MAKE EACH DAY YOUR MASTERPIECEAN INSTRUCTIONAL FRAMEWORK FOR STUDENT SUCCESS

Nicole Williams, Power Up Learning!

It is the supreme art of the teacher to awaken joy in

creative expression and

knowledge.Albert Einstein

VICTORY IS IN THE CLASSROOM

ON CRAFTING A FRAMEWORK...

The steps listed in this framework make a useful structure for development of many

lesson plans.

Not all elements belong in every lesson although they will occur in a typical

unit plan composed of several lessons.

ACTIVATING PRIOR KNOWLEDGE

THE TEACHER ESTABLISHES THE PURPOSE OF THE LESSON BY CAPTURING THE STUDENTS’ INTEREST AND ATTENTION.

ACTIVATING PRIOR KNOWLEDGE

ACHIEVEMENT IS PRIMARILY A FUNCTION

OF TWO THINGS:

WHAT WE TEACH

AND

HOW WE TEACH

ACTIVATING PRIOR KNOWLEDGE

Anticipatory set (aka “hook”)

The WHATActions and statements by the teacher to relate the experiences of the students to the objectives of the lesson.

THE WHYto put students into a receptive frame of mind. to focus student attention on the lesson. to create an organizing framework for the ideas, principles, or information that is to follow (c.f., the teaching strategy called "advance organizers"). to extend the understanding and the application of abstract ideas through the use of example or analogy...used any time a different activity or new concept is to be introduced.

CONTENT FOCUS

ACTIVITIES WHICH FOCUS ON LEARNING NEW CONCEPTS OR SKILLS ARE PRESENTED DURING THIS PORTION OF THE LESSON.

CONTENT FOCUS

INPUTThe teacher provides the information needed for students togain the knowledge or skill.

MODELOnce the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work.

CHECKING FOR UNDERSTANDINGIt is essential that students practice doing right so the teacher must know that students understand before proceeding to practice.

DIRECT INSTRUCTION

DIRECT INSTRUCTION IS NOT THE ENEMY

BEGIN WITH THE END IN MIND

KNOW WHEN TO HOLD THEM AND KNOW WHEN TO FOLD THEM

DIRECT INSTRUCTION

WAYS OF PRESENTING NEW CONTENT

LECTURE

FILM

TAPE

VIDEO

PICTURES

GUIDED PRACTICE

STUDENTS PRACTICE NEWLY LEARNED CONCEPTS OR SKILLS

IN SETTINGS WHERE THE TEACHER CAN EASILY MONITOR

FOR STUDENT UNDERSTANDING

GUIDED PRACTICE

MODELThe teacher models/demonstrates the correct sequence of behaviors

required for successful completion of the academic task

PROBEThe teacher should assess informally student attainment

of new knowledge and skills.

CHECKMany of the practice opportunities provided to students involve

questions that require either choral (probes) or individual answers (checks).

GUIDED PRACTICE

The Teacher will circulate the classroom and provide assistance on the given activities.

The Teacher will observe each student’s level of mastery of the material in order to inform future teaching.

The Teacher will provide focused support for individuals needing extra help to reach the learning goals.

The Teacher will correct any mistakes they observe.

Praise, Prompt and Leave

TEACHER RESPONSIBILITIES

GUIDED PRACTICE

Types of Guided Practice:

Paper BasedManipulatives

Computer BasedHomework

Guided Practice Reinforces Learning Through:

GeneralizationDiscrimination

Transfer

INDEPENDENT PRACTICE

STUDENTS WORK INDEPENDENTLY OR IN SMALL GROUPS TO PRACTICE NEWLY

LEARNED CONCEPTS AND SKILLS.

INDEPENDENT PRACTICE

ENCOURAGES INDEPENDENT USE OF STRATEGY

ALLOWS FOR STUDENTS TO APPLY STRATEGY OR SKILL TO SIMILAR, UNFAMILIAR, OR INNOVATIVE CONTEXTS

PROVIDES OPPORTUNITY FOR STUDENTS TO REFLECT THOUGHTFULLY

PROVIDES OPPORTUNITY FOR TEACHER TO DIFFERENTIATE LEARNING ACTIVITIES TO MEET DIVERSE NEEDS IN THE CLASSROOM

INDEPENDENT PRACTICE

In order to be effective in this

phase of instruction, the

teacherʼs objective must be clearly organized and

managed for the students.

LEARNING CENTERS

MIXED ABILITY GROUPING

CLUSTER GROUPING

CONTRACTS

INDEPENDENT RESEARCH

TASK CARDS

CLOSURE

THE TEACHER ENGAGES STUDENTS IN ACTIVITIES THAT “WRAP UP” THE LESSON AND

EMPHASIZE WHAT WAS LEARNED.

CLOSURE

CLOSURE IS USED

to cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson,

to help organize student learning,

to help form a coherent picture, to consolidate, eliminate confusion and frustration, etc.,

to reinforce the major points to be learned.

CLOSURE

SUMMARIZATION TECHNIQUES

EXIT TICKETS

PROJECT PRESENTATIONS

PODCASTS

STUDENT VIDEOS

PAPER AND PENCIL ASSESSMENTS