Lesson Design and Instructional Practice

Activity
Planned events, executed alone or in organized groups, designed to teach the skill and knowledge of the lesson objective
Advance Organizer
A close activity where students fill in answers to statements about topics presented in direct instruction of a class period or to review for a test by reading or finding information related to the subject of the test.
Anticipatory Set
Introduction to the lesson using a guiding question, activating background knowledge or introductory activity.
Assessments
Formative and Summative, quizes, exit cards, group work, tests, and homework.  All assessments are implement to determine plans for re-teaching, or future topics or goals; to determine the degree to which students have mastered the objective of the lesson.
Audience Response System
Audience response systems (personal response systems) can be used to collect and analyze student responses to multiple choice and true/false questions. Such devices provide immediate feedback to specific prompts, but do not allow full text entry as is needed for free response questions.
Bell Ringers

Activities to use before the official start of a class period, during “house keeping” such as attendance, lunch count, handing back homework.  Examples would be posing a compelling question, answering five or fewer math problems, responding to a piece of art work, working in small groups to solve a puzzle.  All activities should relate to prior lessons and skills so that they can be done independently. Can be used to evaluate the degree to which skills have been learned or a review to prep for new learning.

Checking for Understanding

Questions asked at strategic places in the lesson to ensure students are capable of demonstrating the skill or applying the knowledge required in the objective(s).  Bloom’s Taxonomy is used to create levels of thinking.

Closure

The closure to the lesson provides the last opportunity for the teacher to discern the degree to which students have learned the skills and knowledge taught through the objective. The actions or statements by a teacher that are designed to bring a lesson or presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught. “Any questions? No? OK, let’s move on.” is not closure. 

Direct Instruction

Lessons are taught by the teacher through a variety of ways in order to drive the information home to the student. The lessons could be taught through lectures, activities, etc.

Electronic Groups

If you have classroom access to the Internet, use an electronic chat or newsgroup to elicit student response to your questions.

Formative Assessment
Formative assessment is utilized to determine whether students have learned what the instructor intended. This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. Results of formative assessments can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets.
Guided Practice

An activity that provides students the opportunity to grasp and development concepts or skills and requires teachers to monitor student progress. Work assigned to students during the class period; to be completed with the assistance of peers and the teacher.

Independent Practice

Work assigned to students after they demonstrate proficiency.  Students should be capable of completing the work without adult or peer assistance.

Instructional Goal

Focus and rationale of lesson, i.e. cognitive level of goal and/or whether the lesson objective is being Introduced, Developed, Mastered or Practiced.  Also known as Objectives.

Instructional Strategies

Modeling, guided practice, direct instruction, checking for understanding within small groups, large groups, differentiation, and cooperative groups.

Interview

Interview students about their thinking as they solve problems. This metacognitive strategy works well during guided practice or in the laboratory when using rotating labs.

Introduction

Anticipatory Set or Building Background Knowledge for the objective(s) in the lesson.  An opening Activity, i.e. anticipatory set, hook, background information.

Learning Standard

Refers to the Common Core Power Standards and the Illinois Learning Standards upon which the Geneseo CUSD#228 curriculum is written.

Materials/Resources

Includes any items, websites, materials, texts, people necessary to provide learning experiences for students to execute the lesson objectives. Technology, reference materials, textbook, projection devices, EBooks, Internet resources, videos, and podcasts.

Modeling

Demonstrating an assignment or an activity for the class before asking students to complete it.  For example, a  teacher showing the students what they should do by doing it him or herself.

Multiple Intelligences

  • Linguistic intelligence (“word smart”)
  • Logical-mathematical intelligence (“number/reasoning smart”)
  • Spatial intelligence (“picture smart”)
  • Bodily-Kinesthetic intelligence (“body smart”)
  • Musical intelligence (“music smart”)
  • Interpersonal intelligence (“people smart”)
  • Intrapersonal intelligence (“self smart”)
  • Naturalist intelligence (“nature smart”)

Objective
Specific, measurable, observable student behaviors that ensure students reach lesson goals.
Quick Writes

Throughout your lesson, ask students to demonstrate their understanding by answering prompts in their science notebooks. Teachers can scan student responses as they move through the class. If few are writing, then it is likely that few understand.

Simulation

A method of teaching that is based on an actual situation. The simulation is designed to replicate a real-life situation as closely as desired and requires that the students assume roles, make decisions and solve the problems inherent in the situation.

Summative Assessment
Summative assessment is cumulative in nature and is utilized to determine whether students have met the course goals or student learning outcomes at the end of a course or program.
Taxonomy (Bloom’s)

Bloom’s Taxonomy – an organizational schema for increasing the complexity of thinking skills in tasks or questions for students. 

From lowest level to highest:

Remembering

Understanding

Application

Analyzing

Evaluate

Create

Think/Pair/Share

Provide students with time to write a response to a thought provoking question, then additional time to discuss it with their neighbor before sharing their conclusion with the class.

Voting

Provide several possible answers to a question, then ask students to vote for by raising their hands, or by using electronic clickers, or personal wipe off boards.

Whiteboards or Wipe Off Boards

Prepare student whiteboards by cutting white shower board into small rectangles. Many home improvement stores will cut it for you. Provide students with dry erase markers and ask them to write, draw, or diagram answers to questions you pose. When asked, all students should hold up their boards simultaneously, providing the teacher with a quick assessment of what students understand.

Critical Thinking
Logical thinking based on sound evidence.
Rubric
Refers to a grading or scoring system. A rubric is a scoring tool that lists the criteria to be met in a piece of work. A rubric also describes levels of quality for each of the criteria. These levels of performance may be written as different ratings (e.g., Excellent, Good, Needs Improvement) or as numerical scores (e.g., 4, 3, 2, 1).
Power Standards
A prioritization of Common Core Standards chosen by a district to establish what teachers must teach, and what students must know.
Common Core Standards
Released in 2010, the Common Core is a set of curriculum standards covering English, language arts and mathematics, based on what all American students need to know before entering college or the workplace.

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