Madelyn HunterMadelyn Hunter

Rebecca HoltRebecca Holt

Cathy RitzesCathy Ritzes

Kathleen WilesKathleen Wiles

Madeline Hunter’s Madeline Hunter’s BackgroundBackground

She did not originally plan out a “7 She did not originally plan out a “7 Step” Lesson Plan.Step” Lesson Plan.

Educators who followed created the Educators who followed created the steps based on her philosophies.steps based on her philosophies.

Its misuse is largely responsible to Its misuse is largely responsible to objections to “Direct Instruction”objections to “Direct Instruction”

Madeline Hunter’s Madeline Hunter’s 7 Step Lesson Plan7 Step Lesson Plan

Getting students set to learn Step 1: Review Step 1: Review Step 2: Anticipatory Set Step 2: Anticipatory Set Step 3: Objective Step 3: Objective

Instruction Step 4: Input and Modeling Step 4: Input and Modeling

Checking for Understanding Step 5: Checking Understanding Step 5: Checking Understanding Step 6: Guided Practice Step 6: Guided Practice

Independent Practice Step 7: Independent Practice Step 7: Independent Practice

Getting students Getting students set to learnset to learn

Step One: ReviewStep One: Review

Review previous material that is Review previous material that is relevant to this lessonrelevant to this lesson

Typically at the beginning of the Typically at the beginning of the lessonlesson

Step Two: AnticipationStep Two: Anticipation

A short wake-up activityA short wake-up activity Simple questionSimple question Example problemExample problem

Motivational ActivityMotivational Activity PromptPrompt Visual Stimulation: video clip, audio Visual Stimulation: video clip, audio

clip, etc.clip, etc.

Step Three: ObjectiveStep Three: Objective

Tell students what they will learnTell students what they will learn Tell them how they will be assessedTell them how they will be assessed

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InstructionInstruction

Step Four: InstructionStep Four: Instruction

InputInput Summarizing definitionsSummarizing definitions Demonstrating basic skillsDemonstrating basic skills

ModelingModeling Demonstrate the application of Demonstrate the application of

concepts and skills with a “worked-concepts and skills with a “worked-through” examplethrough” example

Teacher demonstrationTeacher demonstration

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Checking For Checking For UnderstandingUnderstanding

Step Five: Checking Step Five: Checking UnderstandingUnderstanding

Guided PracticeGuided Practice Have learners do the exercisesHave learners do the exercises

Monitoring Monitoring Informal or observational assessment at Informal or observational assessment at

Steps 3 and 4Steps 3 and 4 Additional assessment at Steps 5 and 6 Additional assessment at Steps 5 and 6

to determine need for reteachingto determine need for reteaching

Step Six: ClosureStep Six: Closure

Reinforce the major points to be Reinforce the major points to be learnedlearned

Helps organize the students’ Helps organize the students’ learninglearning

Cue students that they have arrived Cue students that they have arrived at an important part of the lessonat an important part of the lesson

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Independent Independent PracticePractice

Step Seven: Independent Step Seven: Independent PracticePractice

Students practice on their ownStudents practice on their own Apply the learning to new situationsApply the learning to new situations Could be used as:Could be used as:

HomeworkHomework Individual or group work at home or in Individual or group work at home or in

classclass Element in a subsequent projectElement in a subsequent project

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Summary of Hunter’s Summary of Hunter’s PhilosophyPhilosophy

““Not each of the "seven steps" Not each of the "seven steps" need be in every lesson nor need be in every lesson nor should every lesson be based on should every lesson be based on the seven steps; however, the the seven steps; however, the seven steps make a good check seven steps make a good check list of elements in planning a list of elements in planning a lesson. lesson.

The instructional purpose and The instructional purpose and the best way to involve the the best way to involve the learner are the guides for what learner are the guides for what to choose in planning a lesson.”to choose in planning a lesson.”

Taken from the website: Taken from the website: http://www.humboldt.edu/~tha1/hunterhttp://www.humboldt.edu/~tha1/hunter-eei.html-eei.html