THE COLLEGE-READY PROMISE

THE COLLEGE-READY PROMISE

MODULEEmbedding Routines and Transitions into the Lesson CycleTCRP Indicators 2.4A and 3.2A

Objectives

• Discuss and practice techniques to maximize instructional time in the two-hour block by embedding routines and procedures.

• Learn techniques relating to two TCRP indicators:– 2.4a: Smooth, efficient transitions, routines, procedures– 3.2a: Execution of lesson cycle

Summer Conference 2011 2

Learning outcome

Add to your instructional toolkit by:• Learning about the importance of establishing

routines and managing transitions• Learning to set the purpose for learning each day• Exploring strategies for active participation that work

across content areas• Learning about the gradual release model in terms of

the lesson cycle


What does the indicator say?

TCRP 2.4a (Level III):“The teacher has established and enforces

routines and procedures; transitions result in little loss of instructional time.”


Establishing routines“A classroom routine is simply a well-rehearsed response to a

teacher's directive. The alternative is usually noise, milling around, and time wasting on the part of students, as well as nagging on the part of the teacher.”

- Dr. Fred Jones, author and classroom management researcher

“The only way to have responsible students and to help students who may be at-risk is to have procedures and routines for which the students can feel responsible.”

- Harry Wong, The First Days of School


Consider this …

Using routines to cut 1 minute from 10 transitions per day over the course of a school year can gain you an additional 35 hours of instructional time.


Write and reflect …In light of what you already know about the workings of a

classroom …

• Affirmation: What did you hear that affirms what you already know?

• Inspiration: What did you hear that inspired you to do something differently?

• Clarification: What is unclear that you would like to have clarified?


Routine = response

Instead of telling and posting, teach and practice crucial classroom routines.

“Your instincts will tell you that you are wasting time [teaching routines], but the opposite is true. Look at it as making an investment.”

- Doug Lemov, Teach Like a Champion


Establishing routines

The effective classroom has well thought-out and structured routines and procedures

• Consistency of expectations• Predictability of what help will be given• Anticipation of what is going to happen next• Practice of new skills in natural, functional contexts


Toolkit basics: SLANT

Use ‘shorthand’ to cue students as they practice and learn routines. This is one of the hallmarks of a high-performing classroom.S = Sit up in your seatL = ListenA = Ask and answer questionsN = Nod your head and look engagedT = Track the speaker with your eyes


Toolkit basics: STAR

S = Sit up in your seatT = Track the speaker with your eyesA = Ask and answer questions like a scholarR = Respect those around you


Toolkit basics: Do now

• Do Now (First 5-10 minutes of class)– Self-managed habit of productive work– On the board in the same place daily– Preview or review only– Pencil and paper task

• Written product is more rigorous and engaging• Holds students accountable


Toolkit basics: Do nowSample ‘do now’ - Find The Question• Choose 5-10 words or phrases.• Tell students these are answers and that their job is to think of

a question for each one.• Answers could be general (e.g. ‘the sea’), to encourage

creative thinking.• Answers could be “closed” to gain a specific response.

– Answer: Curley’s wife– Question: Who did Lennie accidentally kill in Of Mice and Men?


Write a ‘do now’1. Set a goal. Review previous day or give a sneak peek at what is

to come.2. Decide on a time limit. (5-10 minutes)3. Select a delivery method. (White board, LCD, overhead, etc.)4. Select how students will respond. (In writing, on scratch

paper, in lab notebook, etc.)5. Decide how you will assess the outcome.

We will share out in 5 minutes.


Write and reflect …In light of what you already know about building a culture with

‘shorthand’ cues and starting class with a ‘do-now’ activity …





What does the indicator say?

TCRP 3.2a (Level III):“Teacher implements the lesson cycle with

appropriate pacing, which provides opportunities for gradual release and independent practice to demonstrate attainment of the learning objectives.”


Toolkit basics: Establishing purpose

Transition to content with a “focus lesson”

• Foundational instructional strategy• Based on standards and Instructional Guide• Critical to success of English language learners• Cues the student to pay attention to key

aspects of the lesson to come


Target the dimensions of learning

• Declarative – What is it?• Procedural – How do I use it?• Conditional – When/where do I use it?• Reflective – How do I know I used it correctly?


Follow a predictable pattern

• Name the strategy, skill, or task.“Today I am going to …”• State the purpose.“It’s important to be able to … because …”• Explain when the strategy or skill is used.“I use this when …”



• Use analogies to link prior knowledge to new learning.

“This is like …”• Demonstrate how the skill, strategy, or task is

completed.“This is what we will do …”



• Demonstrate how the strategy, skill, or task is completed.

Short summary of what is to come.• Alert learners for possible errors to avoid.“I have to be careful not to …”• Access the use of the skill.“I know I will have accomplished it because …”


Toolkit basics: Focus lesson

• Craft one focus lesson by group• Pick a creative topic for your “lesson”• Select one person to share out

We will share out in 7 minutes.


Write and reflectIn light of what you already know about focus lessons …





Aim for active engagement

How you deliver your lessons has a direct impact on how much your students will retain.

Retention after 24 hours (Sousa, 2001)

5% - lecture

10% - reading

20% - audiovisual

30% - demonstration

50% - discussion group

75% - practice by doing

90% - teaching others/immediate use of learning


Aim for active engagementShould lecture be avoided?• No – but limit it proportionately compared to other, more

active strategies.• Try to plan for 10-20 minute bursts of lecture (direct

instruction), which is the attention span of the average listener.

• Change plans if you see students’ attention drifting.


Pacing is not speed

Pacing does not mean the speed at which you teach. It is the rate at which the lesson appears to make the material unfold as you use a variety of instructional strategies.

Goals:• Engage and interest students.• Give students a sense of progress and change.


Toolkit basics: Pacing

Age + 2 = One way to roughly estimate the length of an activity to maximize attention span.

Middle school frosh: 12 + 2 = 14 minutesHigh school senior: 17 + 2 = 19 minutes



Start and stop activities cleanly to create an illusion of progress and change. Bound each activity with finite time limits.

Example: “Take exactly 3 minutes to answer the question in front of you.”



Pacing and engagement strategy: Cold callAsk a question and then call the name of the

student whom you would like to answer it.Caution!This only works if you explain it and use it

systematically. It is not a disciplinary strategy!



Cold call:• Predictable strategy• Students become used to being asked to participate.• Allows you to normalize participation in a positive way.• Avoids momentum-sapping when no one wants to speak up.• Allows you to distribute work broadly instead of calling on a

critical few.• Shows your respect and faith in all students.

(Watch 3 short video clips.)


Write and reflect …

In light of what you already know about pacing …





Gradual release model

What do you see as the greatest personal risk in gradually releasing responsibility from teacher to students?

(Please turn to an elbow partner … and make a list in 2 minutes.)


Common worries

Often cited …• Students will lose interest• Students will not learn sufficient course content

through active engagement strategies• The teacher will lose control of the class• There won’t be enough to do to “fill” 2 hours• Planning will take forever!


Toolkit basics: Gradual release

I do: Direct instruction We do: Guided practice – gradually allowing

students to complete examplesYou do: Students practice on their own



Staging the progression (5 steps):1. I – I do (direct instruction)2. We – I do, you help 3. We – You do, I help4. You – You do, I circulate and facilitate5. You – Keep practicing (mostly on your own)



Take the largest single block in the lesson, and try to break it into 2-3 activities with:

• The same objective• Slightly different presentation


Toolkit basics: Gradual releaseListen-Write-Share-Learn• I do: Teacher lectures or explains a concept or idea for approximately

10 minutes• We do = You help: Teacher asks the class to write the key ideas or main

points presented and any questions that they have. Only allow the students to write for one to two minutes and give them a warning (one more minute, please).

• I do: Continue with the presentation until the next natural break point (new topic, different idea, or five minutes).

• We do = you help: Again ask students to write.• You do: Follow up with “sharing pairs” to discuss the information

students have written.• You do = keep practicing: Close with a “whip around” where students

quickly give a fact or finish a statement.


Toolkit basics: Gradual releaseTell-help-check (pairs)• I do: After direct instruction and note taking …• We do: Teacher circulates as Partner 1 talks to

partner 2, recalling information without using notes.• We do: Teacher circulates as Partner 2 listens

carefully, asks questions, and gives hints about missing or incorrect information.

• You do: Both partners consult notes to confirm accuracy.

• Partners change roles.


Write and reflect …

In light of what you already know about the gradual release model in the lesson cycle …





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THE COLLEGE-READY PROMISE