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:

• 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

Clough

• 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