1. Instructional Lesson Structure: Essential Components

2. Session Objectives Identify and explain essential components of lesson structure (Ultimately) develop lessons using basic components of lesson structure Purposes: common language, expectations user-friendly framework consistent use

3. Set

4. Research Base Instructional Theory Into Practice, ITIP (Hunter, 1982) Teaching Schema for Master Learners, TSML (Pollock, 2007) How the Brain Learns, adapted from ITIP (Sousa, 2006) The Art and Science of Teaching (Marzano, 2007)

5. Lesson Structure Components Objective Set New information Application Closure

6. 6 Activity: Fill in the Blanks The questions that p____________ face as they raise ch_______ from in________ to adult life are not easy to an______. Both fa________ and m_________ can become concerned when health problems such as co___________ arise any time after the e__________ stage to later life. Experts recommend that young ch_________ should have plenty of s__________ and Nutritious food for healthy growth. B________ and g _______ should not share the same b__________ or even sleep in the same r__________.

7. Now try this... Objective: –Identify issues that poultry farmers face.

8. 8 Activity: Fill in the Blanks The questions that p____________ face as they raise ch_______ from in________ to adult life are not easy to an______. Both fa________ and m_________ can become concerned when health problems such as co___________ arise any time after the e__________ stage to later life. Experts recommend that young ch_________ should have plenty of s__________ and Nutritious food for healthy growth. B________ and g _______ should not share the same b__________ or even sleep in the same r__________.

9. 9 Answers The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis may arise any time after the egg stage to later life. Experts recommend that young chicks get plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost.

10. Objectives (learning targets, outcomes, learning goals, benchmarks, goals, purpose) Aligned with district standards and indicators Express what students should know (declarative) or be able to do (procedural) at the end of a learning episode –describes learner following instruction –specifies what is to be learned, to what level, and the behavior that will provide evidence –describes conditions necessary for the objective to be met and expected performance level

11. Objectives (learning targets, learning goals, benchmarks, goals, purpose) Stated explicitly very early in the lesson Feedback tied closely to objectives Clear purpose explained to students –relevance to students previous or future learning, current experience (sense & meaning) (Sharer, Anastasio, & Perry, 2007, p. 62)

12. Objectives vs. Activities Objectives describe the student - what they know and can do as a result of instruction that is transferable –As a result of what we do today, you will be able to demonstrate that you can: Identify the essential components of a basic lesson structure Activities are completed by the students as part of the learning or assessment process

13. Objective or Activity? The learner will read To Kill a Mockingbird. The learner will be able to generate examples of prejudice. The learner will complete a Venn Diagram about socialism and capitalism. The learner will be able to compare and contrast socialism and capitalism.

14. Summarize Add “Sharing Objectives” to your Craft Knowledge Record.

15. Lesson Structure Components Objective Set New information Application Closure

16. Set (bell ringer, anticipatory set, attention-getter, hook, accessing prior knowledge, priming) Fires neurons –Most effective when students are actively participating! (Sousa, 2006) Occurs within three to seven minutes at the beginning of the lesson (or after an interruption) Connects with students’ prior knowledge (Sharer, Anastasio, & Perry, 2007, p. 73)

17. Set Directly relevant to objectives Actively involves learner Avoids student guessing

18. Connect to Self Skim –Skim the ideas in the Set Guide. Consider –Which ideas are new to your practice? Commit –Which idea will you try? How will you know if it is effective?

19. Lesson Structure Components Objective Set New information Application Closure

20. New Information (input, acquire new information, critical-input experience) Directly related to objective Provided in various ways, depending on objectives, student expectations, type of knowledge, and student needs –read, listen, view Procedural: I do it. We do it. You do it.

21. New Information (input, acquire new information, critical-input experience) Large amounts of new information are “chunked” Includes frequent monitoring and opportunities for student processing Review the “New Information Guide” for a starter list of ideas and examples! Review the “New Information Guide” for a starter list of ideas and examples!

22. New Information (input, acquire new information, critical-input experience) Essential Question: –How will the learner organize the information? (Pollock, 2007, p. 71) Note taking strategies Chunking Graphic organizers Classification Compare/contrast examples of strategies “The question is not what is presented, but what is learned.” -Sousa, 2006, p. 95 “The question is not what is presented, but what is learned.” -Sousa, 2006, p. 95

23. Average Retention Rate after 24 hours adapted from David Sousa, How the Brain Learns, p. 95) Boosting Retention Lecture 5% Reading 10% Audio-Visual20%Demonstration30%Discussion Groups50%Practice by Doing75% Teach Others / Immediate Use of Learning90%

24. Reflect What will I do to help students interact with new information?

25. Lesson Structure Components Objective Set New information Application Closure

26. Yes – No - Why “Practice makes perfect.” Yes or No? Do you agree with this claim? Why (not)?

27. Application (modeling, guided practice, check for understanding, monitor & adjust) Opportunities for student processing –Declarative organizes/applies information with thinking skills (comparing, analyzing a system, etc.) implies student generation of original use of knowledge –Procedural practices skill with increasing independence, complexity “Practice does not make perfect. Practice makes permanent.” -Sousa, 2006 “Practice does not make perfect. Practice makes permanent.” -Sousa, 2006 >3 exposures, no more than 2 day gap >3 exposures, no more than 2 day gap ~24 practices ~24 practices

28. Frequent Checks for Understanding –10-2, 5-1 Rule –For every 10 minutes of instruction, stop and take at least 2 minutes to check for understanding! Application (modeling, guided practice, check for understanding, monitor & adjust) (Sharer, Anastasio, & Perry, 2007, p. 120)

29. Application (modeling, guided practice, check for understanding, monitor & adjust) Accurate, clear models of application –“I do it. We do it. You do it.” Specific, immediate feedback with instructional adjustments as necessary Review the “Application Guide” for a starter list of ideas and examples! Review the “Application Guide” for a starter list of ideas and examples!

30. Application (modeling, guided practice, check for understanding, monitor & adjust) Appropriate for objective, type of information, and learner –Relates to various modes of presentation and processing (VAK: visual, auditory, and kinesthetic) –Moves students “up” Bloom’s taxonomy –Adjusted for individual learners through differentiation strategies (flexible grouping; modification of content, process, product; tiered activities)

31. Yes – No - Why “Practice makes perfect.” Yes or No? Do you agree with this claim? Why (not)?

32. Lesson Structure Components Objective Set New information Application Closure

33. Closure (summarization, generalization, terminal closure) “Closes neurons” –Sense and meaning attached to new learning Relates directly to objective Often a “bookend” to set (Sharer, Anastasio, & Perry, 2007, p. 120)

34. Closure (summarization, generalization, terminal closure) Occurs at end of lesson or after sequence of instruction for an objective (3-7 minutes) Student summarization or generalization of important, relevant learning Review the “Closure Guide” for a starter list of ideas and examples! Review the “Closure Guide” for a starter list of ideas and examples!

35. Closure for Closure Review the Closure Guide. Choose one intriguing idea that may be useful in your classroom. Share with a partner.

36. Essential Considerations Primacy-Recency Changing States Emotional Impact Time on task Student summary throughout lesson Processing/Wait time

37. Essential Considerations Error correction Formative assessment Differentiation Homework Distributed practice Motivation and the list goes on!

38. Learning Summary: Session Objectives Identify and explain components of basic lesson structure (declarative) Develop lessons using basic components of lesson structure (procedural) –What did you learn/remember that is important and relevant to your professional practice?