Effective Planning Strategies for Successful Educational Units

 
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Design a poster about your plan
of the summer vacation you are
going to have.
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Define Planning
Identify the different stages of planning
Discuss the components of the competence-based Annual Plan
Discuss the components of the learning units
Discuss the lesson plan
Discussing different types of thinking
Plan a lesson based on a  vision of the learning unit
Discuss the difficulties teachers face in writing lesson plans and the
suggested solutions
 
 
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The process of setting 
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developing
 
strategies
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outlining tasks and 
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What are the stages of planning?
 
    
  (Group discussion)
 
 
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Which are the points of reference in planning?
How can teachers create planning documents?
 
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A macro level planning  estimate
Provides a possible structure for the year long journey
Aligns with the curriculum purpose
Establishes a possible map
Allocates time for all learning units
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We make sure we 
cover all the SC’s
 and learning content for a
school year.
We take into consideration the 
time
 assigned to the subject for a
certain grade.
We determine 
a coherent perspective 
on the journey proposed for
students.
We may use the 
textbook as ONE OF THE resources
 rather than a
unique point of reference for the plan and in teaching and learning
.
 
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   An open and flexible learning structure, focusing on the
management of the teaching and learning which:
 
Leads to 
developing specific learning outcomes
Has 
a common topic 
(and, in some cases, combines learning
content from different domains of the subject or other
subjects)
Progresses
 meaningfully and with continuity 
over a period of
time
Includes 
formative assessment 
and ends with a 
summative
test
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Why?
 
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Determine the 
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Identify
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 formative/summative assessment strategies
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the CS (curriculum standards) as the intended target.
 
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What information do I have from the LU?
What student experiences will I develop?
What student experiences are expected?
Important learning activities
The learning evidence students are expected to produce
Type of activity (individual, group etc.)
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 Should I add something to the corresponding sequence in the
planned LU?
 
How will I begin and end the lesson in order to ensure a coherent
link with previous and next lessons in the LU and to motivate the
students for learning?
 
How can I begin the lesson? (links with what students already know
about the topic, arouse their interest for the topic)
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Can I do all the learning activities planned for this sequence be
included? What do I select? What do I add?
Can I use all the assessment instruments mentioned in the planning?
What do I select? What do I add?
How can I end the lesson in order to make the learning meaningful for
my students? (reflection on how they explored the topic and on how
they can use the new acquisitions in different contexts)
 
 
 
 
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Difficulties in writing (copying) the
competences and standards everyday
Repeating the same competences almost
everyday
Little focus on the writing competences
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Choosing suitable activities to match the  specific
competences
Competences are very general and vague for the
teachers
Critical thinking activities are still a burden
The wrong usage of assessment tools
 
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Will the activity engage learners' interest?
Is there a primary focus on meaning?
Is there a goal or an outcome?
Is success judged in terms of outcome?
Is completion a priority?
Does the activity relate to real world activities?'
 
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Choose an activity from the
pupil’s book and write a
lesson plan.
 
 
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A process in which one uses reasoning consistently
to come to a conclusion
 
The ability to understand and to incorporate the
rules of basic logical inference in everyday activities
 
Cause and effect
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1.
A doctor diagnosing a patient’s illness
2.
An engineer trying to determine why a machine is not
working
3.
You have six pairs of black socks and six pairs of white socks
in a drawer. In complete darkness, and without looking,
what is the least number of socks must you take from the
drawer in order to be sure you get a matching pair?
4.
A milkman has two empty jugs: a three gallon jug and a five
gallon jug. How can he measure exactly one gallon of milk
without wasting any?
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Critical thinking 
is thinking which involves
evaluation and, perhaps, challenge.
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1. Who Works Where?
Klare, Lemon, Morton, and Nelson are women
who love their work (dress designer, florist,
gardener, and symphony conductor). From the
clues below, match up each woman’s name with
her kind of work.
1. Klare is violently allergic to most plants.
2. Lemon and the florist are roommates.
3. Lemon likes only rock music.
4. The gardener, the dress designer, and Nelson
are strangers.
Chart for Problem 1
 
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Creativity
 – a mental process involving the
generation of new ideas or concepts, or new
associations between existing ideas or concepts
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Creative thinking
 – generating new ideas by combining,
changing, or re-applying existing ideas
 
 
Creative thinking 
is directed towards solving a
problem in one’s own way. It often
involves imagination and initiative.
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Both creative and critical thinking involve the use
of high order thinking skills
In the creative process one uses:
creative thinking skills (synthesis and imagination) in
the preparation and verification phases
critical thinking skills (analysis and evaluation) in the
incubation and illumination phases
 
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Creative thinking
Creative thinking
Divergent
Right brain (global,
parallel, emotional,
subjective)
Synthesis
 
Critical thinking
Critical thinking
Convergent
Left brain (analytic,
serial, logical, objective)
Evaluation
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Explore the key components of annual plan design, learning unit planning, and lesson plans. Understand the importance of planning, stages of planning, and overcoming challenges faced by teachers in creating effective lesson plans. Benefit from insightful quotes by Benjamin Franklin and Peter Drucker emphasizing the significance of preparation and foresight in achieving goals.


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  1. Planning Components of Annual Plan Designing a Learning Unit Plan

  2. http://thumb1.shutterstock.com/display_pic_with_logo/2551714/315822794/stock-vector--d-realistic-summer-vacation-design-for-travel-in-a-sand-beach-island-in-horizon-with-summer-items-315822794.jpghttp://thumb1.shutterstock.com/display_pic_with_logo/2551714/315822794/stock-vector--d-realistic-summer-vacation-design-for-travel-in-a-sand-beach-island-in-horizon-with-summer-items-315822794.jpg Ice breaking time. Design a poster about your plan of the summer vacation you are going to have.

  3. Outcomes: Define Planning Identify the different stages of planning Discuss the components of the competence-based Annual Plan Discuss the components of the learning units Discuss the lesson plan Discussing different types of thinking Plan a lesson based on a vision of the learning unit Discuss the difficulties teachers face in writing lesson plans and the suggested solutions

  4. If you fail to plan, you are planning to fail. Quote by Benjamin Franklin

  5. It wasnt raining when Noah (PBUH) built the ark

  6. The relevant question is not simply what shall we do tomorrow, but rather what shall we do today to get ready for tomorrow? Peter Drucker

  7. Planning The process of setting goals, developing strategies, and outlining tasks and schedules to accomplish the goals.

  8. Task What are the stages of planning? (Group discussion)

  9. Planning Process: Establish objectives Develop Strategies Determination of premises Reviewing the planning process Determination of alternatives Implantation of Evaluation of alternatives plans Formulation of derivative plans Selecting a course of action

  10. Why do teachers need planning? What To Why whom How

  11. Important questions for discussion: Which are the points of reference in planning? How can teachers create planning documents?

  12. What plans do we attach to our work? What plans do we attach to our work?

  13. Annual Planning Annual Planning http://previews.123rf.com/images/kerdazz/kerdazz1312/kerdazz131200009/24198406-Simply-designed-calendar-for-year-2017-Stock-Vector.jpg

  14. The importance of annual planning The importance of annual planning A macro level planning estimate Provides a possible structure for the year long journey Aligns with the curriculum purpose Establishes a possible map Allocates time for all learning units

  15. Points of reference for the annual planning structure of the school year calendar other textbook or workbook curriculum instructional materials

  16. What to be taken into consideration We make sure we cover all the SC s and learning content for a school year. We take into consideration the time assigned to the subject for a certain grade. We determine a coherent perspective on the journey proposed for students. We may use the textbook as ONE OF THE resources rather than a unique point of reference for the plan and in teaching and learning.

  17. The Annual Plan The English Language Subject

  18. Possible headings in an annual plan

  19. The Unit Plan The Unit Plan

  20. An open and flexible learning structure, focusing on the management of the teaching and learning which: Leads to developing specific learning outcomes Has a common topic (and, in some cases, combines learning content from different domains of the subject or other subjects) Progresses meaningfully and with continuity over a period of time Includes formative assessment and ends with a summative test

  21. Planning the learning units With what? How much? What? How? Why? Set Select learning content Undertake learning activities Focus on specific competences /meet standards Analyze resources formative/ summative assessment

  22. How to plan the learning units Determine the specific competences to be acquired Identify the adequate learning activities. Select learning activities that are adequate to the needs of the group and having in view the SC Suggest formative/summative assessment strategies (select those that fit the group s progress) having in view the CS (curriculum standards) as the intended target.

  23. Lesson Planning

  24. How to plan your lessons according to competency How to plan your lessons according to competency based approach based approach When using the updated lesson plan teachers should consider the following points:

  25. Planning a lesson based on a vision of a LU What information do I have from the LU? What student experiences will I develop? What student experiences are expected? Important learning activities The learning evidence students are expected to produce Type of activity (individual, group etc.)

  26. Planning a lesson based on a vision of a LU Should I add something to the corresponding sequence in the planned LU? How will I begin and end the lesson in order to ensure a coherent link with previous and next lessons in the LU and to motivate the students for learning? How can I begin the lesson? (links with what students already know about the topic, arouse their interest for the topic)

  27. Planning a lesson based on a vision of a LU Can I do all the learning activities planned for this sequence be included? What do I select? What do I add? Can I use all the assessment instruments mentioned in the planning? What do I select? What do I add? How can I end the lesson in order to make the learning meaningful for my students? (reflection on how they explored the topic and on how they can use the new acquisitions in different contexts)

  28. Challenges in Lesson Planning Difficulties in writing (copying) the competences and standards everyday Repeating the same competences almost everyday Little focus on the writing competences

  29. Challenges in Lesson Planning Choosing suitable activities to match the specific competences Competences are very general and vague for the teachers Critical thinking activities are still a burden The wrong usage of assessment tools

  30. What criteria should you have to design a task? Will the activity engage learners' interest? Is there a primary focus on meaning? Is there a goal or an outcome? Is success judged in terms of outcome? Is completion a priority? Does the activity relate to real world activities?'

  31. task Choose an activity from the pupil s book and write a lesson plan.

  32. Thinking Time Thinking Time

  33. Blooms taxonomy of the cognitive domain EVALUATION SYNTHESIS High order thinking skills ANALYSIS APPLICATION COMPREHENSION Low order thinking skills KNOWLEDGE

  34. Logical thinking A process in which one uses reasoning consistently to come to a conclusion The ability to understand and to incorporate the rules of basic logical inference in everyday activities Cause and effect

  35. Logical thinking examples 1. A doctor diagnosing a patient s illness 2. An engineer trying to determine why a machine is not working 3. You have six pairs of black socks and six pairs of white socks in a drawer. In complete darkness, and without looking, what is the least number of socks must you take from the drawer in order to be sure you get a matching pair? 4. A milkman has two empty jugs: a three gallon jug and a five gallon jug. How can he measure exactly one gallon of milk without wasting any?

  36. Logical thinking activities

  37. Logical thinking activities

  38. Critical thinking Critical thinking is thinking which involves evaluation and, perhaps, challenge.

  39. Critical thinking activities Critical thinking activities

  40. Critical thinking activities Critical thinking activities

  41. Critical thinking activities Critical thinking activities 1. Who Works Where? Klare, Lemon, Morton, and Nelson are women who love their work (dress designer, florist, gardener, and symphony conductor). From the clues below, match up each woman s name with her kind of work. 1. Klare is violently allergic to most plants. 2. Lemon and the florist are roommates. 3. Lemon likes only rock music. 4. The gardener, the dress designer, and Nelson are strangers. Chart for Problem 1

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