1. INDEPENDENT PRACTICE AND CLOSURE Lesson Planning

2. Independent Practice What do you think independent practice means? How should students complete independent practice, in groups or alone?

3. Independent Practice Independent practice can take many forms. Worksheet or bookwork Problems written on board Carefully constructed hands-on activity Lab

4. Independent Practice Computer or calculator activity or simulation Role play with scenarios Draw an illustration of the concepts Four corners – divide paper into four parts and in the first corner students write concepts they already knew; the second corner they write anything they learned; the third corner they write what concepts they are comfortable with and the last corner is what they still need help or more information with

5. Independent Practice Cooperative Learning  small teams each with students of different levels of ability,  use a variety of learning activities  improves their understanding of a subject  each member of a team is responsible  Work until all group members successfully understand

6. Independent Practice 5 Elements of Cooperative Learning Positive Interdependence (sink or swim together) Face-to-Face Interaction (promote each other's success) Individual & Group Accountability ( no hitchhiking! no social loafing) Interpersonal & Small-Group Skills Group Processing

7. Independent Practice Numbered Heads (groups of four; each student has a number 1, 2, 3, or 4. They work out problems and make sure all understand. Then teacher calls a number and each “number” must explain) Team Pair Solo (the independent practice is the solo part. You first work as a class (team) then work a similar problems as a pair, then another similar as solo)

8. Independent Practice Partners (class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process.)

9. Closure Just like any great relationship that ends, you need closure. This is the time when you conclude your lesson plan and help students organize the information into a meaningful context in their minds.

10. Closure Discuss/summarize new material from the lesson. Involve the students in the process. Link the lesson to future topics. Let students know how this relates to the bigger picture. Inform students of tomorrow’s plan. If you aren’t quite sure how to succinctly wrap up the lesson, you can look ahead to the next class. Provide one last example.

11. Guided Practice What type of independent practice you want to put in your lesson plan? Take 10 minutes to think about the following items: How much time do you have for independent practice? Will students work together? Will it be pairs or groups? This should affect your choice in independent practice. Will this be a graded assignment? If so, will students be allowed to finish at home or is class time sufficient? Now, think about what will actually work best for your lesson. Write down your ideas! At the end of 10 minutes we will share!

12. Homework! Tonight you are to finish your very first lesson plan. You will need to put in independent practice and closure. This is due at the beginning of class Monday.