Frameworks for planning
- Introduction
- Inductive models
- Learning cycle - science
- Learning cycle - language arts
- Common knowledge construction model - science
- Cooperative learning
- Directed instruction
Introduction
Planning frameworks, like maps, are used to show relationships of different kinds of information. Each provides a different way to show how information is connected. Outlines, are most linear so relationshiops are communicate with phrasing. A framework can provide some visual support with a tables and matrices to show how ideas are connected.While maps, allow the most flexibility by linking information by placement and connecting related ideas with line and a note for the way they are connected. However, none of these are as detailed or complete as a plan, unit, packet, or curriculums; which can include all.
This page includes a collection of frameworks for planning lessons, sequences, units, packets, year plans, and other curriculum pieces. Each framework example includes a brief description of the elements included to show how they are relate to the topic.
Start with an inductive plans. Learning cycle, common knowledge construction model, and cooperative learning. Then a directed instruction plan.
Inductive lessons, conent, instruction methods (procedures and activties)
Learning Cycle (Karplus/Their) Planning Framework
Framework for science to show how the following information for a topic is related or connected to teach and learn about the topic. Realted information includes:
- A topic, with focus questions for big ideas needed to develop the topic of study.
- In this example the subject of science and its dimensions of science are used to explore the topic.
- Supporting information necessary and sufficient to develop the topic by exploring answers to the focus questions to invent the big ideas with the use of the different dimensions of science to negotiate the possible misconceptions learners might have, and move through the levels of development.
- The instructional method, for this example is the learning cycle procedure or syntax, whi h will be used with
- the selected activities to develop the topic and
- Assessment (diagnostic, formative, summative, generative) of progress.
Topic | Author | Grade | |
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Focus question or generalizations selected from the science dimensions
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Focus question & big idea or generalization to answer it and its related science dimension |
Supporting Information - concepts, facts, skills | Possible misconceptions | Development outcome levels for assessment |
Instructional method, activities, materials, procedure or syntax | |||
Exploration Procedure (includes diagnostic assessment with disequilibration) | |||
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Invention Procedure (includes formative at beginning and until end, which is summative assessment) | |||
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Expansion/ Discovery/ Application (includes generative assessment for application, analysis, synthesis, evaluation) | |||
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Learning cycle Language arts
Framework for language arts to show how the following selected information for a topic is related or connected to teach and learn about the topic with a framework. Realted information includes:
- A topic, with focus questions for big ideas needed to develop the topic of study.
- In this example the subject of languge arts and its dimensions of are used to explore the topic.
- Supporting information necessary and sufficient to develop the topic by exploring answers to the focus questions to invent the big ideas with the use of the different dimensions of science to negotiate the possible misconceptions learners might have, and move through the levels of development.
- The instructional method, for this example is the learning cycle procedure or syntax, whi h will be used with
- the selected activities to develop the topic and
- Assessment (diagnostic, formative, summative, generative) of progress.
Topic | Author | Grade | |
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Focus question or generalizations selected from the science dimensions
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Focus question & big idea or generalization to answer it and its related science dimension |
Supporting Information - concepts, facts, skills | Possible misconceptions | Development outcome levels for assessment |
Instructional method, activities, materials, procedure or syntax | |||
Exploration Procedure (includes diagnostic assessment with disequilibration) | |||
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Invention Procedure (includes formative at beginning and until end, which is summative assessment) | |||
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Expansion/ Discovery/ Application (includes generative assessment for application, analysis, synthesis, evaluation) | |||
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Common Knowledge Construction Model Planning Framework
Framework for science to show how the following information for a topic is related or connected to teach and learn about the topic. Realted information includes:
- A topic, with focus questions for big ideas needed to develop the topic of study.
- In this example the subject of science and its dimensions of science are used to explore the topic.
- Supporting information necessary and sufficient to develop the topic by exploring answers to the focus questions to invent the big ideas with the use of the different dimensions of science to negotiate the possible misconceptions learners might have, and move through the levels of development.
- The instructional method, for this example is the Common Knowledge Construction Model procedure or syntax, whi h will be used with
- the selected activities to develop the topic and
- Assessment (diagnostic, formative, summative, generative) of progress.
Topic | Author | Grade | |
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Focus question or generalizations selected from the science dimensions
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Focus question & big idea or generalization to answer it and its related science dimension |
Supporting Information - concepts, facts, skills | Possible misconceptions | Development outcome levels for assessment |
Instructional method, activities, materials, procedure or syntax | |||
Exploring and Categorizing (includes diagnostic assessment with disequilibration) | |||
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Constructing and Negotiating (includes formative & summative assessment) | |||
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Translating and Extending (includes summative & generative assessment) | |||
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Reflecting and Assessing (can include all four assessments) | |||
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Direct Instruction Lesson Plan Framework
Framework for science to show how the following information for a topic is related or connected to teach and learn about the topic. Realted information includes:
- A topic, with focus questions for big ideas needed to develop the topic of study.
- In this example the subject of science and its dimensions of science are used to explore the topic.
- Supporting information necessary and sufficient to develop the topic by exploring answers to the focus questions to invent the big ideas with the use of the different dimensions of science to negotiate the possible misconceptions learners might have, and move through the levels of development.
- The instructional method, for this example is the directed instruction procedure or syntax, whi h will be used with
- the selected activities to develop the topic and
- Assessment (diagnostic, formative, summative, generative) of progress.
Topic | Author | Grade | |
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Focus question or generalizations selected from the science dimensions
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Focus question & big idea or generalization to answer it and its related science dimension |
Supporting Information - concepts, facts, skills | Possible misconceptions | Development outcome levels for assessment |
Instructional method, activities, materials, procedure or syntax | |||
Anticipatory Set | |||
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State the Objective | |||
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Instructional Input | |||
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Modeling | |||
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Check for Understanding (diagnostic assessment) | |||
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Guided practice (formative assessment) | |||
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Independent practice (formative assessment) | |||
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Closure (summative assessment) |
Cooperative Lesson Planning Framework
Framework for science to show how the following information for a topic is related or connected to teach and learn about the topic. Realted information includes:
- A topic, with focus questions for big ideas needed to develop the topic of study.
- In this example a social skill is include along with topic in science, which will be explored with the dimensions.
- Supporting information necessary and sufficient to develop the social skill and the topic by exploring answers to their focus questions and invent the big ideas to negotiate any misconceptions learners might have, and move through the levels of development for each.
- The instructional method, for this example is the cooperative learning procedure or syntax, which will be used with
- the selected activities to develop the topic and a social skill and
- Assessment (diagnostic, formative, summative, generative) of progress.
Topic | Author | Grade | |
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Focus question or generalizations selected from the science dimensions
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Focus question & big idea or generalization to answer it and its related science dimension |
Supporting Information - concepts, facts, skills | Possible misconceptions | Development outcome levels for assessment |
Social skill - | |||
Instructional method, activities, materials, procedure or syntax | |||
Introduce content area (includes diagnostic assessment with disequilibration) | |||
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Introduce social skill area (includes diagnostic, & formative) | |||
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Group work and data collection (includes diagnostic & generative assessment) | |||
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Process social skill (can include all four assessments with empahsis on summative and generative) |
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Process content area (can include all four assessments with emphasis on formative and summative) | |||
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Honor group (summative & generative) | |||
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SciencePlanning Samples
Planning sheet with national science standard categories | National Science Standards Planning Framework with four columns |
Planning sheet with national science standard categories | National and NE State Science Standards Sequence Planning Sheet with focus questions, activities, and four blank columns |
Planning Matrix for generalizations | Water |
Planning Matrix for generalizations | Sound and technology |
Planning Matrix with for generalizations | Light and Color |
Standards, Supporting Information, Assessment | Light and Color |
Unified Processes Science standards | Electricity |
Unified Processes Science standards | Solutions |
Unified Processes Science standards | Seeds |
Mathematics Planning Samples
Blank Chart for National Council Teachers of Mathematics Standards |
Planning Chart for the National Council Teachers of Mathematics and Chocolate Chip Cookies Activity |
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