Element I-A-4. Well-Structured Lessons
Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.
What does this look like in practice? Our collective thoughts:
Memorial:
Miscoe:
Nipmuc
Help · About · Blog · Pricing · Privacy · Terms · Support · Upgrade
Portions not contributed by visitors are Copyright 2014 Tangient LLC
Memorial:
- Well integrated, focused lesson that incorporates differentiated instruction and meets the learning needs of all students (auditory, hands-on, visual, etc.)
- Blueprint that focuses on instructional goals, material assessment activities that meet the needs of all students to maximize individual success
- Using technology i.e. LCD projectors, Smart Board
- Quantify and give specific direction for what is expected
- Posters for reference
- Centers
- Modeling expectations
- Large group lesson and discussion
- Small groups and partner work
- Independent work
- Informal observations and assessments
- Regroup/check-in to see if students understand the concepts
- Clear objectives communicated at the beginning of lessons
- Multi-sensory activities
- Differentiated instruction
- Cooperative learning model
- Assessments: rubrics, student work, observations
- Objectives posted
- Student participation (turn and talk)
- Student collaboration
- Integration of SMART Boards, iPad, and multiple resources (Text)
- Formative assessment w/ enrichment and remediation
- Time management
- Goals
- Accommodations
- Reflection (Students and Teachers)
- Skills broken down
- Reinforcement for correct responses
- Repetition until mastery
- Drill and practice
- New items introduced in presence of mastered material
- Criteria determined based on increasing baseline data
- Whole body listening strategies for engagement
- Higher order thinking questions
- Flexible Grouping
- Step by step instruction
- Appropriate response time
- Student created materials
- Modeling
- Framing and summarizing
- Engaging activities for all students
- Accountability
- Formal and informal assessments
- Well integrated lessons (focused on objectives)
- Multiple modality approach to learning - differentiated instruction
- Meets learning needs of all students (visual, auditory, hands on, etc.).
- Variety of student materials
- Pacing done according to student needs
- Universal design
- Student paced learning based on abilities and background knowledge
- Varied models of instruction (whole group, independent and cooperative learning)
- Multiple resources (curriculum, Daily 5 and technology)
- Logical sequence (developmentally appropriate)
- Well defined objectives
- Prepared and organized materials
- Progress monitoring
- Adjust teaching based on learning needs and self-reflection
- Data collection
- Multi-modal approach (technology, visuals, verbal, etc.)
- Student participation and cooperative learning groups
- Access to Smartboard activities and web based assessments
- Positive reinforcement
- Instruction that begins with building upon experiences
- High interest, engaging topics
- Rubrics with models given
- Lessons based upon Common Core
- Opportunities for student discussion
- Activities for reflection and self-assessment
- Developmentally appropriate resources
- Heterogeneous grouping
Miscoe:
- Little down time; active learning; students engaged in activity with thoughtful discussion
- Objective/goal/agenda is posted from Core Standards
- Informal formative assessments multiple times throughout lesson
- Movement and interaction: student, student/student, teacher, etc.
- Routines and procedures have been pre-taught AND practiced
- I do; we do; you do!
- Multi-modal teaching/Differentiated Instruction
- Evidence of cooperative groups
- No wasted time
- Thoughtful discussions
- Posted objective and related agenda/homework
- Students can verbalize objectives
- Sequenced (beginning-middle-end) and scaffolded (gradual lead up to object) lesson
- Students are engaged in activity/discussion
- Teacher is engaged: modeling, moving them on, etc.
- Groups are well-balanced (according to objective) in terms of skill-set, willingness to participate, gender, etc.
- Smooth transitions
- Challenging but not overwhelming pace
- Teacher facilitates moving on
- Used when appropriate and fitting
- Technology used when appropriate and fitting
- Preview with objective
- Whole class, small group, individual instruction
- Activities: lab, video, animation, think-pair-share, give-one-get-one, presentations, hands-on-learning
- Grouping - differentiated learning modalities
- Measurable objectives - rubrics, exit ticket, quiz, test, game, F.C.A.'s
- Appropriate student engagement strategies, real world connections, activate prior knowledge multi-modal, acting, sense of humor, vary lessons creating anticipating for future lessons, all studens are involved.
- Pacing - take the lead from the students while keeping high standards
- Activities - group projects, individual projects, games, experiments, research projects, videos, outside excursions
- Materials - posters, manipulatives, books, teacher created games, flash cards, appropriate material needed for lessons - enough
- Objective clearly stated/posted including why or connections
- Lessons should be multi-modal to meet the needs of all students - combine thinking strategies with content material when possible (i.e. summarizing)
- Pacing - checking for understanding throughout lesson
- Flexible grouping/cooperative groups
- Measurable - exit cards, survey, extended research, practice homework, tests, quizzes
- Grade level standards (Common Core Standards) with specific objectives that include extensions and modifications to meet all student needs
- All students are encouraged and given opportunities to participate in the learning activity (i.e. "be the expert", recorder of info, etc.)
- Various ways of developing and presenting concepts and lessons using a multi-modal approach
- Formal assessments used to assist in planning for pacing and flexible grouping
- Continuous evaluation of current technology trends
- Teacher asks appropriate quesions, provides materials and circulates to ensure comprehension and on-task behaviors
- Common Core Considerations - Clearly defined structure/expectations (and observable) (i.e. routine)
- Rubrics and criteria - various activities assessments - formative and formal based on Bloom's Taxonomy - open ended, differentiated/individual and group work
- Variety of resources including technology
- Student choice
Nipmuc
- distinct beginning, middle, and end
- written objective/measurable objective/clear objective
- organized with objectives in mind
- relevant to students’ lives
- interactive, responsive, flexible
- student engagement
- reflection
- clear instructions
- use of a rubric
- smooth transitions
- activities reinforce objectives
- multi-modal learning
- time for reflection provided
- lesson modified based on experience with the students
- instruction is flexible and adaptable
- differentiated instruction
- logical sequence of events
- rich use of formative assessment
- connected to standards
- appropriate application of technology
- promotes collaboration and critical thinking
- involves students in higher order thinking
- clear opening and closing of the lesson
- variation of activities
- use data to pace the lesson
- warm-up activities
- activate prior knowledge
Help · About · Blog · Pricing · Privacy · Terms · Support · Upgrade
Portions not contributed by visitors are Copyright 2014 Tangient LLC