Frameworks for planning

Overview

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
     

Focus question or generalizations selected from the science dimensions

  • Inquiry, processes, cross cutting concepts (systems, order, & organization; evidence, models, & explanations; constancy, change, & measurement; evolution & equilibrium; form and function)
  • Content areas (physical, life, & Earth)
  • Perspectives, technology, personal & social; history & nature of science,
  • Dispositions (attitudes, values, habits of mind, values)
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)

 

 

Invention Procedure (includes formative at beginning and until end, which is summative assessment)

 

 

Expansion/ Discovery/ Application (includes generative assessment for application, analysis, synthesis, evaluation)

 

 

 

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
     

Focus question or generalizations selected from the science dimensions

  • Knowledge - Reading, Writing, Speaking, Listening, Visual
  • Process - Observe, Communicate, Interpret data, Create, Question, Analyze, Assess, Identify, Interpret, Evaluate, Share, Critique, Recognize, Compare, Contrast, Predict.
  • Disposition - Curious, open-minded, skeptical, objective, cooperative, communicate, tolerant, persistent, acceptance, and pleasure.
  • Perspective - Change, discovery, challenge, verifiable, historical, evolutionary, revolutionary, models, limited, constancy, limited, unbiased
  • Personal - Capabilities, belonging, directed, feelings, and self-control.
  • Social - Friendships, responsible, directed
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)

 

 

Invention Procedure (includes formative at beginning and until end, which is summative assessment)

 

 

Expansion/ Discovery/ Application (includes generative assessment for application, analysis, synthesis, evaluation)

 

 

 

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
     

Focus question or generalizations selected from the science dimensions

  • Inquiry, processes, cross cutting concepts (systems, order, & organization; evidence, models, & explanations; constancy, change, & measurement; evolution & equilibrium; form and function)
  • Content areas (physical, life, & Earth)
  • Perspectives, technology, personal & social; history & nature of science,
  • Dispositions (attitudes, values, habits of mind, values)
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)

 

 

Constructing and Negotiating (includes formative & summative assessment)

 

 

Translating and Extending (includes summative & generative assessment)

 

 

Reflecting and Assessing (can include all four assessments)

 

 

 

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
     

Focus question or generalizations selected from the science dimensions

  • Inquiry, processes, cross cutting concepts (systems, order, & organization; evidence, models, & explanations; constancy, change, & measurement; evolution & equilibrium; form and function)
  • Content areas (physical, life, & Earth)
  • Perspectives, technology, personal & social; history & nature of science,
  • Dispositions (attitudes, values, habits of mind, values)
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

 

 

State the Objective

 

 

Instructional Input

 

 

Modeling

 

 

Check for Understanding (diagnostic assessment)

 

 

Guided practice (formative assessment)

 

 

Independent practice (formative assessment)

 

 

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
     

Focus question or generalizations selected from the science dimensions

  • Inquiry, processes, cross cutting concepts (systems, order, & organization; evidence, models, & explanations; constancy, change, & measurement; evolution & equilibrium; form and function)
  • Content areas (physical, life, & Earth)
  • Perspectives, technology, personal & social; history & nature of science,
  • Dispositions (attitudes, values, habits of mind, values)
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)

 

 

Introduce social skill area (includes diagnostic, & formative)

 

 

Group work and data collection (includes diagnostic & generative assessment)

 

 

Process social skill (can include all four assessments with empahsis on summative and generative)

 

 

Process content area (can include all four assessments with emphasis on formative and summative)

 

 

Honor group (summative & generative)

 

 

 

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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