It is important to assess what you learn as you progress through the textbook. Multiple opportunities are provided to confirm learning as you explore content. End-of-chapter formative assessment includes the following: ■ A concise Summary reiterates the chapter outcomes and provides a brief review of the content for reference purpose. ■ Review and Study activities cover the basic concepts presented in the chapter so you can evaluate your understanding of the material. ■ Vocabulary activities review the key terms presented in each section. By completing these activities, you will be able to demonstrate your understanding of teaching terms. ■ Critical Thinking activities strengthen higher-order critical-thinking skills related to teaching topics and issues in today’s classrooms. ■ Core Skills activities provide opportunities for real-world practice in developing teaching workplace knowledge and skills, including technology, teamwork, research, CTE college and career readiness, and more. Maximize the Impact It is all about preparation. The text is organized in a way to encourage effective preparation for learning the content that follows. ■ Each unit opens with an Event Prep feature. These activities present information to use when preparing for competitive activities in career and technical student organization (CTSO) competitions. ■ English/Language Arts standards for reading, writing, speaking, and listening are incorporated in Reading Prep activities that appear in the chapter opener. These activities provide ways for you to demonstrate the literacy and career readiness skills you have mastered. ■ Content Terms and Academic Terms provide a preview for important vocabulary covered in the chapter. Expanding personal vocabulary is a vital part of career success in the workplace. ■ Learning Outcomes guide learning as you read the chapter. Each outcome is aligned with a content heading, as well as with the summary at the end of the chapter. This alignment provides a logical flow through each page of the material so you can build on knowledge as you progress through the chapter. Role-Play or Interview Some competitive events for Career and Technical Student Organizations (CTSOs) require entrants to complete a role-play or interview. Participants will receive information about a situation or topic and time to practice the event. A judge or panel of judges will review the presentations or conduct the interviews. To prepare for the role-play or interview event, complete the following activities. 1. Read and analyze the guidelines your organization provides for this event. 2. Visit the organization’s website and look for role-play and interview events from previous years. Many organizations post these events for students to use in practicing for future competitions. (Noter: Many organizations post online videos of top performers in their events.) In addition, locate the evaluation criteria or rubric event. Such information helps you determine what the judges will for in your presentation. 3. Practice speaking in front of a mirror. Are you comfortable without directly reading your notes? Do your eye contact, facial expressions, and gestures convey the same message as your words? 4. Ask a friend to practice role-play or interview with you as your instructor takes the role of judge. Give special attention your posture and how you present yourself. Concentrate on your tone of voice—it should be pleasant and loud enough to hear without shouting. Make eye contact with the listener to engage the person’s tive feedback event d look for role-play an event ote : M fo es e faciaspeakingrds?o event b i nd look for rolp y ev o fcompetitivetthislookwspeforccompe e Content Terms instructional method critical thinking open-ended question wait time pacing closure teacher-centered methodto learner-centered method guided notes panel discussion simulation skit role-playing case study reflective response productive lab experimental lab cooperative learning individual accountability collaborative learning interdisciplinary learning interdisciplinary understanding parallel instructional designngid differentiated instructional method Academic Terms repertoire moderator empowerod Learning Outcomes After studying this chapter, you will be able to ■ summarize the role of all teachers in the development of critical-thinking skills. ■ develop critical-thinking questions appropriate for instruction based on upper levels of Revised Bloom’s Taxonomy. ■ identify the characteristics and uses of specific types of instructional methods. ■ analyze a lesson, identifying the instructional methods and use of questioning, examples, and closure. ■ summarize teachers’ primary considerations when deciding which teaching strategies to use. as your te ntion te nti ur wo you a al att al att e lab nyourcompetition tal la b ve learning l accountabilit y ive learnin g plinary learnin g plinary understanding structional es ated instructionTake al m ethod development o f priate for instruction T axonom y. e cific t yp es o f onal methods and use of ons when decidin g u y a a READING PREPyourfrom two-column notes as you read the chapter. Fold a piece of notebook paper in half lengthwise. In the left column, write the main ideas. In the right column, write subtopics and detailed information. After reading the chapter, use the notes as a study guide. Fold the paper in half so you only see the main ideas. Quiz yourself on the details and subtopics. Copyright Goodheart-Willcox Co., Inc.. Chapter 13 Planning for 305 Copyright Goodheart-Willcox Co., Inc. Summary ■ Standards, statements of what students should know and be able to do at certain educational levels, can be very influential. ■ Curriculum development is the process of deciding, more specifically, what topics and skills should be taught and what attitudes should be developed in different subjects and grade levels. ■ Standards often influence curricula, including those from several national initiatives. ■ Teachers translate the curriculum into a course showing the organization of what needs to be taught, including a sequence of instructional units. ■ Lesson plans record teachers’ decisions about how they will teach specific topics to produce desired learning. ■ Writing effective instructional objectives is key to successful lesson planning. Activity ■ Several theories exist that teachers in writing objectives, including Bloom’s, Marzano’s, and Webb’s theoriess. ■ Lesson plan formats vary, but all generally include objectives, learning activities, and assessment. ■ Careful planning and enthusiastic of lessons help enhance learning. ■ Sharing and collecting teaching ideas and inspirational ideas help teachers personalize and enliven ■ Effective presentation of lessons is key to capturing student interest and engaging them in the learning process. ■ Taking time to evaluate how well lessons work can help teachers identify improvements for future lessons. Review and Study 1. What are educational standards and what do they link to? 2. Why do many people believe that setting educational standards should be the first step in deciding what is taught in schools? 3. What national initiatives influence curriculum development many states? 4. Why is it important for curricula to determine what to teach at each grade level? 5. If there is a set curriculum, why does a teacher need a course plan? 6. What are instructional units? 7. Name the three most important parts of a lesson plan. 8. What are three theories that influence the development of instructional objectives? 9. List the four key parts of an instructional objective. Write an objective that includes all four. 10. What is the purpose of learning activities? 11. Contrast guided practice with independent practice. 12. How do teachers use self-reflection to evaluate a lesson??evaluate REVIEW AND ASSESS CHAPTER 13 s truction 305 C hapter 13 Planni ng for InInstruction s C Co ., I In nc C Co . , I In nc . grade levels. en influence curricula, includin g those from several national slate the curriculum into a course pplan lan showin g the org anization of be tau g ht, includin g a seque nce of instructional units . r ecord teachers’ decisions about how the y will teach sp eci fic to p ics sired learn ing. tive instructional obj ectives is ke y to successful lesson p lannin g. es exist that gguide uide teachers in writin g eeffective ff ective obj ectives, includin g z ano’s , and Webb ’s t heorie . o rmats var y, but all g enerall y include obj ectives, learnin g activities, nt. ning and enthusiastic ppresentation resentation of lessons hel p enhance learnin g. collecting teaching idea s an d inspirational id ea s help teachers nd en li ven llessons.. essons e ntation of lessons is ke y to cap turin g student interest and engaging arn ing pro cess . o evaluate how well lessons work ca n help teachers id entify s for future lesson s. a a a n n n n n n n n n n d d S tud y c ational standards and what do the y link to? y pe o ple believe that settin g educational standards should be the first ng what is tau g ht in schools ?Draw l initiatives influence curriculum developmentain in man y states? ortant f or curricula to determine what to teach at each grade level ?for e t curriculum, why does a teacher need a course plan? r uctional units ? ee most imp ortant p arts o f a lesson p lan. ee theories that influence the development of instructional key pa rts of an instructional object ive. Write a n obje ctive that u r. urpose of learnin g activities? d ed pract ice w i th independent pract ice.outcomes. hers use self-reflection to evalu ate a lesson CHAPTER 13 REVIEW AND ASSESS 306 Unit 4 The Teacher Copyright Goodheart-Willcox Co., Inc. Vocabulary 13. Read the text passages that contain the Content and Academic Terms. Then, write the definitions of each term in your own words. Double-check your definitions by rereading the text and using the text glossary. Critical Thinking 14. Make predictions. Predict who might have been involved in developing a new state curriculum for this course for students who are interested in the teaching profession. What standards or initiatives might be most influential? Why? Cite text and other reliable resources to support your predictions. 15. Analyze evidence. Use the text and other authoritative print or internet resources to gather relevant information regarding national initiatives that influence curriculum development (for instance, the CCSS, STEM, and NGSS). Analyze factors regarding development of these initiatives, their intended influence on education, and any pros and cons about the initiatives. Cite specific evidence to support your findings. 16. conclusions. Examine two curriculum documents for the same subject area and level. Choose topic common to both curricula and compare what is to be taught. How are the recommendations teaching this topic similar and different? Draw conclusions about how the two curricula match up in terms of format, detail level, and types of information included (for instance, objectives or activity suggestions). Which version do you think would be more helpful to a teacher? 17. Infer assumptions. Think of a memorable lesson you experienced as a student. What was the topic of the lesson? Make assumptions about how the teacher prepared the lesson. What theories about instructional objectives may have influenced the lesson? What student factors did the teacher consider? What sources of inspiration helped make the lesson memorable? Share your assumptions in class. 18. Evaluate Describe an incident in a class when a lesson did not go as planned and the outcomes. What happened to upset plans? How did the teacher handle the situation? What was the result? What might have been done to improve the outcome? Write a summary (avoid using names). Core Skills 19. Research, reading, and writing. Use online resources to investigate national and state curriculum standards for an area of your choice. Write a report explaining how these standards guide teaching to impact student learning. Post your findings to the class website or online discussion board to compare and contrast findings with your classmates. 20. Research and writing. Use text and internet resources to further research the work of Benjamin Bloom (the original and the Revision of Bloom’s Taxonomy—A Taxonomy for Learning, Teaching, and Assessing), Robert Marzano, and Norman Webb. Create a digital chart comparing details about the levels of thinking between these theories. Which theory do you think is most useful to teachers? Cite evidence to support your response.