Z98

CLEAR TARGET: Teachers will – analyze what makes an effective SET and an effective CLOSURE

Every lesson… Every day… SET to open the class CLOSURE to end the class

OVERVIEW / REVIEW in SET CLEAR TARGET STATED AND EXPLAINED Simply writing the standard and target on the board or on a ppt does not suffice. Requires explanation of what the standard means, including any special terms or concepts.

OVERVIEW / REVIEW - SET PRIOR KNOWLEDGE ACTIVATED Connect the new information with information the students already know. Offer examples or contexts that are similar.

OVERVIEW / REVIEW - SET REAL WORLD APPLICATION FOR LEARNING When possible, give students a reason why the new information will benefit them. Connect the new information to situations or examples from everyday life and obligations.

OVERVIEW / REVIEW - SET TEACHER REVIEWS ANY PRE- REQUISITE SKILLS If students must know a certain skill set in order to learn the new information or to perform a task, then review them on those skills.

The opening part of Explicit Instruction used to be called the “set.” It is critical that teachers engage the students in the learning. This requires willingness to recognize that students don’t just learn because they’re told to. It may require some imagination and it certainly requires some forethought and planning.

Time for Red and Green Cards! If you think the scenario described on the slide is a good example of engaging students in a lesson, raise the GREEN card. If you think the scenario described on the slide is a poor way to engage students in a lesson, raise the RED card.

Scenario # 1 The teacher is presenting a lesson on compound and complex sentences. To open the lesson, the teacher says, “This will be on the state test, so you better listen and get this information right.”

Scenario # 2 The teacher introduces the unit on the Vietnam War. She shows a short clip from the movie, “We Were Soldiers.” Based on the clip and any prior knowledge they have about the subject, she asks the students to make 3 predictions about the war in Vietnam. She says she will hold these until the unit is finished and they can check to see how accurate their predictions were.

Scenario # 3 The teacher has bellringer questions in which students have to identify similes and metaphors. The students complete the questions and the teacher discusses their answers and ties the information to the lesson they will have today on analogies. He points out and explains the clear target written on the board: TSWBAT identify and use analogies as a controlling feature in a piece of writing.

Scenario # 4 The teacher introduces a lesson on osmosis. She asks the students to turn to page 338 in their textbooks and read section 1 of the chapter. When they finish reading, they should complete the questions at the end of the section.

Scenario # 5 Before the students enter the room, the teacher places a beaker containing a mixture of sand, salt, and iron filings on each desk. The bell ringer lists the contents of the beaker and asks the students to write down characteristic properties of each substance from the class discussion the day before. As soon as the bell rings the teacher asks several students to share the properties with the class as she writes their responses on the whiteboard. At this point the teacher explains the clear target that is written on the board: “I can use the differences in characteristic properties to separate the parts of a mixture.” She asks the student if any of the properties listed on the whiteboard could be used to separate at least one substance from the mixture. Next, she tells the students that they will be determining how to separate the mixture by using the differences among their properties.

Scenario #6 The teacher begins the lesson on the muscular structure of the human body as soon as the bell rings. She gives notes in the Cornell format and she uses a powerpoint with lots of visuals.

Scenario # 7 The teacher begins the class by explaining the standard “classify types of citizen participation,” with the target focused on voting. She shows the following cartoon to the class…

And a short discussion ensues about the meaning of the cartoon. She re-focuses on the clear target and begins notes on the voting process.

Scenario # 8 The teacher has the standard for the day written on the board. When the students enter the room, they know they are to write it down in their planners. The teacher walks around the room to check that they have written the standard in the right place. Then he begins the lesson with “Theatre of the Absurd. Does anyone know what that term means?”

Scenario # 9 The teacher greets the students at the door and gives them red/green cards. When the bell rings, he opens a ppt with slides that the students must react to by raising either their red or green card. The slides offer scenarios about economic choices made by consumers. The students raise the green card if they agree it was a smart economic choice, and they raise the red card if they believe the choice was not smart. The teacher then references and explains the clear targets for the lesson: “explain the factors affecting consumer choices” and “explain consumer rights and responsibilities.” He makes sure the students understand the focus of the two standards. He tells them that after they have covered the lesson information, they will revisit the red/green card scenarios.

2 minute discussion time about “Set” with a partner at your table. General sharing out of ideas and asking questions.

CLOSURE Every class should include a recap of the important content or concepts learned. Re-emphasize the clear target(s). Can come after guided practice or after assignment of independent practice. Can include clues to next day’s work to increase anticipation.

How to Close? Verbal review by the teacher Question and answer exchange Bullet list of main points via whiteboard or document reader Red/Green cards to indicate understanding or agreement Five finger or thumbs up/down responses Written exit card T-Chart

What problems often keep teachers from closing their lessons?

TASK In your groups, choose a clear target for an upcoming lesson. Develop an idea for the SET for the lesson. Develop an idea for the CLOSURE for the lesson. Be prepared to present to the class.

T-CHART SET and CLOSURE