D2: Naomi Ducharme

Team Member D2: Naomi Ducharme

The table below organizes our six objectives which are taken from two topics that will be covered in our instruction: classroom management and teaching classroom procedures. 

Instructional Objectives
Topic 1: Classroom Management	Topic 2: Teaching Classroom Procedures
1a: Teachers will describe the relationship between procedures and a well-managed classroom	2a: Teachers will identify classroom situations with procedures are required.
1b. Teachers will contrast discipline with procedures.	2b: Teachers will recall the three steps in teaching a classroom procedure.
1c. Teachers will explain why procedures are important.	2c: Teachers will demonstrate using the three steps for teaching a classroom procedure.

The table below organizes each objective into either a principle or rule, a procedure, or an attitude.  Facts, concepts, and interpersonal content have been left out because none of our objectives fit into these particular categories.  In addition, each objective can also be met through recall or application (Morrison, Ross, Kalman, & Kemp, 2011). 

Expanded Performance-Content Matrix: Table 7-2	Performance
Content	Recall	Application
Facts	1c: Teachers will explain why procedures are important
Concepts
Principles and Rules	1b: Teachers will contrast discipline with procedures	1a: Teachers will describe the relationship between procedures and a well-managed classroom 2a: Teachers will identify classroom situations where procedures are important
Procedures	2b: Teachers will recall the 3 steps in teaching a classroom procedure	2c: Teachers will demonstrate using the 3 steps for teaching a classroom procedure
Interpersonal
Attitude

The following three tables show strategies to present the material to our learners.  All strategies were taken from the textbook, “Designing Effective Instruction” (Morrison et al., 2011). 

Fact Strategy
Abstract Fact	Strategy	Initial Presentation and Generative Strategy
1c: Teachers will explain why procedures are important	Elaboration	Show learners a list of reasons why procedures are important. Have learners reiterate why procedures are important.

Principle and Rule Strategies
Principle/Rule	Strategy	Initial Presentation and Generative Strategy
1b: Teachers will contrast discipline with procedures	RULEG and integration	Explain the difference between discipline and procedures. Given several visual examples, the learner must decide which are examples of discipline and which are procedures
1a: Teachers will describe the relationship between procedures and a well-managed classroom	EGRUL and elaboration	Have learner draw a concept map of all features that can positively effect a well-managed classroom.  Have the learner explain why procedures are an important aspect of a well-managed classroom.
2a: Teachers will identify classroom situations where procedures are important	RULEG and integration	Give 2 examples of classroom situations where procedures are important. Have the learner complete a list indicating several examples where procedures are important.

Procedure Strategies
Procedure	Strategy	Initial Presentation and Generative Strategy
2b: Teachers will recall the 3 steps in teaching a classroom procedure	Mnemonics	PERR: Procedures: Explain, Rehearse, Reinforce
2c: Teachers will demonstrate using the 3 steps for teaching a classroom procedure	Demonstration, Organization, Elaboration, Practice	While watching a video of a veteran teacher, learners will note phrases the teacher uses for each of the following steps: explain, rehearse, reinforce. Learners will then use the same example, but reword each phrase into a statement they would feel comfortable using. Learners will role-play with a partner and practice teaching a classroom procedure.

Reference

Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2001) Designing Effective Instruction.  Hoboken, NJ: John Wiley & Sons, Inc.