“Do Now”. Introduce yourself to new colleagues at your table. Then Turn and Talk about this; What’s wrong with this picture? What can teachers do to ensure this doesn’t happen? 3 minutes.

Designing Coherent Instruction, 1e WALT : (Objective) Participants will apply lesson design principles to structure a series of learning experiences that cognitively challenge and motivate students to reach the target learning outcome/ objective. WILF :

Personal Goal W Clarity of learning outcome, students also able to explain Increase rigor and challenge of learning activities Improve amount and quality of student participation Varied and purposeful learning groups Increase student discussion, academic language, vocabulary Closure, recap and student reflection

K Brainstorm Activity: Individually, and in groups, use one Post-It note for each concept, to jot down as many concepts, instructional strategies, or activities to include in an effective lesson. 3 minutes. On signal, place notes in corresponding phase of the Learning Plan on chart paper.

Designing Coherent Instruction, 1e TeacherTime

Designing Coherent Instruction, 1e the heart of planning Gradual Release ModelTeacherStudentsTime Opening/ Introduction/Objective Direct Instruction - I Do, You Interact Guided Instruction – We Do Together Collaborative Learning - You Do it Together Independent Practice – You Do It Alone Closure, Recap, Reflection

We know that students retain about 10% of what they read, 20% of what they hear, and 90% of what they do.

High Effect Strategies, % gain (Marzano, Classroom Instruction that Works 2001) Cooperative learning and Discussion 23 ( Choral reading, shared reading and writing, jigsaw) Summarizing and note taking34 (Graphic organizers, Quick Write, Key Concepts) Questions, cues, advance organizers22 (Think alouds, predicting, foldables, annotating text) Identifying similarities and differences45 (Thinking Maps, T-Charts, Venn Diagrams, etc,) Setting objectives and providing feedback 23 (articulate and display learning goals, follow up at end, KWL)

Double Plan (Teach Like a Champion, Doug Lemov, Technique #10) TeacherStudents Direct Instruction (I Do)- Board = Paper TLC technique #14 (follow T model, example on own paper) -Student discussion, cooperative learning - Graphic organizer -SLANT Sit up, Listen, Ask and answer questions, Nod your head, Track (teacher, speaker, text) - Whole class call and response to questions, key concepts, -Listen for answers to question or prompt posed in advance -Note taking, visual representations Guided Instruction (We Do)-

Lesson plans: considerations Gradual Release Model Differentiation Double Plan Teacher and Student Accommodations, 504 Plan, ESE students, ESOL strategies Rigor Clearly defined structure, Activities, Transitions, w time allocations Explicit teacher directions, expectations for each segment Teacher talk vs Student talk Students actively “working” (thinking??) rather than watching while their teacher works

Learning Plan Cheat Sheet Add the concepts from the sticky note activity to your Learning Plan Cheat Sheet. Collaborate at your table to add more ideas. 2 minutes.

L Application- Current Lesson Plan In collaborative groups (primary, intermediate, MS, other) discuss, apply, and ADD the new stuff you know about principles of Designing Coherent Instruction to a current or future lesson plan. Plot this onto a Learning Plan Template.

Closure, Recap, Goal Setting Participants will apply lesson design principles to structure a series of learning experiences that are cognitively challenging so that students will reach the learning target/ objective. Identify 2 lesson design concepts to focus on in current lesson planning and instruction.