4. 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.
6. THE TEACHER ESTABLISHES THE
PURPOSE OF THE LESSON BY
CAPTURING THE STUDENTS’
INTEREST AND ATTENTION.
7. ACTIVATING PRIOR KNOWLEDGE
ACHIEVEMENT
IS PRIMARILY A FUNCTION
OF TWO THINGS:
WHAT WE TEACH
AND
HOW WE TEACH
8. ACTIVATING PRIOR KNOWLEDGE
Anticipatory set (aka “hook”)
The WHAT
Actions and statements by the teacher to relate the experiences of
the students to the objectives of the lesson.
THE WHY
to 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.
10. ACTIVITIES WHICH FOCUS ON
LEARNING NEW CONCEPTS OR
SKILLS ARE PRESENTED DURING
THIS PORTION OF THE LESSON.
11. CONTENT FOCUS
INPUT
The teacher provides the information needed for students to
gain the knowledge or skill.
MODEL
Once 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 UNDERSTANDING
It is essential that students practice doing right so the teacher
must know that students understand before proceeding to
practice.
15. STUDENTS PRACTICE NEWLY
LEARNED CONCEPTS OR SKILLS
IN SETTINGS WHERE THE
TEACHER CAN EASILY MONITOR
FOR STUDENT
UNDERSTANDING
16. GUIDED PRACTICE
MODEL
The teacher models/demonstrates the correct sequence of behaviors
required for successful completion of the academic task
PROBE
The teacher should assess informally student attainment
of new knowledge and skills.
CHECK
Many of the practice opportunities provided to students involve
questions that require either choral (probes)
or individual answers (checks).
17. GUIDED PRACTICE
TEACHER RESPONSIBILITIES
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
18. GUIDED PRACTICE
Types of Guided Practice:
Paper Based
Manipulatives
Computer Based
Homework
Guided Practice Reinforces Learning Through:
Generalization
Discrimination
Transfer
21. 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
22. INDEPENDENT PRACTICE
In order to be LEARNING CENTERS
effective in this
MIXED ABILITY GROUPING
phase of
instruction, the CLUSTER GROUPING
teacherʼs objective
must be clearly CONTRACTS
organized and
INDEPENDENT RESEARCH
managed for the
students. TASK CARDS
25. 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.
