Lesson Planning and Teaching Strategies
In lesson planning, teachers set specific goals, analyze student needs, structure lessons, and utilize various teaching strategies. Understanding Bloom’s Taxonomy and student engagement are key components in effective teaching.
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Presentation Transcript
Chapter 5 Instructional Decision- Making, Objectives, and Activities
Teachers Perceptions of Their Decision- Making Autonomy
Original Data for Slides 57 (not for presentation) Table 5.2 Mathematics Classes in Which Teachers Report Having Strong Control Over Various Curriculum and Instruction Decisions, by Grade Range Determining the amount of homework to be assigned Selecting teaching techniques Choosing criteria for grading student performance Determining course goals and objectives Selecting content, topics, and skills to be taught Selecting textbooks/programs Percent of Classes Middle 77 70 56 24 23 13 Elementary 56 (2.6) 44 (2.5) 29 (2.4) 12 (1.5) 8 (1.1) 3 (0.8) High 75 72 55 28 24 20 (2.4) (2.6) (2.7) (2.1) (2.2) (2.3) (2.0) (1.8) (2.1) (2.1) (1.9) (2.1)
Elementary School Mathematics Classes in Which Teachers Report Having Strong Control Over Various Decisions Determining the amount of homework to be assigned 56 Selecting teaching techniques 44 Choosing criteria for grading student performance 29 Determining course goals and objectives 12 Selecting content, topics, and skills to be taught 8 Selecting textbooks/programs 3 0 20 40 60 80 100 Percent of Classes
Middle School Mathematics Classes in Which Teachers Report Having Strong Control Over Various Decisions Determining the amount of homework to be assigned 77 Selecting teaching techniques 70 Choosing criteria for grading student performance 56 Determining course goals and objectives 24 Selecting content, topics, and skills to be taught 23 Selecting textbooks/programs 13 0 20 40 60 80 100 Percent of Classes
High School Mathematics Classes in Which Teachers Report Having Strong Control Over Various Decisions Determining the amount of homework to be assigned 75 Selecting teaching techniques 72 Choosing criteria for grading student performance 55 Determining course goals and objectives 28 Selecting content, topics, and skills to be taught 24 Selecting textbooks/programs 20 0 20 40 60 80 100 Percent of Classes
Original Data for Slide 9 (not for presentation) Table 5.3 Class Mean Scores for Curriculum Control and Pedagogical Control Composites, by Subject and Grade Range Mean Score Mathematics Classes Elementary Middle High Curriculum 29 45 52 Pedagogical 74 87 88 (1.2) (1.5) (1.4) (1.1) (1.4) (0.7)
Mathematics Class Mean Scores for Curriculum and Pedagogical Control Composites, by Grade Range 100 88 87 74 80 Class Mean Score 60 52 45 40 29 20 0 Elementary Middle High Curriculum Pedagogical
Objectives of Mathematics Instruction
Original Data for Slides 1214 (not for presentation) Table 5.8 Mathematics Classes with Heavy Emphasis on Various Instructional Objectives, by Grade Range Understanding mathematical ideas Preparing for further study in mathematics Learning mathematical practices (e.g., considering how to approach a problem, justifying solutions) Learning mathematical procedures and/or algorithms Learning about real-life applications of mathematics Learning test taking skills/strategies Increasing students interest in mathematics Learning to perform computations with speed and accuracy Percent of Classes Middle 70 57 Elementary 69 47 High 69 55 (1.4) (1.8) (2.0) (2.2) (1.4) (1.6) 51 44 (1.5) (1.9) (1.7) (1.5) (1.7) (1.9) 54 49 (2.3) (2.2) (1.9) (2.5) (1.9) (1.8) 55 48 (1.3) (1.5) (1.3) (1.3) (1.4) (1.2) 45 37 50 36 42 36 37 24 29 28 27 18
Elementary School Mathematics Classes with Heavy Emphasis on Various Instructional Objectives Understanding math ideas 69 Learning math practices 51 Increasing students interest in math 50 Preparing for further study in math 47 Learning about real-life applications of math 45 Learning math procedures and/or algorithms 44 Learning test taking skills/strategies 37 Learning to perform computations with speed/accuracy 36 0 20 40 60 80 100 Percent of Classes
Middle School Mathematics Classes with Heavy Emphasis on Various Instructional Objectives Understanding math ideas 70 Preparing for further study in math 57 Learning math practices 54 Learning math procedures and/or algorithms 49 Learning about real-life applications of math 42 Increasing students interest in math 37 Learning test taking skills/strategies 36 Learning to perform computations with speed/accuracy 24 0 20 40 60 80 100 Percent of Classes
High School Mathematics Classes with Heavy Emphasis on Various Instructional Objectives Understanding math ideas 69 Learning math practices 55 Preparing for further study in math 55 Learning math procedures and/or algorithms 48 Learning about real-life applications of math 29 Learning test taking skills/strategies 28 Increasing students interest in math 27 Learning to perform computations with speed/accuracy 18 0 20 40 60 80 100 Percent of Classes
Original Data for Slides 1725 (not for presentation) Table 5.20 Mathematics Classes in Which Teachers Report Using Various Activities at Least Once a Week, by Grade Range Explain mathematical ideas to the whole class Engage the whole class in discussions Have students explain and justify their method for solving a problem Have students work in small groups Have students consider multiple representations in solving a problem (e.g., numbers, tables, graphs, pictures) Give tests and/or quizzes that include constructed-response/open- ended items Have students compare and contrast different methods for solving a problem Have students present their solution strategies to the rest of the class Give tests and/or quizzes that are predominantly short-answer (e.g., multiple choice, true/false, fill in the blank) Have students practice for standardized tests Have students read from a mathematics textbook/program or other mathematics-related material in class, either aloud or to themselves Focus on literacy skills (e.g., informational reading or writing strategies) Have students write their reflections (e.g., in their journals) in class or for homework Provide manipulatives for students to use in problem- solving/investigations Have students attend presentations by guest speakers focused on mathematics in the workplace Percent of Classes Middle 98 93 85 70 Elementary 97 96 88 85 High 95 84 79 63 (0.5) (0.8) (1.0) (1.2) (0.5) (1.1) (1.5) (2.1) (0.7) (1.1) (1.3) (1.7) 78 (1.3) 75 (1.5) 65 (1.4) 39 (1.9) 50 (2.3) 56 (1.6) 66 64 (1.6) (1.5) 63 60 (2.1) (2.0) 56 46 (1.6) (1.4) 47 31 (1.8) (1.6) 39 40 (2.1) (2.4) 36 32 (1.2) (1.5) 41 (1.8) 34 (2.3) 25 (1.4) 40 (2.0) 23 (1.9) 14 (1.0) 26 (1.7) 21 (1.6) 11 (1.0) 82 (1.2) 33 (1.9) 18 (1.0) 3 (0.7) 2 (0.6) 1 (0.3)
Elementary School Mathematics Classes Using Various Activities at Least Once a Week Explain math ideas to the whole class 97 Engage the whole class in discussions 96 Have students explain/justify how they solved a problem 88 Have students work in small groups 85 Provide manipulatives for students to use in investigations 82 0 20 40 60 80 100 Percent of Classes
Elementary School Mathematics Classes Using Various Activities at Least Once a Week Have students consider multiple representations in solving a problem 78 Have students compare/contrast different methods for solving a problem 66 Have students present their solution strategies to the rest of the class 64 Give tests/quizzes that are predominantly short-answer 47 Have students read from a textbook 41 0 20 40 60 80 100 Percent of Classes
Elementary School Mathematics Classes Using Various Activities at Least Once a Week Focus on literacy skills 40 Give tests/quizzes that include constructed/open-ended items 39 Have students practice for standardized tests 31 Have students write their reflections 26 Have students attend presentations by guest speakers 3 0 20 40 60 80 100 Percent of Classes
Middle School Mathematics Classes Using Various Activities at Least Once a Week Explain math ideas to the whole class 98 Engage the whole class in discussions 93 Have students explain/justify how they solved a problem 85 Have students consider multiple representations in solving a problem 75 Have students work in small groups 70 0 20 40 60 80 100 Percent of Classes
Middle School Mathematics Classes Using Various Activities at Least Once a Week Have students compare/contrast different methods for solving a problem 63 Have students present their solution strategies to the rest of the class 60 Give tests/quizzes that include constructed/open-ended items 50 Have students practice for standardized tests 40 Give tests/quizzes that are predominantly short-answer 39 0 20 40 60 80 100 Percent of Classes
Middle School Mathematics Classes Using Various Activities at Least Once a Week Have students read from a textbook 34 Provide manipulatives for students to use in investigations 33 Focus on literacy skills 23 Have students write their reflections 21 Have students attend presentations by guest speakers 2 0 20 40 60 80 100 Percent of Classes
High School Mathematics Classes Using Various Activities at Least Once a Week Explain math ideas to the whole class 95 Engage the whole class in discussions 84 Have students explain/justify how they solved a problem 79 Have students consider multiple representations in solving a problem 65 Have students work in small groups 63 0 20 40 60 80 100 Percent of Classes
High School Mathematics Classes Using Various Activities at Least Once a Week Have students compare/contrast different methods for solving a problem 56 Give tests/quizzes that include constructed/open-ended items 56 Have students present their solution strategies to the rest of the class 46 Give tests/quizzes that are predominantly short-answer 36 Have students practice for standardized tests 32 0 20 40 60 80 100 Percent of Classes
High School Mathematics Classes Using Various Activities at Least Once a Week Have students read from a textbook 25 Provide manipulatives for students to use in investigations 18 Focus on literacy skills 14 Have students write their reflections 11 Have students attend presentations by guest speakers 1 0 20 40 60 80 100 Percent of Classes
Original Data for Slides 2729 (not for presentation) Table 5.22 Mathematics Classes in Which Teachers Report that Students Use Various Instructional Technologies at Least Once a Week, by Grade Range Percent of Classes Middle 13 40 40 26 22 11 5 1 Graphing calculators Scientific calculators Four-function calculators Internet Personal computers, including laptops Classroom response system or Clickers Hand-held computers Probes for collecting data Elementary 0 4 13 43 36 4 5 0 High 64 53 33 11 10 4 4 1 (0.0) (1.3) (1.7) (2.4) (2.5) (1.3) (1.1) (0.3) (2.2) (2.8) (2.5) (2.6) (2.8) (1.6) (1.5) (0.7) (2.0) (2.1) (2.2) (1.2) (1.2) (0.7) (0.8) (0.4)
Elementary School Mathematics Classes in Which Students Use Various Technologies at Least Once a Week Internet 43 Personal computers, including laptops 36 Four-function calculators 13 Hand-held computers 5 Classroom response system or Clickers 4 Scientific calculators 4 Probes for collecting data 0 Graphing calculators 0 0 20 40 60 80 100 Percent of Classes
Middle School Mathematics Classes in Which Students Use Various Technologies at Least Once a Week Four-function calculators 40 Scientific calculators 40 Internet 26 Personal computers, including laptops 22 Graphing calculators 13 Classroom response system or Clickers 11 Hand-held computers 5 Probes for collecting data 1 0 20 40 60 80 100 Percent of Classes
High School Mathematics Classes in Which Students Use Various Technologies at Least Once a Week Graphing calculators 64 Scientific calculators 53 Four-function calculators 33 Internet 11 Personal computers, including laptops 10 Hand-held computers 4 Classroom response system or Clickers 4 Probes for collecting data 1 0 20 40 60 80 100 Percent of Classes
Original Data for Slides 3133 (not for presentation) Table 5.25 Mathematics Classes Participating in Various Activities in the Most Recent Lesson, by Grade Range Percent of Classes Middle 93 78 85 71 31 37 19 23 23 Teacher explaining a mathematical idea to the whole class Students completing textbook/worksheet problems Whole class discussion Teacher conducting a demonstration while students watched Students using instructional technology Students doing hands-on/manipulative activities Test or quiz Students reading about mathematics Practicing for standardized tests Elementary 93 80 89 74 29 77 19 19 14 High 95 83 75 65 43 21 20 17 16 (0.9) (1.5) (1.1) (1.5) (1.7) (1.4) (1.3) (1.3) (1.3) (1.0) (1.8) (1.4) (2.0) (1.8) (1.6) (1.6) (1.7) (1.9) (0.7) (1.0) (1.3) (1.2) (1.3) (1.3) (1.3) (1.2) (1.1)
Elementary School Mathematics Classes Participating in Various Activities in the Most Recent Lesson Teacher explaining an idea to the whole class 93 Whole class discussion 89 Students completing worksheets 80 Students doing hands-on activities 77 Teacher conducting a demonstration 74 Students using instructional technology 29 Students reading about mathematics 19 Test or quiz 19 Practicing for standardized tests 14 0 20 40 60 80 100 Percent of Classes
Middle School Mathematics Classes Participating in Various Activities in the Most Recent Lesson Teacher explaining an idea to the whole class 93 Whole class discussion 85 Students completing worksheet problems 78 Teacher conducting a demonstration 71 Students doing hands-on activities 37 Students using instructional technology 31 Practicing for standardized tests 23 Students reading about mathematics 23 Test or quiz 19 0 20 40 60 80 100 Percent of Classes
High School Mathematics Classes Participating in Various Activities in the Most Recent Lesson Teacher explaining an idea to the whole class 95 Students completing worksheet problems 83 Whole class discussion 75 Teacher conducting a demonstration 65 Students using instructional technology 43 Students doing hands-on activities 21 Test or quiz 20 Students reading about mathematics 17 Practicing for standardized tests 16 0 20 40 60 80 100 Percent of Classes
Original Data for Slide 35 (not for presentation) Table 5.26 Average Percentage of Time Spent on Different Activities in the Most Recent Mathematics Lesson, by Grade Range Whole class activities (e.g., lectures, explanations, discussions) Small group work Students working individually (e.g., reading textbooks, completing worksheets, taking a test or quiz) Non-instructional activities (e.g., attendance taking, interruptions) Average Percent of Class Time Elementary Middle 40 (0.6) 42 29 (0.8) 24 High 48 22 (0.8) (0.9) (0.7) (0.8) 26 6 (0.6) (0.3) 24 10 (0.7) (0.2) 22 9 (0.6) (0.2)
Percentage of Time Spent on Different Activities in the Most Recent Mathematics Lesson, by Grade Range 60 Average Percent of Class Time 48 42 40 40 29 26 24 24 22 22 20 10 9 6 0 Elementary Middle High Whole class activities Small group work Students work individually Non-instructional activities
Homework and Assessment Practices
Original Data for Slide 38 (not for presentation) Table 5.27 Amount of Homework Assigned in Classes per Week, by Subject and Grade Range Mathematics Fewer than 15 minutes per week 15 30 minutes per week 31 60 minutes per week 61 90 minutes per week 91 120 minutes per week More than 120 minutes per week Percent of Classes Middle 5 13 28 29 14 10 Elementary 16 (1.9) 19 (2.0) 35 (2.6) 17 (1.8) 9 (1.3) 4 (0.9) High 7 8 22 27 13 23 (0.8) (2.6) (2.9) (2.9) (1.5) (1.6) (1.0) (1.2) (1.7) (1.8) (1.1) (1.8)
Amount of Homework Assigned in Mathematics Classes per Week, by Grade Range 40 36 35 29 28 Percent of Classes 27 24 22 19 20 17 16 13 13 8 7 5 0 Elementary Middle High <15 minutes/week 15 30 minutes/week 31 60 minutes/week 61 90 minutes/week >90 minutes/week
Original Data for Slides 4045 (not for presentation) Table 5.29 Mathematics Classes in Which Teachers Report Assessing Students Using Various Methods in the Most Recent Unit, by Grade Range Percent of Classes Middle Questioned individual students during class activities to see if they were getting it Reviewed student work (e.g., homework, notebooks, journals, portfolios, projects) to see if they were getting it Administered one or more quizzes and/or tests to assign grades Went over the correct answers to assignments, quizzes, and/or tests with the class as a whole Administered one or more quizzes and/or tests to see if students were getting it Assigned grades to student work (e.g., homework, notebooks, journals, portfolios, projects) Used information from informal assessments of the entire class (e.g., asking for a show of hands, thumbs up/thumbs down, clickers, exit tickets) to see if students were getting it Administered an assessment, task, or probe at the beginning of the unit to find out what students thought or already knew about the key mathematical ideas Had students use rubrics to examine their own or their classmates work Elementary High 97 (0.6) 98 (0.6) 97 (0.5) 96 73 (0.7) (1.6) 95 88 (0.9) (1.5) 96 94 (0.7) (0.6) 83 (1.2) 94 (0.9) 92 (0.7) 73 (1.7) 86 (1.5) 86 (1.4) 63 (1.9) 85 (1.6) 85 (0.9) 90 (1.1) 88 (1.3) 83 (1.1) 63 (1.8) 52 (2.2) 42 (1.8) 10 (1.1) 12 (1.3) 8 (0.7)
Elementary School Mathematics Classes in Which Teachers Report Assessing Students Using Various Methods in the Most Recent Unit Questioned students during class activities 97 Reviewed student work 96 Used information from informal assessments of the entire class 90 Went over the correct answers to assignments/quizzes/tests 83 Administered quizzes and/or tests to see if students were getting it 73 0 20 40 60 80 100 Percent of Classes
Elementary School Mathematics Classes in Which Teachers Report Assessing Students Using Various Methods in the Most Recent Unit Administered quizzes and/or tests to assign grades 73 Administered an assessment, task, or probe at the beginning of the unit 63 Assigned grades to student work 63 Had students use rubrics to examine work 10 0 20 40 60 80 100 Percent of Classes
Middle School Mathematics Classes in Which Teachers Report Assessing Students Using Various Methods in the Most Recent Unit Questioned students during class activities 98 Reviewed student work 95 Went over the correct answers to assignments/quizzes/tests 94 Used information from informal assessments of the entire class 88 Administered quizzes and/or tests to assign grades 88 0 20 40 60 80 100 Percent of Classes
Middle School Mathematics Classes in Which Teachers Report Assessing Students Using Various Methods in the Most Recent Unit Administered quizzes and/or tests to see if students were getting it 86 Assigned grades to student work 85 Administered an assessment, task, or probe at the beginning of the unit 52 Had students use rubrics to examine work 12 0 20 40 60 80 100 Percent of Classes
High School Mathematics Classes in Which Teachers Report Assessing Students Using Various Methods in the Most Recent Unit Questioned students during class activities 97 Reviewed student work 96 Administered quizzes and/or tests to assign grades 94 Went over the correct answers to assignments/quizzes/tests 92 Administered quizzes and/or tests to see if students were getting it 86 0 20 40 60 80 100 Percent of Classes
High School Mathematics Classes in Which Teachers Report Assessing Students Using Various Methods in the Most Recent Unit Assigned grades to student work 85 Used information from informal assessments of the entire class 83 Administered an assessment, task, or probe at the beginning of the unit 42 Had students use rubrics to examine work 8 0 20 40 60 80 100 Percent of Classes
Original Data for Slide 47 (not for presentation) Table 5.30 Frequency of Required External Testing in Classes, by Subject and Grade Range Percent of Classes Middle 2 19 10 38 31 Mathematics Never Once a year Twice a year Three or four times a year Five or more times a year Elementary 9 14 7 38 31 High 21 28 15 22 14 (0.9) (1.3) (0.9) (1.7) (1.7) (0.4) (2.2) (1.4) (2.4) (1.7) (1.3) (1.3) (1.0) (1.2) (1.1)
Frequency of Required External Testing in Mathematics Classes, by Grade Range 38 38 40 31 31 28 Percent of Classes 22 21 19 20 15 14 14 10 9 7 2 0 Elementary Middle High Never Once a year Twice a year 3 4 times a year 5 times a year
Original Data for Slides 4951 (not for presentation) Table 5.31 Classes Required to Take External Assessments Two or More Times per Year, by Subject and Equity Factors Prior Achievement Level of Class Mostly High Achievers Average/Mixed Achievers Mostly Low Achievers Percent of Non-Asian Minority Students in Class Lowest Quartile Second Quartile Third Quartile Highest Quartile Percent of Students in School Eligible for FRL Lowest Quartile Second Quartile Third Quartile Highest Quartile Percent of Classes Mathematics 60 71 76 56 65 71 83 66 73 75 81 (2.6) (1.4) (2.2) (2.4) (2.0) (2.1) (1.5) (2.4) (1.9) (1.9) (1.7)
Mathematics Classes Required to Take External Assessments Two or More Times per Year, by Prior Achievement Level of Class 100 76 80 71 Percent of Classes 60 60 40 20 0 Mostly Low Achievers Average/Mixed Achievers Mostly High Achievers Prior Achievement Level of Class
Mathematics Classes Required to Take External Assessments Two or More Times per Year, by Percentage of Students in Class from Historically Underrepresented Race/Ethnicity Groups 100 83 80 71 Percent of Classes 65 56 60 40 20 0 Lowest % Underrepresented Quartiles of Classes Based on Percentage of Historically Underrepresented Students in Class Second Quartile Third Quartile Highest % Underrepresented
