instructional routines

Lesson Structure

Effective Instruction Series

2012-2013

Instructional Routines

Bell Ringer Clock Partners – 12:00

Craft KnowledgeThink – Pair – Share (Wait-Time Extended)

Think – What strategies/routines have you observed today that are applicable to your teaching assignment? Name it. Describe it. Say why it’s good.

Pair – Discuss your ideas.

Share – Share one idea when prompted. Record craft techniques that you want to remember!

Objectives

You will…

Identify and explain research-based ways to boost retention. Lesson structure

Apply active participation techniques to engage more students more often with more purpose.

Fire Your Neurons!Think - Write

Think of a lesson structure you know well.

Write the essential steps of the lesson structure.

Research/Literature Base

Instructional Theory Into PracticeITIP (Hunter, 1982)

Teaching Schema for Master LearnersTSML (Pollock, 2007)

How the Brain Learns, adapted from ITIP (Sousa, 2006)

The Art and Science of Teaching (Marzano, 2007)

Explicit Instruction: Effective & Efficient Teaching (Archer & Hughes, 2011)

Lesson Structure Components

Objective

Set

New information (I do it. We do it.)

Application (We do it. You do it.)

Closure

Explicit Instruction (Archer & Hughes, 2007)

Lesson Structure Models for

Skills & Strategies

Vocabulary & Concepts

Rules (of content)

www.explicitinstruction.org

Lesson Structure ComponentsOpening

Attention Review (interactive) Preview

Body Skill or Strategy: I do it. We do it. You do it. Fact: Tell. Rehearse. Rules: Introduce rule. Illustrate with examples & non-examples. Guide

analysis of examples & non-examples. Check understanding. Vocabulary: Introduce word. Provide student-friendly meaning. Provide

examples & non-examples. Check understanding.

Closing Review (interactive) Preview

Lesson Structure ComponentsCloze ReviewOpening

_____________ _____________ (interactive) _____________

Body Skill or Strategy: ________. _________. ________. Fact: Tell. ________. Rules: Introduce rule. Illustrate with examples & non-examples. Guide

analysis of examples & non-examples. Check understanding. Vocabulary: Introduce word. Provide student-friendly meaning. Provide

examples & non-examples. Check understanding.

Closing _____________ (interactive) _____________

Active Participation

Effective Instruction Series

2012-2013

Instructional Routines

Checking for UnderstandingYes - No – Why? & Sentence Stems

Having students raise their hands to respond to questions/prompts is an effective way of checking for understanding and increasing student engagement.

Yes, I agree with this assertion because…

or

No, I don’t agree with this assertion because…

Yes - No – Why?

posing a stimulating question or statement for which students must take a position and formulate reasoning

Objectives

You will…

Identify and explain research-based ways to boost retention. Lesson structure

Apply active participation techniques to engage more students more often with more purpose. Eliciting student responses (verbal, structured partners)

Why Active Participation?

Opportunities to respond related to increased academic achievement increased on-task behavior decreased behavioral challenges

Caveat only successful responding brings these results

initial instruction (80% accuracy) practice/review (90% or higher accuracy)

Frequent Checks for Understanding

What: teacher solicited, observable evidence of student

understanding or processing of new information student response to instruction (must say, write, do)

Why: appropriate adjustment of instruction (differentiation) increase focus long-term memory requires reorganization / accurate

practice of new information

10-2 (5-1) Ratio

For every ten minutes of instruction, take two minutes to check for understanding (5-1 for younger students). All students Overt participation Directly related to objective

“Pause Procedure”

(Sharer, Anastasio, & Perry, 2007, p. 87-88)

Reception CheckCell Phone Reception Check

Full Bars…

or

No Signal?

10-2 (5-1) RatioCloze Review

For every ___________ of instruction, take __________ to check for understanding (5-1 for younger students). ____________ ________ participation Directly related to __________

Perception Checks

What:

Asking students to rate their perception of readiness or understanding

How:

cell phone reception check

oil check, windshield check

weather report thumbs up fist of five many others

Show Me!

Augment effectiveness of perception check

How well could you recall 10-2 / 5-1 to teach it to a classmate? perception check (e.g., Fist to Five)

Show Me! each student demonstrates response boards, written response

What will I do to engage students?

What do I typically do to manage response rates?(Marzano, “Teacher Scales for Reflective Practice” p. 185)

Ways Students Can Respond

Verbal Responses

Written Responses

Action Responses

more students responding accurately

more often

Choral / Unison Response

prompting students to respond together on cue when answers are short and the same

Why? focus tool

provides thinking time

all students responding

students using academic language (vs. teacher-talk)

repetition of important terms/concepts

accurate pronunciation (safe rehearsal)

provides feedback for teacher

Response Slates/Cards

Prompting students to write responses on “slates” (personal whiteboard) or point to responses on prepared cards

Why? Monitor ALL student responses Reusable materials Slates: longer, divergent answers Cards: limited answers, quick probes

Structured Partner Response

teacher-structured activity when student pairs share/discuss specific information

Why? elaborative response or to review recently learned

information increase focus, attention, academic language use, etc. provides scaffold Increases opportunity for students to look good

Structured Partner Response

How?

teacher-selected partners gracious middle with low alternate ranking (readiness, social skills) use base groups / assign roles (A and B / 1 and 2)

clear expectations specific prompt/task structured academic language (i.e. sentence starters) on-the-clock monitor, provide scaffolding and feedback

Tips for Structured Partners

“If you want it, teach it!” (APL)

Look – Lean – Whisper

tape numbers on tables (#1, #2 with arrows pointing to partners)

change partnerships occasionally (3-6 weeks)

Sentence Stems

teacher prompt to use specific academic language or syntax when responding to prompts orally or in writing

Why? beyond chatting accurate rehearsal students using academic language and syntax provides scaffold to competently discuss topic

Sentence StemsExamples

I predict ___ because ___.

One consequence of the invention was a rise in __.

Two potential motives behind an author’s use of roman à clef include ___.

…your response must include the words “function” and “variable.”

Somebody (people)…

wanted (motivation)…

but (conflict)…

so (resolution)…

Somebody (people)…

wanted (motivation)…

but (conflict)…

so (resolution)…

Something (independent var.)…

happened (change)…

and (affect on dependent var.)…

then (conclusion)…

Something (independent var.)…

happened (change)…

and (affect on dependent var.)…

then (conclusion)…

(Study) Tell – Help – Check

Study: each studies topic/question for a few minutes (opt.)

Tell: teacher designates partner to recall information

Help: (other partner) assists (asks questions, gives hints, tells more) respectfully agrees or disagree with reasons

Check: together check notes / display, each corrects written record

Individual Turns

calling on individual students when answers are long or different (best) after written/structured partner response

Why? voice (rehearse) accurate information voice multiple perspectives some individual accountability (though few students)

Individual Turns

Intentional (or Purposeful) Selection students with accurate answer (partners, writing, interview) accurate rehearsal

Random Selection (or “faux random”) teacher calls on students focus (everyone is on-the-hook)

Volunteer Selection students volunteer opportunity for elaboration, more voices in the room

Interaction Sequence

1. Prompt / ask ALL students.

2. Pause (3+ seconds).

3. Put students on-the-clock.

e.g., “You have 30 seconds to share your answer with your partner.”

4. Students share their thoughts with a partner.

5. Select student(s) to respond.

Monitor & Conference

• Check student answers• Probe• Provide answers when missing• Take note of good responses

1. Intentional Selection2. Random Selection3. Volunteer Selection

(Sharer, Anastasio, & Perry, 2007, p. 80-85)

Pass Option

Best as temporary exit “Tell me one thing you heard _(the previous responder)_

say.” “Tell me the best answer you’ve heard so far.” Look it up in notes

Requires teaching Explain why Teach what it looks like / sounds like Communicate its temporary nature

(Sharer, Anastasio, & Perry, 2007, p. 32-34)

Craft KnowledgeThink – Ink – Link

Think– What strategies/routines have you observed today that are applicable to your teaching assignment? Name it. Describe it. Say why it’s good.

Ink– Record at least two in your Craft Knowledge Record

Link– Give One – Get One (2-3 people)

Written Response

Prompting students to write brief responses when answers require elaborative rehearsal or are divergent

Why? writing first increases thinking, accountability, focus provides teacher with concrete feedback connects written language to oral language

Statements of Learning

In one sentence and in your own words, explain what you learned about ___ as a result of our lesson.

Specify that students must include what they learned about the specific concept Not: I learned how to summarize. Instead: (I learned that) to summarize I should keep important

information, get rid of unimportant stuff, and replace specific lists with general words.

Monitor and provide feedback! Use quick desk checks, listen to groups Address misconceptions Model, provide examples Use as exit ticket

Write A Headline

1. Consider a chunk of information.

2. Write a short headline to summarize the information.

One-Word Summary

1. Identify one word that sums up a particular concept or lesson

2. Explain your choice in writing to a partner in a picture

Most Important Step!

• isolation of critical attributes

• relevance, validity

Most Important Step!

• isolation of critical attributes

• relevance, validity

Nonlinguistic Representation

1. Draw or find a picture, diagram, or chart to represent the new information or concept.

2. Explain your choice in writing to a partner or

group

Most Important Step!

• isolation of critical attributes

• relevance, validity

Most Important Step!

• isolation of critical attributes

• relevance, validity

Graphic Organizer:Concept Map

Frayer Model

topic

Essential characteristics or definition in your own words.

Non-Essential Characteristics

Examples Non-Examples

Lotus Notes