Exam 6: Planning for Model-Based Instruction

Planning and anticipation are essential skills that allow teachers to efficiently organize themselves, students, facilities, and available resources in order to lead students toward stated instructional goals in the shortest amount of time.

'Students will correctly recite the five most commonly used square dance calls' is a good example of a behavioral objective.

Comprehensive planning covers the entire unit, eliminating the need for daily lesson planning.

The best review segment will find the teacher bringing the students' attention back to where the lesson started, by recalling performance cues, asking what the students learned, and why it was important.

Underestimating the planning process means that the teacher will likely not be prepared and that the instruction will not be as effective as it could have been.

It is the teacher's responsibility to initially teach the model as well as the content, until students accept and take on new roles and responsibilities in class.

All contextual factors will facilitate instruction and learning.

Interactive and indirect models will lead students to a less active role in the unit.

A well-planned lesson ends with a review segment and an orderly closure, giving students one more time to be engaged with the content.

The teacher should write down the specific objectives for the upcoming lesson.

The contextual description includes a summary of the major factors that need to be considered for the lesson.

The time allocation plan is mostly an estimate and does not have to be followed to the minute. It serves as a series of starting and ending points that can be altered as the lesson progresses.

The unit plan is viewed as the outline for the action blueprint, and the lesson plan provides the specific instructions and details to guide the teacher in each class meeting.

It is recommended that teachers prepare a bit more than is anticipated in each unit and lesson, just in case students move along faster than expected.

The planning process allows the teacher to think about, decide, and visualize a series of steps that will promote more effective and efficient instruction.

Each instructional model will designate a unique pattern of decision making and behaviors for the teacher.

'Context' refers to the sum of all factors that influence what is taught, how it is taught, and what students will learn in the unit.

Teachers should occasionally reflect on, evaluate, and make notes for modifying plans that have just been used.

Modular planning covers two or three consecutive lessons in the same unit.

It is important to have a related alternative plan.