Arends: Classroom Instruction And Management

Arends: Teacher Planning Chapter 3, pp. 11-49 (95-133) QUESTION DEFINITION/EXPLANATION and pp.

A. Perspective on Planning 1. How much of their working time (%) do teachers estimate they spend on planning activities activities each week?

2. What is the rational-linear model of planning?

B. Theoretical and Empirical Support 3. What is a GOAL?

4. What is an OBJECTIVE?

5. What is the non-linear model of planning?

6. How do these two models differ?

7. What does research say is a NEGATIVE result of planning? (p. 16)

8. What are some reasons teachers SHOULD plan?

C. Planning Domains 9. What are the three phases of teacher planning?

10. What are the five time spans that characterize teacher planning?

11. What is the definition of curriculum?

12. a) What is curriculum mapping? b) Why is it useful?

13. What is an INSTRUCTIONAL OBJECTIVE?

14. What is a BEHAVIORAL OBJECTIVE?

15. What are the three components of a behavioral objective?

16. Create 5 behavioral objectives of your own. For EACH, clearly identify the STP

17. What are some criticisms of behavioral objectives?

18. What are the two dimensions of Bloom’s revised Taxonomy for Educational Objectives?

19. List and explain the four categories in the KNOWLEDGE dimension.

20. List and explain the six categories in the COGNITIVE PROCESS dimension.

21. What are Bloom’s three DOMAINS? 22. What aspect of a human being does each DOMAIN Address?

23. Of the five time spans of teacher planning, on which one do teachers spend the most time? WHY ?

D. Planning for Time and Space 24. Why must teachers pay attention to time when planning?

25. a) Schools are mandated to be in session for approximately 1100 hours per school year. How much time is actually spent on academic learning time (ALT)? b) Why does this happen?

26. a) What space(s) do teachers have to consider when planning?