Week 3 Investment Instructional Planning

Weekly Essential Question:

What is a plan and who are our learners?

Key Questions:

How do we plan for instruction?

What are the similarities between Significant Learning, Understanding by Design and the Universal Design for Learning?

How will you incorporate the three pillarsof Universal Design for Learning: multiple means of representation, multiple means of action and expression, and multiple means of engagement?

What is scaffolding?

Key Takeaways

• plan to help the students find answers to essential questions of the unit

Ex: This would be like stating the title of the lesson in a question and making sure the students were able to get the full answer to that question.

• start with the objectives and plan from there

Honestly, I read this just made sense to me. If I were to start planning a lesson without objectives in place, I'd be totally lost. What would the purpose of writing the lesson be if there was no objective? What would I have to teach to get the point of the lesson across.

I really enjoyed a table that they had laid out as a way to put directions into the lesson plan. The one side of the page would have "Directions to Self" and the other had "Key Content." I really like how that is organized. I could see my own directions and see the content that I need to teach at the same time.



In the second paper I read, I really liked how they stated that teachers are "coaches of understanding." Check if the students are getting it or not and change what you're doing if they're not. It's also important to note that this paper talked about starting backwards with what you want the students to know when you're done.

• clarify your priorities

I think it is important that I make sure my students know that I am there to make sure they have a general grasp on as many aspects of agriculture that I can teach. I want them to know that this is for them; to better their knowledge.

Learning goals, teaching/learning activities, feedback/assessment are important factors for significant learning. They are all 3 connected and if there is a broken line between any of them, it all falls apart.

• significant learning comes from deep reflection; this could come in any form-writing, talking, by yourself, with others, etc.

Scaffolding in teaching is very applicable when it comes to ag business and animal science. Those are just the first two examples that come to mind.

• ag business: doing math problems when dealing with finances
• animal science: particularly nutrition when formulating rations

It's all about building on the students understanding. Start at a basic level then go to the next and so on.

References-in the order of the above sections

Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., & Whittington, M.S. (1993). Methods of teaching agriculture. Upper Saddle River, New Jersey: Pearson Prentice Hall. 

Mctighe, J. & Wiggins, G. (2012). Understanding by design framework. Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf 

Fink, L.D. (2003) A self-directed guide to designing courses for significant learning. Retrieved from http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf 

Scaffolding Instruction  - https://study.com/academy/lesson/scaffolding-in-education-definition-theoryexamples.html