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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
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