leadership teams focus on instructional improvement?

THE BIG PICTURE: THE GRAND PLAN

Objectives & Standards: School, Grade, Class and Individual

Classroom culture: Rules and Protocol

Time Lines: Unit and

Lesson Plans Assessments

PLCs

Reflection

GENERAL ORGANIZATION

ORGANIZATIONAL TIPS

•  Electronic or paper? •  Turn in or Check? •  Location for turning in work? •  Location for passing back work? •  Extra resources to support learning? •  Points or letter grades? •  Homework versus group work? •  WORK “SMARTER’ NOT HARDER!

The Teaching Channel Lesson Planner: https://www.teachingchannel.org/videos/lesson-planner (this is a free tool you can use to organize your plans)

OBJECTIVE: MACRO

Daily objectives

Lesson objectives

Unit objectives

Classroom objectives

Grade level objectives (and +/- 1

yr)

School-wide

objectives

System-wide

objectives

HOW ARE ALL OF THESE OBJECTIVES CONNECTED?

OBJECTIVES: MICRO

10%

15%

10%

30%

25%

10%

Example: Weight Options Participation Points Homework Attendance Formal Assessments Informal Assessments Behavior Points

COMPONENTS OF LESSON PLANNING

Do Now: Routine, Connect to Student

Lives

Mini Lesson: Specific Details and

Information, Teacher Instruction

Guided Practice: Models and Examples

Independent Practice: Students

trying it on their own

Assessment: Learning must be measurable and tied to objective

(formal & informal)

All sections must be tied to the objective

WRITING UNIT & LESSON PLANS https://www.teachingchannel.org/videos/coaching-planning-lesson-planning Questions to Consider •  Even if you don't have a coach writing your lessons with you,

what questions can you ask yourself as you plan to cover all the bases?

•  What routine do you use to reflect on each lesson? •  What advice would you give Ms. Rubinetti to improve her pacing? For FREE pre-written plans and handouts, visit www.readwritethink.org

STANDARDS, ESSENTIAL UNDERSTANDINGS & UNIT QUESTIONS

STANDARD ESSENTIAL

UNDERSTANDING UNIT QUESTION

Determine the meaning of words and phrases as they are

used in a text, including figurative language such as

metaphors and similes. (RL.5.4)

Authors use figurative language for effect to enhance meaning and provide fresh insights.

Why do authors use figurative language?

LESSON PLANS

Level Essential Understanding

Unit Guiding Question

Lesson Guiding Question Knowledge Skills

Correlation with: Objectives, Standards,

Assessments

REFLECTION 1.  What is the benefit of reflecting on

your teaching? 2.  How often do you reflect on your

teaching? 3.  Can you think of a time you had to

teach the same lesson more than once, but you changed it based on your experience teaching it the first time?

4.  Have you ever thought of keeping a reflection journal or building a section into your lesson plans on reflection?

CENTRO ECUATORIANO NORTEAMERICANO: GLOBAL QUALITY ENGLISH

www.bncloja.org

WORKSHOP SCHEDULE *Some of the dates may change, so be sure to check the “Upcoming Events” AND “Professional Development” section of our website at: ww.bncloja.org En el Centro Ecuatoriano Norteamericano (nuevo local en el Valle): Tenemos espacio para 150-200. •  Evaluacion a Estudiantes, Manejo y Escritura de Rubricas (Viernes, el 16

de Enero a las 17:30H) •  Educacion Experiencial (Viernes el 20 de Febrero a las 17:30H) •  Webinar (Mar. 11). Literatura con estudiantes del Idioma Ingles (En el

internet a las 16:00). •  Manejo de Clase (Viernes, el 10 de Abril a las 17:30H) •  Tecnicas de Escritura y Lectura en Ingles (Viernes el 1 de Mayo a las

17:30H) •  Pronunciacion (Viernes, el 29 de Mayo a las 17:30H) •  Practica de Hablar y Escuchar (Viernes, el 12 de Junio a las 17:30H) •  Estrategias para Ensenar Ingles con Diferentes Niveles (Viernes el 10 de

Julio a las 17:30H)

REFERENCES & ADDITIONAL RESOURCES

•  www.alexiscullerton.com •  www.bncloja.org •  http://www.rochesterteachers.com/Rochester_Teachers_Association/

Effective_Teaching_Practices_files/Classroom_Transitions_Susan_Douglas.pdf •  http://www.nea.org/tools/51721.htm

•  http://opi.mt.gov/pdf/MBI/14SessionIV/AR/ClassroomPBSPlanningGuideLoriNewcomer.pdf

•  www.readwritethink.org

•  http://www.google.com/insidesearch/searcheducation/lesson-map.html •  www.ncte.org

•  www.teachingchannel.org •  http://www.hopefoundation.org/what-are-essential-understandings-and-how-do-they-

frame-effective-units-of-instruction/ •  http://www2.cortland.edu/centers/character/wheel/democratic-classroom.dot •  http://www.tolerance.org/democratic-classrooms