Designing Instruction

Making Best Practices Work in Standards-Based Classrooms
Judith K. March - EdFOCUS, Senior Consultant
Karen H. Peters - EdFOCUS, Senior Consultant
Designing Instruction
October 2007 | 352 pages | Corwin
Create Flyer

Purchase

eBook
ISBN: 9781452293622
Available from January 0001
Paperback
ISBN: 9781412938853
Available from January 0001

Description

"A fresh new approach that strengthens the need for teaching with creative thinking strategies for administrative leadership teams. Few textbooks have such detailed examples combined with the background study of best practices. The authors have great credibility, experience, resources, and abundant research to support their proposal. A very well-written text offering ample review of the research."
—Sara E. Spruce, Professor of Education
Olivet Nazarene University

Use this research-based instructional model to meet students' achievement goals!

As the achievement gap between advantaged and disadvantaged students gets wider, teachers and administrators need a proven process to help all students meet the requirements of NCLB. This practitioner-friendly guidebook provides a step-by-step approach to a complete standards-based curriculum and the integration of best practices into the delivery and assessment of instruction in every classroom.

The authors present three capacity-building features of the design process: (1) training for building leadership teams to help teachers plan and lead the reform process, (2) stewardship training to assist district administrators and principals in supporting and sustaining the implemented reforms, and (3) a collaborative observation process to help teachers work together and in partnership with principals to monitor and improve classroom instruction.

Offering an education model that has been field-tested with more than 50 school districts in the U.S. and Canada, this book shows school leaders how to maximize collaborative observation and other team leadership processes to integrate reforms into a school's existing culture. Educators will learn ways to:

  • Integrate instructional design with successful instructional reform
  • Strengthen the learning culture through standards
  • Develop effective performance indicators
  • Apply curriculum mapping to instructional design

Designing Instruction supports teachers and administrators working together to raise student achievement by using proven instructional design and best practices.

Contents

Acknowledgments

Acknowledgments

About the Authors

About the Authors

Introduction

  • Our Journey Through School Reform
  • Enter Instructional Design
  • The Purpose for This Book
  • The Five Parts
  • Who Should Buy This Book

Part I. School Reform Is All About What Happens in the Classroom

  • 1. Instructional Design as the Catalyst for Successful School Reform
  • The Eight Core Elements of Successful School Reform
  • How Does Instructional Design Integrate With Successful School Reform?
  • Three-Year Time Frame
  • 2. Performance Indicators: The Passkey to Standards-Based Curriculum
  • What's in the Name?
  • The Criteria for Valid Performance Indicators
  • How the Standards Are Organized
  • Not Classroom Ready, but That's Okay
  • Using Standards to Strengthen the Learning Culture and Increase Expectations
  • The Process of Developing Performance Indicators
  • Frequently Asked Questions and Related Issues
  • What to Do During the Pilot of Performance Indicators
  • "Are We There Yet?"
  • Summary

Part II. Planning

  • 3. Curriculum Mapping
  • Not a New Concept
  • Features and Physical Layout of the Curriculum Map
  • The Instructional Design Aproach to Curriculum Mapping
  • Teacher-Administrator Accountability
  • Frequently Asked Questions About the Curriculum Mapping Process
  • Ensuring a Successful Rollout of the Curriculum Maps
  • The Three-Year Time Frame
  • 4. Unit Planning: Rationale and Format
  • Introduction
  • The Unit Plan Format for Instructional Design
  • Considerations in Developing Unit Plans
  • Frequently Asked Questions About Unit Plans
  • The Three-Year Time Frame

Part III. Best Practices in Unit Planning and Delivery

  • 5. Unit Planning: Motivation and Information
  • Introduction
  • Motivation
  • Information
  • Bloom's Taxonomy
  • Summary
  • 6. Unit Planning: Learning Constructs
  • Introduction
  • Organizational Patterns
  • Writing Summary
  • Note Taking
  • Math-Problem Analysis and Problem Solving
  • Vocabulary and Context Clues
  • Graphic Organizers
  • Levels of Questioning
  • Similarities and Differences
  • Summary
  • 7. Unit Planning: Delivery Strategies
  • Introduction
  • Lecture or Explanation
  • Demonstration
  • Guided Discussion
  • Inquiry, or Formulating and Testing Hypotheses
  • Learning Circles
  • Socratic Seminar
  • Action Research
  • Advance Organizer
  • Summary

Part IV. Assessment

  • 8. Unit Planning: Assessment and Culmination
  • Introduction
  • Assessment
  • Culmination
  • Summary

Part V. Capacity-Building

  • 9. Capacity-Building to Integrate Classroom Reform Into the Deep Culture of Each School
  • Introduction
  • Benchmarking
  • How the Data Should Be Used by Teachers and Administrators
  • Building Leadership Teams
  • Administrative Stewardship
  • Collaborative Observations
  • Summary
  • Appendix A: Ohio Summary of Results
  • Appendix B: River Bend Local Schools
  • Appendix C: Various Methods to Determine Mastery of Performance Indicators
  • Selcted References
  • Index

Description

"A fresh new approach that strengthens the need for teaching with creative thinking strategies for administrative leadership teams. Few textbooks have such detailed examples combined with the background study of best practices. The authors have great credibility, experience, resources, and abundant research to support their proposal. A very well-written text offering ample review of the research."
—Sara E. Spruce, Professor of Education
Olivet Nazarene University

Use this research-based instructional model to meet students' achievement goals!

As the achievement gap between advantaged and disadvantaged students gets wider, teachers and administrators need a proven process to help all students meet the requirements of NCLB. This practitioner-friendly guidebook provides a step-by-step approach to a complete standards-based curriculum and the integration of best practices into the delivery and assessment of instruction in every classroom.

The authors present three capacity-building features of the design process: (1) training for building leadership teams to help teachers plan and lead the reform process, (2) stewardship training to assist district administrators and principals in supporting and sustaining the implemented reforms, and (3) a collaborative observation process to help teachers work together and in partnership with principals to monitor and improve classroom instruction.

Offering an education model that has been field-tested with more than 50 school districts in the U.S. and Canada, this book shows school leaders how to maximize collaborative observation and other team leadership processes to integrate reforms into a school's existing culture. Educators will learn ways to:

  • Integrate instructional design with successful instructional reform
  • Strengthen the learning culture through standards
  • Develop effective performance indicators
  • Apply curriculum mapping to instructional design

Designing Instruction supports teachers and administrators working together to raise student achievement by using proven instructional design and best practices.

Contents

Acknowledgments

Acknowledgments

About the Authors

About the Authors

Introduction

  • Our Journey Through School Reform
  • Enter Instructional Design
  • The Purpose for This Book
  • The Five Parts
  • Who Should Buy This Book

Part I. School Reform Is All About What Happens in the Classroom

  • 1. Instructional Design as the Catalyst for Successful School Reform
  • The Eight Core Elements of Successful School Reform
  • How Does Instructional Design Integrate With Successful School Reform?
  • Three-Year Time Frame
  • 2. Performance Indicators: The Passkey to Standards-Based Curriculum
  • What's in the Name?
  • The Criteria for Valid Performance Indicators
  • How the Standards Are Organized
  • Not Classroom Ready, but That's Okay
  • Using Standards to Strengthen the Learning Culture and Increase Expectations
  • The Process of Developing Performance Indicators
  • Frequently Asked Questions and Related Issues
  • What to Do During the Pilot of Performance Indicators
  • "Are We There Yet?"
  • Summary

Part II. Planning

  • 3. Curriculum Mapping
  • Not a New Concept
  • Features and Physical Layout of the Curriculum Map
  • The Instructional Design Aproach to Curriculum Mapping
  • Teacher-Administrator Accountability
  • Frequently Asked Questions About the Curriculum Mapping Process
  • Ensuring a Successful Rollout of the Curriculum Maps
  • The Three-Year Time Frame
  • 4. Unit Planning: Rationale and Format
  • Introduction
  • The Unit Plan Format for Instructional Design
  • Considerations in Developing Unit Plans
  • Frequently Asked Questions About Unit Plans
  • The Three-Year Time Frame

Part III. Best Practices in Unit Planning and Delivery

  • 5. Unit Planning: Motivation and Information
  • Introduction
  • Motivation
  • Information
  • Bloom's Taxonomy
  • Summary
  • 6. Unit Planning: Learning Constructs
  • Introduction
  • Organizational Patterns
  • Writing Summary
  • Note Taking
  • Math-Problem Analysis and Problem Solving
  • Vocabulary and Context Clues
  • Graphic Organizers
  • Levels of Questioning
  • Similarities and Differences
  • Summary
  • 7. Unit Planning: Delivery Strategies
  • Introduction
  • Lecture or Explanation
  • Demonstration
  • Guided Discussion
  • Inquiry, or Formulating and Testing Hypotheses
  • Learning Circles
  • Socratic Seminar
  • Action Research
  • Advance Organizer
  • Summary

Part IV. Assessment

  • 8. Unit Planning: Assessment and Culmination
  • Introduction
  • Assessment
  • Culmination
  • Summary

Part V. Capacity-Building

  • 9. Capacity-Building to Integrate Classroom Reform Into the Deep Culture of Each School
  • Introduction
  • Benchmarking
  • How the Data Should Be Used by Teachers and Administrators
  • Building Leadership Teams
  • Administrative Stewardship
  • Collaborative Observations
  • Summary
  • Appendix A: Ohio Summary of Results
  • Appendix B: River Bend Local Schools
  • Appendix C: Various Methods to Determine Mastery of Performance Indicators
  • Selcted References
  • Index
SAGE Publishing Logo

Designing Instruction

Making Best Practices Work in Standards-Based Classrooms

Judith K. March , Karen H. Peters
Cancel Print

October 2007 | 352 pages | Corwin

Format Published Date ISBN Price
Paperback 27/02/2023 9781412938853 $48.95
Lifetime 01/02/2026 9781452293622 $45.00

"A fresh new approach that strengthens the need for teaching with creative thinking strategies for administrative leadership teams. Few textbooks have such detailed examples combined with the background study of best practices. The authors have great credibility, experience, resources, and abundant research to support their proposal. A very well-written text offering ample review of the research."
—Sara E. Spruce, Professor of Education
Olivet Nazarene University

Use this research-based instructional model to meet students' achievement goals!

As the achievement gap between advantaged and disadvantaged students gets wider, teachers and administrators need a proven process to help all students meet the requirements of NCLB. This practitioner-friendly guidebook provides a step-by-step approach to a complete standards-based curriculum and the integration of best practices into the delivery and assessment of instruction in every classroom.

The authors present three capacity-building features of the design process: (1) training for building leadership teams to help teachers plan and lead the reform process, (2) stewardship training to assist district administrators and principals in supporting and sustaining the implemented reforms, and (3) a collaborative observation process to help teachers work together and in partnership with principals to monitor and improve classroom instruction.

Offering an education model that has been field-tested with more than 50 school districts in the U.S. and Canada, this book shows school leaders how to maximize collaborative observation and other team leadership processes to integrate reforms into a school's existing culture. Educators will learn ways to:

  • Integrate instructional design with successful instructional reform
  • Strengthen the learning culture through standards
  • Develop effective performance indicators
  • Apply curriculum mapping to instructional design

Designing Instruction supports teachers and administrators working together to raise student achievement by using proven instructional design and best practices.


Table Of Contents:

  • Acknowledgments
  • About the Authors
  • Introduction
  • Our Journey Through School Reform
  • Enter Instructional Design
  • The Purpose for This Book
  • The Five Parts
  • Who Should Buy This Book
  • Part I. School Reform Is All About What Happens in the Classroom
  • 1. Instructional Design as the Catalyst for Successful School Reform
  • The Eight Core Elements of Successful School Reform
  • How Does Instructional Design Integrate With Successful School Reform?
  • Three-Year Time Frame
  • 2. Performance Indicators: The Passkey to Standards-Based Curriculum
  • What's in the Name?
  • The Criteria for Valid Performance Indicators
  • How the Standards Are Organized
  • Not Classroom Ready, but That's Okay
  • Using Standards to Strengthen the Learning Culture and Increase Expectations
  • The Process of Developing Performance Indicators
  • Frequently Asked Questions and Related Issues
  • What to Do During the Pilot of Performance Indicators
  • "Are We There Yet?"
  • Summary
  • Part II. Planning
  • 3. Curriculum Mapping
  • Not a New Concept
  • Features and Physical Layout of the Curriculum Map
  • The Instructional Design Aproach to Curriculum Mapping
  • Teacher-Administrator Accountability
  • Frequently Asked Questions About the Curriculum Mapping Process
  • Ensuring a Successful Rollout of the Curriculum Maps
  • The Three-Year Time Frame
  • 4. Unit Planning: Rationale and Format
  • Introduction
  • The Unit Plan Format for Instructional Design
  • Considerations in Developing Unit Plans
  • Frequently Asked Questions About Unit Plans
  • The Three-Year Time Frame
  • Part III. Best Practices in Unit Planning and Delivery
  • 5. Unit Planning: Motivation and Information
  • Introduction
  • Motivation
  • Information
  • Bloom's Taxonomy
  • Summary
  • 6. Unit Planning: Learning Constructs
  • Introduction
  • Organizational Patterns
  • Writing Summary
  • Note Taking
  • Math-Problem Analysis and Problem Solving
  • Vocabulary and Context Clues
  • Graphic Organizers
  • Levels of Questioning
  • Similarities and Differences
  • Summary
  • 7. Unit Planning: Delivery Strategies
  • Introduction
  • Lecture or Explanation
  • Demonstration
  • Guided Discussion
  • Inquiry, or Formulating and Testing Hypotheses
  • Learning Circles
  • Socratic Seminar
  • Action Research
  • Advance Organizer
  • Summary
  • Part IV. Assessment
  • 8. Unit Planning: Assessment and Culmination
  • Introduction
  • Assessment
  • Culmination
  • Summary
  • Part V. Capacity-Building
  • 9. Capacity-Building to Integrate Classroom Reform Into the Deep Culture of Each School
  • Introduction
  • Benchmarking
  • How the Data Should Be Used by Teachers and Administrators
  • Building Leadership Teams
  • Administrative Stewardship
  • Collaborative Observations
  • Summary
  • Appendix A: Ohio Summary of Results
  • Appendix B: River Bend Local Schools
  • Appendix C: Various Methods to Determine Mastery of Performance Indicators
  • Selcted References
  • Index

Recent Product Reviews:

Updated content
Dr Fernando Mortera-Gutierrez, Education , Monterrey College of Technology - Monterrey
"The authors outline instructional design within the context of school reform. By presenting the material in an accessible way, the book combines theory with practical applications."
Education Libraries, Spring 2008, Vol. 30(3)
"An invaluable, practical guide for teachers and administrators and education libraries at the college level."
The Bookwatch, December 2007, Midwest Book Review
"My highest priority was for schoolwide reform that would improve daily classroom instruction—a comprehensive program that would assist teachers in their choice of curriculum, their efforts to differentiate, and their choice of teaching-learning strategies. What we've accomplished using the Designing Instruction program has been outstanding!"
Meredith Davis, Principal, Sanford Middle School, Minneapolis, MN
"What a godsend! Our teachers developed a K-12 standards-based curriculum in math and language arts, and teams of teachers developed course tools that were based on best practice research to deliver our new curriculum in every classroom. As our test scores began to go up, the gap between sub-groups began to narrow. We are thrilled with our success, and the district has continued the process ever since."
Joan Sigafoos, Retired School Improvement Director, Elyria City Schools, OH

Recommendations