the 7-step lesson plan. where to start planning? backwards planning begin by looking at the...
TRANSCRIPT
The 7-Step
Lesson Plan
Where to Start Planning? Backwards planning
Begin by looking at the standard being taught and work backward
What will the assessment look like? Multiple measures of assessment:
projects, portfolios, teacher made tests, quick checks, etc.
What do you want your students to be able to do in the end of your lesson? Start there and then plan your lesson accordingly.
Anticipatory SetGrabs the students’ attention.
Should be brief, brief, brief.
Sets up the lesson, but is not the Input.
Should be used even for ongoing units.
May pose a guiding question which will require students to review the material already taught in the unit.
StandardsStudents should know the standard
to be taught.
Make it brief and exact (what part of the standard is taught in the lesson).
Abbreviate standard on their notes.
Use M.I. to help students remember the standard of the lesson.
Input Note-taking should be used appropriately:
It is a “best practice” and helps with review during lessons, while doing practice assignments, for homework, to study for tests, etc.
Consider the amount of note-taking depending on the age of your students.
Use “guided” notes or “cloze” notes if the note-taking for the lesson is overwhelming.
Input Students should be actively
engaged somehow: Listening Taking notes Experimenting Drawing pictures Singing Moving Observing
Input Teacher gives the input; not the
students. (Students who already know
the input should be doing more
challenging work.)
Often combined with modeling.
Make input visual whenever possible.
Flag down questions from students.
May continue for several days.
InputDramaticsVideoSongsPicturesPowerPoint Demonstrations Steps (especially in math)Lecture with short notesCooperative learningScavenger HuntSmall group vs. whole group Incorporate MI strategies
ModelingCan be done with input, especially if you are
teaching a skill in steps.
Show, show, show
Teacher demonstrates how to accomplish a task or skill
Teacher must provide the model
Talk as you model (talk out the steps of the process)
Students should also copy the modeling into their notes.
Check for Understanding
Ask only questions you talked about during the Input and Modeling.
Give at least three questions to ensure mastery.
Elicit a response from EVERY student (white boards, thumbs up/down, etc.)
If the majority of the students answered the questions correctly, move on
If not, start again with additional input and modeling
Guided PracticeEach student should have an
opportunity to demonstrate understanding by working through an exercise/activity under the teacher’s direct supervision (approx 4-10 samples depending on the complexity).
There must be EVIDENCE that the students can complete the skill/task INDEPENDENTLY.
Make sure the activity or questions match your input and modeling
Guided PracticeCirculate the room
and provide a visual affirmation of correct work (e.g. stamp, check, star)
Not a time to reteach
At the end of guided practice, pull those students who were not able to master the skill after 2-3 attempts to the reteach table
Independent PracticeShould prepare students to be
successful on the final assessment.
Given only after students master the content or skill, as demonstrated during Guided Practice.
Used for reinforcement and practice.
May incorporate a variety of Multiple Intelligence strategies
Examples of independent practice: homework, classwork, and projects
Thank you for listening!
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