PART III Lesson Structure and Sequence · 2018. 9. 10. · Features of Lesson Structure and Sequence DIRECT ITERACTIVE ISTRUCTION 100 2012 ctio earnin ystems nc l ight eserved 00014

DIRECT INTERACTIVE INSTRUCTION99© 2012 Action Learning Systems, Inc. All rights reserved. 00014 0512

PART III

Lesson Structure and Sequence

DONE ✔

Features of Lesson Structure and Sequence

I will analyze an organizing schema for ensuring that all students master standards in a large group setting.

I will relate an observed demonstration lesson to the stages of a lesson that include Input and Model, Structured Practice, Guided Practice, and Independent Practice.

I will use a lesson planning template to ensure that all students master standards in a large group setting.

Assessment and Research

I will self-assess my progress in my implementation of the DII component: Lesson Structure and Sequence.

I will analyze the research and read the article, “Lesson Structure and Sequence: A Daily Road Map to Academic Success.”


100 © 2012 Action Learning Systems, Inc. All rights reserved. 00014 0512DIRECT INTERACTIVE INSTRUCTION

DI I : PART I I I

Notes STRUCTURED INTERACTION

What are the four components of Direct Inter-active Instruction?

The four components of Direct Interactive Instruction are . . .

How does Standards and Measurable Objec-tives increase Academic Learning Time?

Standards and Measurable Objectives increases Academic Learning Time by . . .

What lesson structure and sequence is used in your daily routine?

The lesson structure and sequence I use in my daily routine is . . .



DI I : PART I I I

Standards and Measurable Objectives


Student Engagement: Interaction, Feedback,and Correctives

Proactive Classroom

Management

ALLOCATED TIME

ENGAGEMENT RATE

AVAILABLE TIME

SUCCESSRATE RETENTIONTRANSFER

MOTIVATION

Using Direct Interactive Instruction to Maximize Academic Learning Time



DI I : PART I I I


Which statements connect to maximizing Academic Learning Time?

The statement connects to maximizing Academic Learning Time because . . .

What information did you find interesting or consider to be an “aha”?

I consider to be an “aha” because . . .

What do you have a question about or need clarification for?

I have a question about or need clarification for because . . .

Which statements validate your current practice?

The statement validates my current practice of because . . .



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Virtually all skills and concepts have an organizing schema—a set of rules, a process, or a procedure that makes them what they are and distinct from all other skills and concepts. These “chunks,” or parts of a particular “Iearning,” can always be taught directly, rule by rule, part by part. Lesson planning should include determination of these chunks, which are then introduced to students as “hooks.” These hooks help structure the initial learning and hold together the learning for subse-quent transfer and retention.

As organizing schemas, rules, and procedures are explicitly identi-fied, taught, and reinforced, teachers can gradually release students as they internalize these organizing features. When coupled with a tight focus on standards and lesson objectives, the expectations for achieve-ment can be very high for all students.

Instructional routines provide predictable structure to the lessons. The sequence of lessons should be consistent and use best practices. These practices include a “path” from the introduction of the measur-able objective through the final demonstration of the learning. Students need to be oriented to each new lesson and its measurable objective(s). The presentation should include a combination of input/visual and verbal modeling/metacognitive “teacher talk,” structured practice, guided practice, and independent practice. Each of these stages are crit-ical elements of a lesson sequence that influence student understanding, motivation, transfer, and retention—all critical to increasing Academic Learning Time.

Employing the first two essential components of Direct Interactive Instruction (Standards and Measurable Objectives and Lesson Struc-ture and Sequence) consistently, persistently, and creatively increases student success rate. When instructional routines, including lesson structure and sequence, are held as constant as possible, the student learning rate increases over time—students learn how to learn and less time is spent organizing, structuring, and orienting students to new structures and routines.




DI I : PART I I I


What are the parts of the DII Lesson Structure and Sequence?

The parts of the DII Lesson Structure and Sequence are . . .

How did the lesson structure and sequence in the high DII demonstration lesson maximize Academic Learning Time?

The lesson structure and sequence of the high DII demonstration lesson maximized Academic Learning Time by . . .

How does each part of the DII Lesson Struc-ture and Sequence build upon the others?

Each part of the DII Lesson Structure and Sequence builds upon the others by . . .



DI I : PART I I I


STAGE 6: Assess Mastery

STAGE 1: Standards and Measurable Objectives

and Access Prior Knowledge

STAGE 2: Input

and ModelTeacher tells and does it. Students respond, watch, and listen.

STAGE 3: Structured PracticeTeacher and students do it together.

STAGE 4: Guided PracticeStudents do it. Teacher monitors and supports.

STAGE 5: Independent Practice Students do it. Teacher monitors.

Introduced

conFIrMed

Ensure student engagement through continuous checking for evidence of understanding

Repeat any stage, if needed

reVISIted



DI I : PART I I I


Regarding Access Prior Knowledge, what are the teacher’s and the students’ actions?

Regarding Access Prior Knowledge, the actions are . . .

Regarding Access Prior Knowledge, what are the teacher’s and the students’ responsibilities?

Regarding Access Prior Knowledge, the responsibilities are . . .



DI I : PART I I I

STAGE 2: Input


Functions of a Lesson





Introduced

conFIrMedconFIrMed





Teacher: • prompts students to think about and

access prior knowledge,

• monitors partner discussions,

• clarifies and/or confirms prior knowledge, and

• connects prior knowledge to the measurable objective(s).

Students: • think about and access prior knowledge,

• discuss prior knowledge with a partner,

• listen and respond to teacher's clarifications and/or confirmations of prior knowledge, and

• connect prior knowledge to the measurable objective(s).

reVISIted



DI I : PART I I I


Regarding Input, what are the teacher’s and the students’ actions?

Regarding Input, the actions are . . .

Regarding Input, what are the teacher’s and the students’ responsibilities?

Regarding Input, the responsibilities are . . .

Regarding Model, what are the teacher’s and the students’ actions?

Regarding Input, the actions are . . .

Regarding Model, what are the teacher’s and the students’ responsibilities?

Regarding Model, the responsibilities are . . .



DI I : PART I I I








STAGE 2: Input

and Model

Introduced

conFIrMed

reVISIted

Teacher: "I do it." • gives visual and verbal demonstration of

an example using the Input,

• explains the thinking (metacognitive

demonstration),

• checks for understanding of modeled

content, and

• connects knowledge to the

measurable objective(s).

Students: "I watch and listen." • watch and listen to demonstration

of example,

• listen to the thinking (metacognitive

reception),

• demonstrate an understanding of the

content by echo or choral response, and

• connect knowledge to the

measurable objective(s).



Teacher: "I tell." • provides explicit Input of knowledge, the

rule, and/or the process.

Students: "I respond." • engage with a choral response when

prompted, and

• watch and listen to Input.



DI I : PART I I I


Regarding Structured Practice, what are the teacher’s and the students’ actions?

Regarding Structured Practice, the actions are . . .

Regarding Structured Practice, what are the teacher’s and the students’ responsibilities?

Regarding Structured Practice, the responsibilities are . . .



DI I : PART I I I

conFIrMed




STAGE 3: Structured Practice



STAGE 2: Input


Introduced

reVISIted



Teacher: “We do it together.” • leads the pacing (This step is teacher

paced or “lock step.”),

• leads students through the parts of the rule, the process, and the order,

• leads students through an example, while asking questions (“What is the rule?”; “What is the next step?”; etc.),

• demonstrates self-correction,

• pre-corrects for potential errors,

• reviews the “whole thing,”

• checks for understanding of content, and

• connects knowledge to the measurable objective(s).

Students: “We do it together.” • follow teacher’s pace (They do not

work ahead.),

• follow teacher through the parts of the rule, the process, and the order,

• participate in an example,

• demonstrate an understanding of the content, and

• connect knowledge to the measurable objective(s).




DI I : PART I I I


Regarding Guided Practice, what are the teacher’s and the students’ actions?

Regarding Guided Practice, the actions are . . .

Regarding Guided Practice, what are the teacher’s and the students’ responsibilities?

Regarding Guided Practice, the responsibilities are . . .



DI I : PART I I I




STAGE 2: Input



STAGE 4: Guided Practice


Introduced

conFIrMed

reVISIted



Teacher: “I monitor and support.” • gives matching examples for students

to work on,

• monitors students,

• uses Praise-Prompt-Leave strategy,

• applies pre-correctives and correctives,

• reinforces accuracy over speed,

• checks for understanding of content, and

• prompts connection of knowledge to measurable objective(s).

Students: “I do it.” • complete examples in pairs or by

themselves with teacher monitoring,

• build accuracy,

• demonstrate an understanding of the content, and

• connect knowledge to measurable objective(s).




DI I : PART I I I


Regarding Independent Practice, what are the teacher’s and the students’ actions?

Regarding Independent Practice, the actions are . . .

Regarding Independent Practice, what are the teacher’s and the students’ responsibilities?

Regarding Independent Practice, the responsibilities are . . .



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STAGE 2: Input



STAGE 5: Independent Practice

Introduced

conFIrMed




Teacher: “I monitor.” • gives delayed feedback to students,

• observes students building speed with accuracy,

• verifies students’ abilities to work independently, and

• uses students’ achievement to plan next steps over time.

Students: “I do it.”• demonstrate increased speed and

continued accuracy of the objective, and

• demonstrate mastery of the objective.


reVISIted



DI I : PART I I I


What are the six stages of Lesson Structure and Sequence?

The six stages of Lesson Structure and Sequence are . . .

Summarize what the teacher and students are doing in each stage.

In , the teacher is . . .

In , the students are . . .

What do you consider the most critical stage to be for maximizing Success and Engagement Rate?

I consider to be the most critical stage for maximizing Success and Engagement Rate because . . .



DI I : PART I I I


STAGE 6:

STAGE 1:

and

STAGE 2: I

and

Teacher tells and does it. Students respond, watch, and listen.

STAGE 3:

Teacher and students do it together.

STAGE 4:

Students do it. Teacher monitors and supports.

STAGE 5:

Students do it. Teacher monitors.

Introduced

conFIrMed



reVISIted



DI I : PART I I I


During the high DII Demonstration Lesson, what was the teacher’s role and responsibilities?

During the high DII Demonstration Lesson, the teacher’s role and responsibilities were . . .

During the high DII Demonstration Lesson, how were the students engaged?

During the high DII Demonstration Lesson, the students were engaged by . . .



DI I : PART I I I

DII Thinking/Planning Template

Standard:

Measurable Objective:

Access Prior Knowledge:

Assess Mastery:

Teacher Actions Student Engagement

Inp

ut

and

Mo

del "I tell an

d d

o it.

Yo

u resp

on

d, w

atch,

and

listen."

Stru

ctu

red

Pra

ctic

e

"We d

o it to

geth

er."

Gu

ided

Pra

ctic

e "Yo

u d

o it.

I mo

nito

r and

su

pp

ort."

Ind

epen

den

t

Prac

tice

"Yo

u d

o it.

I mo

nito

r."Introduced

conFIrMed

reVISIted




DI I : PART I I I


Standard:



Assess Mastery:


Inp

ut

and

Mo

del "I tell an

d d

o it.

Yo

u resp

on

d, w

atch,

and

listen."St

ruct

ure

d P

ract

ice

"We d

o it to

geth

er."G

uid

ed P

ract

ice "Y

ou

do

it. I m

on

itor an

d

sup

po

rt."In

dep

end

ent

Pr

acti

ce

"Yo

u d

o it.

I mo

nito

r."Introduced

conFIrMed

reVISIted




DI I : PART I I I


conFIrMed

Standard:



Assess Mastery:


Inp

ut

and

Mo

del "I tell an

d d

o it.

Yo

u resp

on

d, w

atch,

and

listen."

Stru

ctu

red

Pra

ctic

e

"We d

o it to

geth

er."

Gu

ided

Pra

ctic

e "Yo

u d

o it.

I mo

nito

r and

su

pp

ort."

Ind

epen

den

t

Prac

tice

"Yo

u d

o it.

I mo

nito

r."Introduced

conFIrMed

reVISIted




DI I : PART I I I


How do you self-assess your teaching practices?

I self-assess my teaching practices by . . .



DI I : PART I I I

Stephen Covey recognizes the importance of self-directed assess-ment, which he calls proactivity, by including it as one of the habits characterizing highly-effective individuals:

It means more than merely taking initiative. It means that as human beings, we are responsible for our own lives. Our behavior is a function of our decisions, not our conditions. We can subordinate feelings to values. We have the initiative and the responsibility to make things happen.

— The 7 Habits of Highly Effective People (1989),

Stephen R. Covey

The Value of Self-Directed Assessment



DI I : PART I I I


Using the characteristics of Lesson Structure and Sequence, assess your current level of DII implementation.

Based on the characteristics of Lesson Structure and Sequence, my current level of DII implementation is . . .

In order to move to the next level of implementation, what are the next steps you will apply?

In order to move to the next level of imple-mentation, my next steps are . . .



DI I : PART I I I

Characteristics Rubric


5. Lesson is “chunked”—“chunks” are meaningful, aligned to the standard and measurable objective(s), and appropriately paced for the level of difficulty and complexity.

4 Lesson is “chunked”—“chunks” are meaningful, aligned to the standard and measurable objective(s), and appropriately paced for the level of difficulty and complexity.

3 Lesson is “chunked”—“chunks” are aligned to the standard and measurable objective(s) but may not be appropriately paced for the level of difficulty and complexity.

2 Lesson has some evidence of “chunking” with some evidence of the “chunks” aligning to the standard and measurable objective(s) and is not appropriately paced for the level of difficulty and complexity.

1 Lesson is not “chunked” appropriately or is not aligned to the standard or measurable objective(s).

6. Lesson proceeds sequentially from activation of relevant prior knowledge to Input and Model/Structured Practice/Guided Practice/Independent Practice and Assess Mastery.

4 Lesson proceeds sequentially with appropriate lesson elements from activation of relevant prior knowledge to Input and Model/Structured Practice/Guided Practice/Independent Practice and Assess Mastery.

3Lesson mostly proceeds sequentially with some appropriate lesson elements from activation of relevant prior knowledge to Input and Model/Structured Practice/Guided Practice/Independent Practice and Assess Mastery.

2 Lesson proceeds with minimal sequencing and with one or more lesson elements in the lesson missing.

1 Lesson sequence and/or lesson elements are not evident.

7. Students demonstrate their learning at the end of the lesson.

4 Most students can demonstrate their learning at the end of the lesson (e.g., Ticket-Out-the-Door, constructed response, authentic demonstration, response “clickers”, multiple choice assessment).

3 Some students can somewhat demonstrate their learning at the end of the lesson.

2 Few students can minimally demonstrate their learning at the end of the lesson.

1 Students cannot demonstrate their learning at the end of the lesson.



DI I : PART I I I

Checking for Evidence of DII

Lesson Structure and Sequence – Scenario 1Mr. Stone begins the lesson by telling his students that they will learn how to apply the Pythagorean

theorem to find the lengths of the sides of right triangles. He writes the equation on the board and draws a right triangle. Next, he explains how to apply the theorem by solving the equation and finding the missing lengths of the triangle he drew. Then, he asks his students if they have any questions and passes out a prac-tice sheet with right triangles and corresponding equations. He encourages his students to complete the sheet while he monitors the classroom, giving feedback and correctives. As the students leave for lunch, he collects all the practice sheets and grades them. Based on the data gathered from the completed sheets, Mr. Stone learns that 50 percent of his students were successful in applying the Pythagorean theorem.”

Characteristic Level Evidence

5. Lesson is “chunked” – “chunks” are meaningful, aligned to the standard and measurable objective(s), and appropriately paced for the level of difficulty and complexity.

6. Lesson proceeds sequentially from activation of prior knowledge to Input and Model/Structured Practice/Guided Practice/Independent Practice and Assess Mastery.




DI I : PART I I I

Checking for Evidence of DII

Lesson Structure and Sequence – Scenario 2Mrs. Rodriguez begins the lesson by stating the math standard and the measurable objective: “We will

use the Pythagorean theorem to find the length of the missing side of a right triangle.” First, she prompts her students to access their prior knowledge by asking them to pair/share the characteristics of a right triangle.

Next, Mrs. Rodriguez explains the Pythagorean theorem and writes the equation on the board. With a document camera, she displays a right triangle with the length of one side missing. She models how to find the missing length using the equation.

Using another right triangle, she guides the class in using the equation to find the missing length of the triangle. Then, she provides two more triangles with missing side lengths and tells students to work with their partners to use the Pythagorean theorem to find the missing side lengths. While students work together, she moves around the room, monitoring and providing feedback as needed. She sees that her students are success-fully solving the equations.

Based on her students’ success, she determines that they are ready to work independently. She assigns six practice items from their math books. The students complete the items on notebook paper and hand their completed work to Mrs. Rodriguez as they leave for their next classes. Mrs. Rodriguez assesses the work and determines that 80 percent of her students mastered the measurable objective. She makes plans to reteach the measurable objective to the 20 percent, while the 80 percent work on an enrichment task that is aligned to the measurable objective.

Characteristic Level Evidence

5. Lesson is “chunked” – “chunks” are meaningful, aligned to the standard and measurable objective(s), and appropriately paced for the level of difficulty and complexity.

6. Lesson proceeds sequentially from activation of prior knowledge to Input and Model/Structured Practice/Guided Practice/Independent Practice and Assess Mastery.




Notes

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DIRECT INTERACTIVE INSTRUCTION129

Prediction Log

Text: “Lesson Structure and Sequence: A Daily Road Map to Academic Success”

Prediction

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Evidence

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Summary

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________



DI I : PART I I I

Lesson Structure and Sequence:A Daily Road Map to Academic SuccessKit Marshall, Ph.D., CEO Action Learning Systems, Inc.

Initial instruction of a skill or concept is critical to a student’s ability to internalize and retain knowledge. Best, first instruction increases achievement and decreases time spent on reteaching. Improved class-room instruction is the prime factor for improving student achievement gains (Wallace, 2003). Certain factors, such as predictable structure and consistent sequence, are integral to successful classroom instruction, mastery, retention, and transfer of information.

A predictable lesson “path” from the measurable objective to the final demonstration of learning positively influences student under-standing, motivation, transfer, and retention – all critical elements to increasing Academic Learning Time. This predictability builds instruc-tional consistency, minimizes students’ anxieties, and builds students’ confidence. When standards, skills, and concepts are broken into chunks of learning that are explicitly identified, taught, and reinforced with a consistent lesson structure and sequence, the expectations for achievement can be very high for all students, allowing teachers to gradually transfer accountability to the students as the skills and concepts are internalized.

Essential Routines and FeaturesAs instruction is structured and sequenced, it is important to

establish coherent and consistent routines for:

• initial learning of a new skill or concept,

• initial and immediate practice of the new skill or concept,

• regular connecting to prior knowledge,

• consistent, recurring practice of learned skills or concepts,

• meaningful repetition and practice of skills at mastery level, and

• fluent application of the original skills or concepts over time.

Notes1. When structuring and sequenc-

ing instruction, what should you establish coherent and consistent routines for?

2. Why is it important to establish a consistent lesson structure and sequence?



DI I : PART I I I

After analysis of 304 studies and 4 meta-analyses of direct instruc-tion, Hattie (2009) concluded that the specific features of a consistent lesson structure and sequence led to improved student achievement. These features included:

• a measurable objective,

• knowledge of how students will “show what they know,”

• a prompt for connecting to prior knowledge,

• a period of input and modeling,

• multiple opportunities for practice with regular checking for understanding,

• independent practice, and

• closure for the lesson that includes refocusing on the objective and assessment

of student understanding.

Other key features of a consistent lesson structure and sequence include:

• accountability for learning that is transferred to the student through consistent

and unambiguous instructional sequences that incorporate what is known to

impact motivation to learn, retention, and transfer of learning to new and more

complex learning.

• forward movement in the lesson that occurs through the “bookends” of the

lesson to ensure students understand what they will “know and be able to do”

(the measurable objective) and how they will “show what they know” at the

end of the lesson.

• utilization of instructional routines and procedures aligned with appropriate con-

tent, process, and sequence for a particular skill.

Functions of a LessonIdentifying the measurable objectives and how students’ mastery

will be assessed are linked; the analysis of the standard, the creation of the measurable objectives, and the decision of what constitutes mastery must occur together. The measurable objectives provide focus for teachers and students during the lesson and drive the results of the lesson when students are assessed. When the measurable objectives are clear to students and they understand how to demonstrate mastery, students’ motivation is positively impacted.

Notes3. What specific features did Hattie

conclude led to improved student achievement?

4. How are measurable objectives and the assessment of students’ mastery linked?



DI I : PART I I I

It is critical to introduce students to the standard and measurable objective(s) at the beginning of each lesson.

Before presenting and explaining new material, it is helpful to establish a framework for the lesson and orient the students to the new material. Structuring comments made at the beginning of a lesson are designed to clarify for the students the purposes, proce-dures, and actual content of the subsequent learning experience (Joyce, Weil, and Calhoun, 2003).

This stage of the DII Lesson Structure and Sequence provides focus, direction, and purpose for every lesson. However, introducing the stan-dard and measurable objective(s) is not enough. They must be integral to the content and explicitly utilized at every stage.

Assuming the measurable objective is part of a larger, high-stakes standard, accessing prior knowledge occurs at the beginning of the lesson as part of stage 1. It is critical that lessons incorporate an explicit bridge to the body of information that students bring to the table and use it to make meaningful connections to new concepts, information, or strategies (Coyne, Kame’enui, and Carnine, 2007). It is through these prior experiences that students access knowledge to create a posi-tive transfer that will assist them in learning the new information. This orientation or anticipatory set is an attempt to create interest or curiosity in the topic by providing background information or by asking a provocative question (Schmoker, 2011). Indicating why the material is being learned and suggesting ways in which the new learning may be related to other events or experiences in students’ lives is another component of connecting to prior knowledge. According to Gettinger and Seibert (2002), stimulating interest in new content by relating it to a previous lesson or experience, or by starting with a motivating activity to make the initial contact with the lesson, is one way to heighten students’ engagement in the task.

Once prior knowledge is accessed, it is vital that the initial input of instruction be teacher-driven with a solid model of what is expected. How well something is taught the first time has a strong impact on students’ ability to retain information. “When modeling is accompanied by thinking aloud, students can hear options and questions and make

Notes5. Why is Standards and Measur-

able Objectives and Access Prior Knowledge the first stage of the DII Lesson Structure and Se-quence?

6. What does connecting to prior knowledge create for students?



DI I : PART I I I

choices appropriate for the intended purpose and audience” (Hampton, 1995). The accurate modeling of the expected results gives little room for students to construct incorrect understandings that then take double the amount of time to relearn. The first model should be the best model.

During the Input and Model stage, the teacher shares with students key pieces of information and knowledge needed to master the measur-able objective and then firmly models how to apply that knowledge. Input and Model can be identified as “I tell and do it. You respond, watch, and listen.”

Depending on the content, there are various steps to Input and Model. When explaining a new concept or skill, use visual and oral exam-ples and demonstrations. It is also important to explain the thinking out loud, aka: a metacognitive demonstration. When teaching a concept, include the key attributes or characteristics of the concept—those characteristics that make something what it is and not something else. Also, include the rule or definition and several examples within a narrow range that are not widely different or more complex than the original example. For a skill or sequence, identify the steps of that skill or sequence with examples. It is important that students have a visual representation of the task in the early stages.

Though this phase requires clear instruction by the teacher, it should not be confused with teacher lecture. The Input and Model stage can still provide for a high level of engagement as the teacher is continuously employing strategies that check for evidence of understanding.

Clear, solid input of instruction will increase acquisition and mean-ingful processing for students. By always providing a best, first model and using this solid routine, students increase their rate of learning and retention of knowledge, thereby decreasing the amount of time spent reteaching and maximizing Academic Learning Time.

During Structured Practice, the teacher should restate the measur-able objective to help maintain student focus on the lesson outcome as the teacher is constantly checking for evidence of understanding. The students should be highly engaged with the teacher, the task, and other students. As the teacher works through the steps or process with students, it is important that he or she demonstrates self-correc-tion strategies. It is also helpful to use pre-correctives, the alerting of students to possible confusion they might face. Structured Practice can be identified as “We do it together.”

Notes7. Why should the first model of

instruction be the best model of instruction?

8. How does the progression of the Lesson Structure and Sequence exemplify a gradual transfer of accountability from teacher to student?



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Guided Practice allows students to practice examples and build accuracy while the teacher provides a high level of explicit, correc-tive feedback. It is student paced and teacher monitored. At this point students use the visual models that were provided during Input and Model and Structured Practice, often working with a partner or in a small group to help keep them from getting “stuck,” while the teacher monitors each student. As part of the monitoring process, the teacher might use the Praise-Prompt-Leave strategy, providing positive feed-back and prompting students to the next step in the sequence or process. This stage provides ample opportunities for students to practice while avoiding errors and wrong learning at a critical point in new learning.

During Guided Practice, the teacher uses both pre-correctives for alerting and corrective feedback as soon as students get off-track. This is also the point when teachers will determine whether to move on, reteach, continue with more practice, or go back to a previous stage with another, more complex example. Additional time may be provided for those who need it in a “reteaching loop,” while other students are completing extension or expansion activities. Guided Practice can be identified as “You do it. I monitor and support.”

Independent Practice usually begins when students have achieved 80 or 90 percent accuracy during Guided Practice. More than just home-work, it provides opportunities for students to build speed, confidence, and automaticity. It also provides opportunities for students to explain to an audience what they have learned and are able to do.

During Independent Practice the teacher provides delayed feedback for what should be only a minor amount of correctives. To ensure reten-tion, students should take part in Independent Practice over time and in different contexts, allowing them to solidify their retention and transfer the skills they have learned.

Assessing Mastery at the end of a lesson includes actions or state-ments by a teacher that are designed to bring a lesson to its appropriate conclusion. This is an opportunity for the students to make sense of what has been taught, connect with the measurable objective(s), and demonstrate their learning. Simply asking students “Any questions?” and moving on is not effective. Students must be given the opportunity to “show what they know.” This demonstration should help students orga-nize their thinking, consolidate their ideas, and eliminate confusion. The teacher should also review and clarify key points of a lesson so that they

Notes9. What should happen if students

are exhibiting evidence of a high rate of miscues during Guided Practice?

10. What must students be given an opportunity to do at the end of every lesson?



DI I : PART I I I

become part of the student’s conceptual network and provide students the opportunity to apply information in other ways.

Progression to Summative Mastery While each lesson is focused on the mastery of the measurable

objective(s), it is important to remember that a measurable objective is a smaller piece of the larger high-stakes standard. Summative mastery cannot be planned for or achieved without first recognizing how the mastery of a skill within one lesson affects the mastery of related skills in other lessons. The interconnectedness of the measurable objectives of a standard must be made explicit for students so that they can positively transfer prior knowledge from previous lessons.

A circular model is key to better understanding the connectivity of measurable objectives as a student progresses to mastery of the whole standard. Figure A visually depicts a circular model of the Lesson Struc-ture and Sequence. The circle on the left represents prior knowledge and instruction, earlier lessons that taught measurable objectives within a standard, essential vocabulary, supporting skills that are needed for this lesson, etc. The larger circle represents the same stages of a lesson. The lesson sequence is the same. If students are not able to move from one stage to another, instruction returns to an earlier stage. When viewing a lesson this way, it is easily apparent that the successful independent practice of one lesson becomes the prior knowledge in the next lesson.

Notes11. Why should Assess Mastery

be included at the end of every lesson?

12. Why is it important for students to understand how measurable objectives are connected to each other and to the standard?

Access Knowledge

• vocabulary

• steps

• supporting

concepts, skills

Input and Model | Structured Practice | G

uided Practice | Independent Pra

ctic

e

Figure A



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Figure B represents multiple lessons over time as students progress toward ultimate mastery. Each lesson is connected by Content, Compe-tence, and/or the Context of the measurable objective. As the lessons “overlap,” students have multiple opportunities to practice acquired knowledge, thus increasing their retention rates. They also have struc-tured opportunities to transfer previous knowledge to new situations that have increased in complexity and significance in terms of Content, Competence, and the Context. These structured and frequent opportuni-ties ultimately will lead to increased success and higher motivation for ALL students.

Maximizing Academic Learning Time Consistent Lesson Structure and Sequence is a powerful tool for

increasing Allocated Time. When combined with the focus of Standards and Measurable Objectives, the clear expectations of a measurable objec-tive and a predictable lesson structure and sequence form a powerful instructional routine. It is this routine that significantly impacts Academic Learning Time by ensuring from the beginning to the end of the lesson that students know what they are learning, have multiple and varied chances to practice their learning, and are given opportuni-ties to demonstrate mastery. When multiple lessons are connected by the measurable objectives, students are empowered to transfer their previous knowledge, are more likely to retain that knowledge, and are motivated to learn more complex iterations of new knowledge.

Notes13. How does Figure B represent the

mastery of a standard?

14. How does Lesson Structure and Sequence impact Academic Learning Time?

Time

Complexity and Significance

Figure B



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Reflection

Under-the-Surfacehow, why, would, could and should

On-the-Surfacewho, where, when, and what happened

Subject Notes

Information Log

Text: “Lesson Structure and Sequence: A Daily Road Map to Academic Success”

Reflection


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What do I keep doing? What do I start doing? What do I stop doing?

Reflection Standards and Measurable Objectives



Proactive Classroom

Management

ALLOCATED TIME

ENGAGEMENT RATE

AVAILABLE TIME


MOTIVATION

Reflection


DI I : PART I I I

What do I keep doing? What do I start doing? What do I stop doing?

Reflection Standards and Measurable Objectives



Proactive Classroom

Management

ALLOCATED TIME

ENGAGEMENT RATE

AVAILABLE TIME


MOTIVATION

Documents

PART III Lesson Structure and Sequence · 2018. 9. 10. · Features of Lesson Structure and Sequence DIRECT ITERACTIVE ISTRUCTION 100 2012 ctio earnin ystems nc l ight eserved 00014