Instructional Planning - Research and Additional Resources

In this book, Tomlinson describes the fundamentals of differentiation and provides guidelines and strategies for how to differentiate instruction in culturally and academically diverse classrooms. Chapters 9-11 focus on creating differentiated lesson plans.

This article discusses the findings of a study that examined how preservice teachers adapt mathematics lesson plans for emergent bilinguals, and discusses implications for mathematics teacher education programs.

This article "outlines how teachers can develop lessons that implicitly or explicitly focus on culture and incorporate key evidence-based practices for working with challenging behavior."

In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.

This study "provides an overview of a professional development program that sought to support teachers in developing unit plans that incorporated backwards design principles and culturally relevant and sustaining instruction."

This dissertation investigates how applying culturally responsive teaching practices into planning and instruction can impact student achievement.

This book provides a framework for understanding by design, and includes information about how to design units and lessons that integrate language development with content learning.

This article talks about why practice is important from a neurocognitive perspective, and argues that de-emphasizing basic knowledge in favor of complex cognition works against economically disadvantaged students.

A fairly basic overview of practice, with some practical tips for practice.

This is a research study specifically on interleaved vs. blocked study, which is mentioned in the 2010 Marzano article (above).

Drawing on cognitive psychology and other fields, Make It Stick offers techniques for becoming more productive learners, and cautions against study habits and practice routines that turn out to be counterproductive. The book speaks to students, teachers, trainers, athletes, and all those interested in lifelong learning and self-improvement. Chapters 2 and 3 are most relevant to practice.

This book applies the '5 I's' - information, images, interaction, inquiry, and innovation - to lesson planning and instruction in a way that fosters students' critical and creative thinking skills.

This exploratory study examined strategies for teaching lesson plan alignment utilized by 87 teacher educators in the United States.

This article expores how secondary teacher candidates learn lesson planning. It provides insight regarding the interactions of the TCs’ methods course and first practicum experience

This article "examines the core metacognitive skills of goal-directed lesson planning and monitoring and presents a novel tool for scaffolding teachers’ self-regulated instruction by increasing their awareness of goals, activities, discrepancy cues, and instructional time management."

Throughout the book, Marzano details the elements of three overarching categories of teaching, which define what must happen to optimize student learning: students must receive feedback, get meaningful content instruction, and have their basic psychological needs met.

"This guide offers instructional modules on how to refine units created using Understanding by Design (UbD) and how to effectively review the units using self-assessment and peer review, along with observation and supervision."