Designing Coherent Instruction
What is component 1E?
Designing coherent instruction is planning lessons with the big picture in mind. When a teacher chooses a lesson to teach, their decision should be based on the standards, what students already have learned, and what students will later be learning. Once a lesson objective is decided on, the teacher needs to select resources and materials to make the lesson engaging, and develop a way to assess if the students have met the objective.
Why do you need it?
Students will struggle to find relevance and meaning in lessons if they are seemingly drawn out of thin air. Coherency in instruction allows students to attach the new knowledge to the old, making it much easier to learn. Lesson objectives let students know what they should be getting out of the lesson, and what skills they should practice to show it. When teachers use assessment, it shows whether the objective has been fulfilled (or not), and the teacher can decide on further action from this.
What are the elements?
Learning activities: Lessons are engaging and allow students to interact with the content.
Instructional Materials and Resources: Materials and resources are selected with consideration to the needs of the students and their ability to enhance the lesson.
Instructional Groups: When appropriate, students work in groups to advance their individual knowledge and perceptive.
Lesson and unit structure: What students are currently learning should be building off of what they have already learned, and preparing them for what they are going to learn. Lessons should be organized in a clear sequence.
In the classroom…
* A teacher wants to see that students are understanding a history lesson, so the teacher has students start making a timeline. At the end of each chapter, students add the events of the chapter to the timeline. The teacher will collect the timelines after each section is complete to see if students are understanding the material.
*When students walk in at the beginning of class, they complete a problem that is on the board. This problem is from the previous lesson, and is used to refresh prior knowledge that they will use in that day's lesson.
*When the lesson allows, a teacher has different stations that students can choose from. Each station incorporates the content at a similar level, but has a different activity to do so.
What is component 1E?
Designing coherent instruction is planning lessons with the big picture in mind. When a teacher chooses a lesson to teach, their decision should be based on the standards, what students already have learned, and what students will later be learning. Once a lesson objective is decided on, the teacher needs to select resources and materials to make the lesson engaging, and develop a way to assess if the students have met the objective.
Why do you need it?
Students will struggle to find relevance and meaning in lessons if they are seemingly drawn out of thin air. Coherency in instruction allows students to attach the new knowledge to the old, making it much easier to learn. Lesson objectives let students know what they should be getting out of the lesson, and what skills they should practice to show it. When teachers use assessment, it shows whether the objective has been fulfilled (or not), and the teacher can decide on further action from this.
What are the elements?
Learning activities: Lessons are engaging and allow students to interact with the content.
Instructional Materials and Resources: Materials and resources are selected with consideration to the needs of the students and their ability to enhance the lesson.
Instructional Groups: When appropriate, students work in groups to advance their individual knowledge and perceptive.
Lesson and unit structure: What students are currently learning should be building off of what they have already learned, and preparing them for what they are going to learn. Lessons should be organized in a clear sequence.
In the classroom…
* A teacher wants to see that students are understanding a history lesson, so the teacher has students start making a timeline. At the end of each chapter, students add the events of the chapter to the timeline. The teacher will collect the timelines after each section is complete to see if students are understanding the material.
*When students walk in at the beginning of class, they complete a problem that is on the board. This problem is from the previous lesson, and is used to refresh prior knowledge that they will use in that day's lesson.
*When the lesson allows, a teacher has different stations that students can choose from. Each station incorporates the content at a similar level, but has a different activity to do so.
Resources:
PDE SAS. (2011). The Framework for Teaching Evaluation Instrument. [online] Available at: http://static.pdesas.org/content/documents/danielson_rubric_32.pdf [Accessed 12 Oct. 2017].
Pixabay.com. (2016). Free Image on Pixabay - Science, Class, Dissect, Lab. [online] Available at: https://pixabay.com/en/science-class-dissect-lab-1121481/ [Accessed 13 Oct. 2017].
PDE SAS. (2011). The Framework for Teaching Evaluation Instrument. [online] Available at: http://static.pdesas.org/content/documents/danielson_rubric_32.pdf [Accessed 12 Oct. 2017].
Pixabay.com. (2016). Free Image on Pixabay - Science, Class, Dissect, Lab. [online] Available at: https://pixabay.com/en/science-class-dissect-lab-1121481/ [Accessed 13 Oct. 2017].