This presentation goes over the new Common Core 'Bell-to-Bell' instructions for teaching a lesson.

1. H O W T O S C A F F O L D Y O U R U N I T P L A N :
C H A P T E R 1 B E L L - T O - B E L L I N S T R U C T I O N S
B Y M I C H A E L G . S H E P PA R D

2. With the advent of the new Common
Core State Standards, educator and
teachers alike are now rethinking the
way in which they support their
students in the classroom.

3. I N C O M PA R I S O N T O T H E A N T I Q U AT E D S T Y L E
O F T E A C H I N G W H E R E T E A C H E R S C O U L D L E C T U R E
I N F R O N T O F A C L A S S F O R A N E N T I R E H O U R , T H E
N E W S U P P O RT I V E I N S T R U C T I O N A L D E L I V E RY H A S
TA K E N A M O R E I N T E R A C T I V E S TA N C E W H E R E
S T U D E N T S A R E N O W R E Q U I R E D T O L E A R N F R O M
B O T H T H E T E A C H E R A N D T H E I R P R O S P E C T I V E P E E R S .

4. When developing your curriculum, you need to consider the
ramifications of your strategies throughout the entirety of the
course. This is what we call backwards planning.

5. B Y D E F I N I T I O N , B A C K WA R D S
P L A N N I N G O R B A C K WA R D S
M A P P I N G I S A P R O C E S S T H AT
E D U C AT O R S U S E T O D E S I G N
L E A R N I N G E X P E R I E N C E S A N D
I N S T R U C T I O N A L T E C H N I Q U E S T O
A C H I E V E S P E C I F I C L E A R N I N G
G O A L S .
B Y C O N C E P T U A L I Z I N G A N D
F R A M I N G Y O U R L E S S O N S A N D
Y O U R C U R R I C U L U M I N T O T H I S
F O R M AT, Y O U W I L L B E A B L E T O
P L A N VA R I O U S H A N D S - O N
T R A N S F O R M AT I V E L E S S O N S T H AT
C A N T R U LY I M PA C T Y O U R
S T U D E N T S .
I N A D D I T I O N , T H E P L A N N I N G
I T S E L F W I L L A L L O W Y O U T O
V I E W Y O U R E N T I R E C U R R I C U L U M
H O L I S T I C A L LY A N D
S T R AT E G I C A L LY S O T H AT Y O U
C A N P L A N A N D A C C O M M O D AT E
F O R A N Y S E T B A C K S O R S P E E D
B U M P S T H AT H I T Y O U R WAY.

6. So how does it work? How do I plan?

7. S TA RT Y O U R C U R R I C U L U M B Y U N D E R S TA N D I N G Y O U R
M AT E R I A L A N D D E V E L O P I N G A S P E C I F I C G O A L I N
M I N D .
T H I S G O A L VA R I E S A C R O S S A VA R I E T Y O F S U B J E C T S .
F O R Y O U R E N D - G O A L , Y O U WA N T T O M A K E S U R E T H AT
Y O U R S T U D E N T S A R E A B L E T O TA K E T H E K N O W L E D G E
A N D S K I L L S T H AT T H E Y L E A R N E D W I T H I N T H E C O U R S E
A N D I M P L E M E N T I T F O R A F I N A L R I G O R O U S P R O J E C T.
W H AT E V E R E N D - G O A L Y O U P I C K , M A K E S U R E T H AT
Y O U U N D E R S TA N D T H E S K I L L S A N D C O N C E P T S T H E
S T U D E N T S S H O U L D K N O W B E F O R E Y O U B E G I N
D E V E L O P I N G Y O U R L E S S O N .

8. After deciding on your end goal, it is now time
to develop a bell-to-bell instructional plan.
Begin by conceptualizing your day in four parts:
(1) Bell Ringer
(2) I-DO, (3) We-Do
(4) You-Do.
Remember, this day will be based off of what
you want your student mastering in order to
develop their skills for next class.

9. B E L L R I N G E R
S TA RT T H E D AY B Y G I V I N G Y O U R S T U D E N T S A Q U I C K A S S I G N M E N T T H AT
C A N B E E A S I LY D I S C U S S E D W I T H I N A F I V E T O T E N M I N U T E S PA N .
D E P E N D I N G O N Y O U R S C H E D U L E , T H E B E L L R I N G E R C A N B E U T I L I Z E D A S A
R E V I E W S E S S I O N F R O M P R E V I O U S C L A S S .
I N A D D I T I O N , I T G I V E S Y O U A B U F F E R T I M E T O S E T T L E T H E C L A S S A N D
C O L L E C T A N Y PA S T- D U E A S S I G N M E N T S .
R E M E M B E R T O B E C O G N I Z A N T O F T H E T I M E .
A N Y A D D I T I O N A L M I N U T E S P E N T D U R I N G T H I S T I M E C A N O F T E N
C O M P R O M I S E T H E S H O RT- T E R M G O A L S O F Y O U R L E S S O N .

10. I - D O – T E A C H E R L E D
D U R I N G T H I S P O RT I O N O F T H E L E S S O N ,
Y O U W I L L F I N D T H AT T H E S T Y L E A N D
T E A C H I N G I T S E L F I S V E RY S I M I L A R T O T H E
A N T I Q U AT E D S T Y L E O F T E A C H I N G .
W H I L E Y O U M AY B E D O I N G M O S T O F T H E
TA L K I N G I N T H I S S E C T I O N , Y O U R J O B
H E R E I S T O B O T H P R O V I D E I N F O R M AT I O N
A N D T E A C H E R L E D E X A M P L E S F O R Y O U R
S T U D E N T S T O L E A R N A N D R E P L I C AT E I N
T H E L AT E R P O RT I O N O F T H E L E S S O N .
T O E N H A N C E E N G A G E M E N T, T RY A N D
U T I L I Z E V I S U A L E N G A G E M E N T E I T H E R
T H R O U G H Y O U R P R E S E N TAT I O N S ,
M O D E L I N G , O R G E S T U R E S . W H I L E I T H A S
B E E N D I S C O U R A G E D T O A S K H I G H E R
O R D E R T H I N K I N G Q U E S T I O N S D U R I N G T H I S
P O RT I O N , Q U I C K A N D S I M P L E Q U E S T I O N S
T H AT C A N B E N E F I T S T U D E N T
E N G A G E M E N T M O R E T H A N A N Y T H I N G .
S I M I L A R T O T H E B E L L - R I N G E R , B E
C O G N I Z A N T O F Y O U R T I M I N G .

11. W E - D O –
T E A M W O R K
F O R T H I S P O RT I O N , G R O U P Y O U R S T U D E N T
I N E I T H E R PA I R S - O F - T W O O R TA B L E
G R O U P S S O T H AT T H E Y C A N C O O P E R AT E
A N D C O L L A B O R AT E W I T H O N E A N O T H E R .
T H I S P O RT I O N I S W H E R E S T U D E N T S A R E
A B L E T O L E A R N F R O M O N E A N O T H E R .
S TA RT O F F B Y H AV I N G T H E M R E P L I C AT E
Y O U R L E S S O N .
TA K E F O R E X A M P L E ; Y O U WA N T T H E M T O
W R I T E A ‘ H O O K ’ F O R A N I N T R O D U C T I O N
PA R A G R A P H .
G I V E Y O U R S T U D E N T S A N E W T O P I C A N D
H AV E T H E M D I S C U S S W I T H T H E I R
PA RT N E R S VA R I O U S A N S W E R S T O T H E
Q U E S T I O N .
A F T E R WA R D S , B R I N G T H E C L A S S
T O G E T H E R A N D G I V E T H E M T H AT
O P P O RT U N I T Y T O S H A R E W I T H T H E E N T I R E
C L A S S .
T O A I D Y O U R S T U D E N T S , K E E P Y O U R
E X A M P L E U P O N T H E B O A R D . I N
A D D I T I O N , WA L K A R O U N D T H E C L A S S A N D
L I S T E N A N D E N G A G E W I T H T H E I R I D E A S
A N S W E R S .

12. Y O U - D O – I N D E P E N D E N T T I M E
O N C E Y O U A R E F I N I S H W I T H T H E ‘ W E - D O ’ P O RT I O N O F T H E C L A S S ,
H AV E T H E S T U D E N T S AT T E M P T T H E A S S I G N M E N T I N D E P E N D E N T LY.
P R O V I D E T H E M W I T H A N E W P R O B L E M O R T O P I C . H AV E T H E M
R E P L I C AT E T H E S A M E S T Y L E S I M I L A R T O T H E T E A C H E R - L E D E X A M P L E .
S I M I L A R T O T H E ‘ W E - D O , ’ WA L K A R O U N D T H E C L A S S R O O M A N D R E A D
Y O U R S T U D E N T ’ S W O R K .
T H I S W I L L G I V E Y O U A N O P P O RT U N I T Y T O A N A LY Z E H O L I S T I C A L LY
H O W W E L L T H E L E S S O N WA S TA U G H T A N D W H E T H E R O R N O T Y O U
W I L L N E E D T O R E T E A C H T H E L E S S O N .