I have observed that in my training sessions teachers are really reluctant to write 'instructional procedures". I always feel that there should be a proper guideline to help my teachers write instructional procedures in such a way that they aligh with CFQs, curriculum standards, objectives/outcomes of the project just the way PBA is developed to help teachers design good project. Please share if you also face similar problem or how you guide teachers here....
looking forward to hear your side of the story....
I have also found in past trainings that teachers are not very comfortable with writing detailed instructional procedures that reflect how the CFQ's and other elements will be presented. I believe this may be due to the fact that the lesson plan forms typically used in school districts do not require detailed procedures. One way I have tried to assist them is to show them good examples from previous participants and to stress that they must specify through their assessment timeline and daily activities how they plan to integrate those elements.
Yes you are right. This is what I do. I show them sample unit plans from the CD as well as come local unit plans with good instructional plans. But I was thinking that what if the Instructional Procdure column in the Unit Plan is also segmented and headed to help teachers record procedures in a more logical way just like the Assessment plan now with a timeline (Before unit starts, During, etc)
Lets suppose that similarly the Instructional Procdure also has 3 to 6 segments for teachers to record the procdure
I have to agree with both of you and answer YES. I have found that most teachers are given a small square box in their lesson plan books, and this must contain, GLE's, standards, objectives, materials, etc. I always encourage my teachers to develop Essential Questions for their unit and place it on the board. That way students always know what the topic, focus, and purpose are.
Out of curiosity does anyone have guidelines for this topic or workshops they have used in the past, or do they just integrate it into each workshop they teach?
The one thing that helped me to get a more detailed lesson procedure from participants was to tell them to create step by step instructions that could be followed by another teacher without that person having to ask questions. I then have them to review another participant's lesson procedure and provide a sticky note of questions that they might have in following the directions.
I understand exactly what you are saying, concerning teachers writing good instructional procedures. In order to implement change, it is necessary to have a positve attitude and team "win-win" spirit. It is frustrating to hear folks don't want to be in workshops/training, even when the workshop will assist them with becoming better educators. Curriculum standards should be the blueprint and foundation to build upon.