hattie (2009) summarizes this chapter succinctly. the ... · 50 formative assessment in a...
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F O R M AT I V E A S S E S S M E N T I N A B R A I N - C O M PAT I B L E C L A S S R O O M50
Lesson Objective(s): What do you want students to know, understand, and be able to do?
Assessment (Traditional/Authentic): How will you know that students have mastered essential learning?
Ways to Gain/Maintain Attention (Primacy): How will you gain and maintain students’ attention? Consider need, novelty, meaning, or emotion.
Content Chunks: How will you divide and teach the content to engage students’ brains?
Lesson Segment 1:
Activities:
Lesson Segment 2:
Activities:
Lesson Segment 3:
Activities:
Brain-Compatible Strategies: Which will you use to deliver content?
F Brainstorming/discussion
F Drawing/artwork
F Field trips
F Games
F Graphic organizers / semantic maps / word webs
F Humor
F Manipulatives/experiments/labs/models
F Metaphors/analogies/similies
F Music/rhythm/rhyme/rap
F Project/problem-based learning
F Reciprocal teaching / cooperative learning
F Role-plays/drama/pantomimes/charades
F Storytelling
F Technology
F Visualization / guided imagery
F Visuals
F Word study / apprenticeship
Figure 4.1: A brain-compatible lesson plan.Source: Copyright © 2016 by Corwin. All rights reserved. Reprinted from Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain, 3rd Edition, by Marcia L. Tate. Thousand Oaks, CA: Corwin, www.corwin.com.
Visit www.learningsciences.com/bookresources for a reproducible version of this figure.
Hattie (2009) summarizes this chapter succinctly. The emphasis when teach-ing should be on what students can do, on students knowing what they are sup-posed to be doing, on using multiple strategies with students for learning how
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