Download presentation

Presentation is loading. Please wait.

Published byJamie Heart Modified over 2 years ago

1
SAISD’s Model for Mastery Learning “Based on the work of Madeline Hunter”

2
Purpose To acquaint teaching professionals with an instructional model that is research based and based on best practices.

3
Desired Outcomes of the Training By the end of the training the participants will: Be able to capture the attention and focus of students (engagement) Ensure “bell-to-bell” instruction Implement an instructional model systemically Monitor instruction. Prepare a lesson that accommodates all learners.

4
SAISD’s Lesson Delivery Model Focus or Hook (anticipatory set) Establish Purpose and objective (I Can Statement) Direct Instruction (Input, Modeling and Check for Understanding) Guided Practice Independent Practice Closure

5
The Hunter Model of Mastery Learning

6
Research Synopsis Dr. Hunter’s research is based on the study of effective teachers. It concluded that effective teachers: – Have a methodology when planning and presenting a lesson – No matter the what the teacher’s style, grade level, subject area or economic background of the students a properly taught lesson contained eight elements. – These elements make up the Hunter Model of Matery Learning.

7
Anticipatory Set Focuses the students’ thoughts on to what will be learned. – Tie yesterday’s lesson with today’s lesson. – Could consist of a short activity or prompt that focuses the students’ attention before the actual lesson begins. – Could consist of a review of the homework if it leads to the day’s lesson. – The “hook or engagement” component of a lesson.

8
Objective and Purpose Students learn more effectively when they know what they are supposed to be learning and why. Teachers also teach more effectively when they know that the students are to learn and why. Research based on behavioral objective The learner will do what + with what + how well? In SAISD we use the “I Can” Statement

9
Direct Instruction-Input The new knowledge, process or skills must be presented to the students in the most effective manner. This is the direct instruction phase of the process. Input includes the vocabulary, skills and concepts the teacher will impart to the students, the information that the students need to know in order to be successful.

10
Direct Instruction-Input When people think of direct instruction they associate this as being the teacher imparts knowledge while the student compliantly listens. (The old lecture method) We are introducing Interactive lecture where the teacher models instruction while at the same time includes the student in the lesson through strategies pair-sharing, note-taking or quick writing. Robert Marzano states “interactive lecture dramatically increases students’ understanding of new information across content areas and at every grade level.” Marilyn Burns states" successful lessons must be taught in planned steps in which the teacher models learning and thinks aloud, followed by opportunities for students to practice.”

11
Direct Instruction-Modeling It is important for the students to “see” what they are learning. It helps them when the teacher demonstrates what is to be learned. Use of the five senses, learning styles, Gardner’s Multiple Intelligence’s, Mind Maps, Science Demonstrations and Social Studies Simulations are all components that could/should be utilized during the modeling component. During math, this would be the concrete level of instruction.

12
Direct Instruction-Check for Understanding It is important to make sure the students understand what was presented. Stopping points allow teaching to formatively monitor and assess learning. Checking for understanding assists the teacher in monitoring whether or not a student is confused or do not understand the content so he/she can revisit or re-teach the information before moving on.

13
Direct Instruction-Scaffolding Instruction How do I instruct at a level to ensure that at least 85% of the students “get it” the first time? When planning for instruction, a teacher must plan for scaffolding.

14
Direct Instruction-Scaffolding Instruction What is Scaffolding? It describe the type of assistance offered by a teacher to support learning. In the process of scaffolding, the teacher helps the student master a task or concept that the student is initially unable to grasp independently. “Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. It acts as an enabler, not as a disabler” (Benson, 1997).

15
Direct Instruction-Scaffolding Instruction Who do I Scaffold for? Look at the needs of the students in your class What needs are represented: – Special Education – Dyslexic – 504 – ELL – Gifted and Talented What do I Scaffold? A tough concept that is being introduced to the entire class

16
Direct Instruction-Scaffolding Instruction What supports will the student or group need to access the lesson? Scaffolding is providing the support up front.

17
Guided Practice You’ve taught the lesson, now what? Guided practice is the component where students practice the new learning under direct teacher supervision. This can be done in cooperative groups, with peers or individually. The objective is to make sure that the student is comfortable with the ideas before allowing him/her to work more independently. Guided practice can occur at the end of the lesson or can be distributed throughout the lesson.

18
Guided Practice Critical Attributes of Guided Practice: How much should be practiced? Small, meaningful amount. How long should they practice? Short, intense period. How often should they practice? A variety from massed to distributed.

19
Guided Practice How will they find out how well they did? Teacher should provide on the spot feedback. This is accomplished during monitoring and/or technical devises such as Navigators or ActivExpressions.

20
Independent Practice When the teacher is sure that the students understand the new materials they assign independent practice. This can be doing the class or for homework. If done during the class, this gives the teacher the opportunity to conduct small groups for re-teaching or scaffolding.

21
Closure At the end of the lesson the teacher review or wraps up the lesson by posing a question for the class: – “Tell me or show me what you have learned today.” Closure should be considered the final “check for understanding” used at the end of a class period. Notes Closure for on-going laboratory activities may not be appropriate. Never use the statement “does everyone understand? The response may be yes, when in fact the hidden response may be, yes I do, but really I don’t, but I don’t want others to know I don’t know.”

22
Let’s Review the Components of the Lesson Cycle Let’s Review the Components of the Lesson Cycle Anticipatory Set Anticipatory Set Objective and purpose Objective and purpose Input Input Modeling Modeling Check for Understanding Check for Understanding Guided Practice Guided Practice Independent Practice Independent Practice Closure Closure

Similar presentations

OK

What is the BBC and what does it have to do with Lesson Planning? (See Handouts)

What is the BBC and what does it have to do with Lesson Planning? (See Handouts)

© 2017 SlidePlayer.com Inc.

All rights reserved.

Ads by Google