Running head: PLANNING PROCESS

Planning Process: Design Question 10 Dianne J. E. Kraus Wilkes University

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ABSTRACT This paper is a teacher reflection on designing units and lesson plans based on the three lesson segments that address routine events, content, and those that are enacted on the spot. The interrelated segments set priorities for teachers to follow to design focused and well-designed units of instruction. The planning process incorporates all aspects of effective teaching into one model or framework of instruction and involves the synthesis of the previous nine design questions into a research-based comprehensive plan to use and consider all of the segments. The teacher is using the framework to design a controlled action research project that will collect data on the implementation of tracking student progress in an experimental classroom.

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Planning Process The teacher plans to implement the strategy of students tracking their own learning goals as part of an action research project. The learning goal for the unit is that students will investigate and explain cycles of matter and energy in living systems. In order to plan the unit three lesson segments were considered involving routine events, addressing content and segments enacted on the spot. The lesson segment involving routine events required the teacher to design a proficiency scale with clearly stated learning goals that were differentiated by the mental processing hierarchy. As part of a flexible plan the teacher planned to introduce the scale to the students in the control and experimental groups. In the experimental class the students will be using student progress tracking sheets to see if students tracking their own progress will increase student achievement for the unit as predicted by a .35 percentile gain. The students in both classes will celebrate their successes throughout the unit receiving feedback on assessments, however the experimental class will track their own progress, take ownership of their learning, and make decisions regarding their own learning goals. In the control group the teacher will inform students that there is success but there will be no tracking of progress as individuals or as a class. For the lesson segment of addressing content both groups will receive the same instruction using previewing experiences such as reading about parts of an ecosystem and watching a Life video. The information will be broken down into chunks to process new information including vocabulary, computer simulations on the biogeochemical cycles, photosynthesis/respiration lab experiences with the Vernier probes, homework assignments using collaborative group websites to utilize concepts such as trophic levels (chains and webs),

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biomass/numbers/energy pyramids, biomagnification and make generalizations on their assigned biomes. Socratic discussions will help the students elaborate on new information and deepen knowledge. Formative assessments such as exit cards, learning logs, group presentations, and feedback on websites will be given to help students reflect on their learning and to provide instructional feedback in both classes. For lesson segments involving instruction that is enacted on the spot both classes will receive the same treatment but differences are predicted when tracking progress. The process of tracking process will provide students in the experimental group opportunities for additional feedback and reflection that will create situations of greater interaction with the teacher and a more focused approach towards the mastery of the learning goals. Although the teacher will remind both classes about the lessons goals the students in the experimental group may behave differently based on tracking their goals and this will promote a different response from the teacher to meet their needs. The teacher plans to watch for student engagement and to change pace if students show signs of lack of engagement by asking questions of all students and holding high expectations for all students. The teacher will move to all areas of the classroom and take personal interest in the students lives and interests. The teacher will have students talk about their own experiences with energy in the environment, their own impacts on the cycles that they are studying and the teacher will use CNN items to present unusual or intriguing information. A recent dumping of body parts in a water treatment facility will affect the water cycle and the use of animal manures in organic farming may affect the nitrogen cycle. The teacher will also use games and physical movement to engage students with the use of computer simulations and dice games that move students through the cycles around the room.

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A plan has been made to apply consequences for behavioral adherence and nonadherence to behavioral procedures for both classes including school wide expectations using Quantum Learning tenets and PBIS initiatives. These are posted and supported in both classrooms. The teacher will meet the students at the door each day, use positive recognition and appreciation for students who follow the rules and will signal, cue and conference with students who disrupt the learning environment. Relationships will be maintained with the students in both classrooms by treating all students fairly and consistently. High expectations for all students will be maintained by asking them probing higher-order questions and sticking with all students so that they come up with the answers to critical thinking questions and provide elaborations. This framework for designing instruction is very structured in the questions that a teacher must ask in order to plan well designed lessons and units. It is helpful to think about each segment separately so that the design segments are chunked and organized. This method of designing instruction provides students with the varied techniques and strategies that help them to interact with the content in different ways. The assignments and activities are all aligned to specific learning goals that define the focus for the differentiated and scaffolded instruction for the entire unit. Every teacher behavior is well thought out and intentional for providing students a learning environment that incorporates effective research-based strategies and well-designed lessons. The design questions are synthesized into interrelated segments that are well-designed. This is very complex but has improved my planning process by providing focus and structure. I used to believe that a strategy used in the classroom would improve learning, however, now I am aware that all of the segments implemented in the framework improve the effectiveness in teaching because they work in concert with one another as an interrelated system of instruction and they provide a framework for designing and planning instruction with a focus on learning.

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References
Marzano, R.J. (2007) The art and science of teaching. Alexandria, VA:ASCD