Instructional Lesson Structure:Essential Components

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

Set

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)

Lesson Structure Components

Objective

Set

New information

Application

Closure

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__________.

Now try this...

• Objective: – Identify issues that poultry farmers face.

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

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.

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

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)

Summarize

• Add “Sharing Objectives” to your Craft Knowledge Record.

Lesson Structure Components

Objective

Set

New information

Application

Closure

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)

Set

• Directly relevant to objectives

• Actively involves learner

• Avoids student guessing

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?

Lesson Structure Components

Objective

Set

New information

Application

Closure

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.

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!

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

Average Retention Rate after 24 hours

adapted from David Sousa, How the Brain Learns, p. 95)

Boosting Retention

Reflect

• What will I do to help students interact with new information?

Lesson Structure Components

Objective

Set

New information

Application

Closure

Yes – No - Why

“Practice makes perfect.”

Yes or No? Do you agree with this claim?

Why (not)?

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

• 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)

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!

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)

Yes – No - Why

“Practice makes perfect.”

Yes or No? Do you agree with this claim?

Why (not)?

Lesson Structure Components

Objective

Set

New information

Application

Closure

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)

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!

Closure for Closure

• Review the Closure Guide.

• Choose one intriguing idea that may be useful in your classroom.

• Share with a partner.

Essential Considerations

• Primacy-Recency

• Changing States

• Emotional Impact

• Time on task

• Student summary throughout lesson

• Processing/Wait time

Essential Considerations

• Error correction

• Formative assessment

• Differentiation

• Homework

• Distributed practice

• Motivation

• and the list goes on!

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?