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Today’s Objectives
I can accurately describe three main components of explicit instruction: learning objective, checking for understanding and closure.
I can apply these components to my lesson plans.
EDI Lesson Planning Components
Lesson Objective
Activate Prior Knowledge
(Lesson Importance/ Real World Connection)
I Do: (Explain, Model, Demonstrate)
Active Teaching (Concept & Skill Development)
We Do:
Guided Practice
Closure
You Do:
Independent Practice
Check for Understanding throughout
CCLS High-Frequency Chart
4th Grade ELA Example
Identify structural patterns found in informational text (e.g. compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.
….becomes…
“Identify compare and contrast patterns in informational text.”
Skill – Identify Concept- structural pattern
(compare & contrast) Context – informational text
Today’s Objectives
I can accurately describe three main components of explicit instruction: learning objective, checking for understanding and closure.
I can apply learning objectives, checking for understanding and closure to my lesson plans.
Application – Learning Objectives
Your lessons
Identify your CCLS
Identify the different skills, concepts and context (if applicable) that exist…make a list
Turn these into learning objectives
Also look at how you will teach the learning objective
Supporting others Could learning objectives
be consistent from room to room?
How will you share your learning objectives with colleagues?
How will you support colleagues with design and delivery of learning objectives?
Checking for UnderstandingVerifying that students are learning
The teacher continually verifying
that students are learning
what is being taught
while it is being taught.
How to: Present the question to the
entire class
Provide wait time
Pick random non-volunteers (aim for 3)
Design CFUs during planning…not on the fly
Student responses to CFUs sets the pace of the lesson…not the clock
What? Why? How? method
When to: Learning Objective – ask
them to tell you what they are going to be learning
After a definition – ask them to restate in their own words or provide examples and have them pick the correct one
Steps for solving a problem – ask students to identify the step as you do them
After solving a problem – call on students for their answers
Checking for UnderstandingVerifying that students are learning
Strategies for CFU
TAPPLE Popsicle SticksWhite boards
Think-Jot Pair-Share then Share Out A-B Partners
Fist-to-Five Thumbs up/Thumbs downExit Tickets
Effective Feedback
*Echo – if correct
*Elaborate – partial answer
*Explain - if incorrect
Students should always answer in complete sentences
(Verbal TTQA)
Application – Checking for Understanding
Your lessons Create CFU questions in
your lessons
Tie the CFU to the learning objective
CFU should also tie to what the students are expected to do during Independent Practice
Try different methods
Supporting others
How can you share your CFUs with other teachers in your grade level?
ClosureYour final Check for Understanding
Closure is a final Check for Understanding to make sure students understand the content before they’re given any assignments to work on by themselves (pg. 188)
*Aim for 80-100% success*
Can my students correctly describe the Concept I just taught them?
Can my students tell me why it is Important to learn the information I just taught them?
Can my students successfully execute the Skill I just taught them?
Application – Closure
Your lessons Tie it to your learning
objective
How will students demonstrate understanding?
Keep it short, don’t over do it
Ways to close a lesson:
Exit Ticket*
White board quick answer
Partner Activity & Share Out
Any way you would CFU
Supporting others If you find a great & easy way
to close…share it!
How will you support colleagues with design and delivery of learning objectives?
Don’t skip over it!
It’s ok NOT to assign Independent Practice
If they can’t do it in front of you…they can’t do it on their own.
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