Instructional Framework

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Instructional Framework

  1. 1. MAKE EACH DAY YOUR MASTERPIECE AN INSTRUCTIONAL FRAMEWORK FOR STUDENT SUCCESS Nicole Williams, Power Up Learning!
  2. 2. It is the supreme art of the teacher to awaken joy in creative expression and knowledge. Albert Einstein
  3. 3. VICTORY IS IN THE CLASSROOM
  4. 4. ON CRAFTING A FRAMEWORK... The steps listed in this framework make a useful structure for development of many lesson plans. Not all elements belong in every lesson although they will occur in a typical unit plan composed of several lessons.
  5. 5. ACTIVATING PRIOR KNOWLEDGE
  6. 6. THE TEACHER ESTABLISHES THE PURPOSE OF THE LESSON BY CAPTURING THE STUDENTS’ INTEREST AND ATTENTION.
  7. 7. ACTIVATING PRIOR KNOWLEDGE ACHIEVEMENT IS PRIMARILY A FUNCTION OF TWO THINGS: WHAT WE TEACH AND HOW WE TEACH
  8. 8. ACTIVATING PRIOR KNOWLEDGE Anticipatory set (aka “hook”) The WHAT Actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson. THE WHY to put students into a receptive frame of mind. to focus student attention on the lesson. to create an organizing framework for the ideas, principles, or information that is to follow (c.f., the teaching strategy called "advance organizers"). to extend the understanding and the application of abstract ideas through the use of example or analogy...used any time a different activity or new concept is to be introduced.
  9. 9. CONTENT FOCUS
  10. 10. ACTIVITIES WHICH FOCUS ON LEARNING NEW CONCEPTS OR SKILLS ARE PRESENTED DURING THIS PORTION OF THE LESSON.
  11. 11. CONTENT FOCUS INPUT The teacher provides the information needed for students to gain the knowledge or skill. MODEL Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work. CHECKING FOR UNDERSTANDING It is essential that students practice doing right so the teacher must know that students understand before proceeding to practice.
  12. 12. DIRECT INSTRUCTION DIRECT INSTRUCTION IS NOT THE ENEMY BEGIN WITH THE END IN MIND KNOW WHEN TO HOLD THEM AND KNOW WHEN TO FOLD THEM
  13. 13. DIRECT INSTRUCTION WAYS OF PRESENTING NEW CONTENT LECTURE FILM TAPE VIDEO PICTURES
  14. 14. GUIDED PRACTICE
  15. 15. STUDENTS PRACTICE NEWLY LEARNED CONCEPTS OR SKILLS IN SETTINGS WHERE THE TEACHER CAN EASILY MONITOR FOR STUDENT UNDERSTANDING
  16. 16. GUIDED PRACTICE MODEL The teacher models/demonstrates the correct sequence of behaviors required for successful completion of the academic task PROBE The teacher should assess informally student attainment of new knowledge and skills. CHECK Many of the practice opportunities provided to students involve questions that require either choral (probes) or individual answers (checks).
  17. 17. GUIDED PRACTICE TEACHER RESPONSIBILITIES The Teacher will circulate the classroom and provide assistance on the given activities. The Teacher will observe each student’s level of mastery of the material in order to inform future teaching. The Teacher will provide focused support for individuals needing extra help to reach the learning goals. The Teacher will correct any mistakes they observe. Praise, Prompt and Leave
  18. 18. GUIDED PRACTICE Types of Guided Practice: Paper Based Manipulatives Computer Based Homework Guided Practice Reinforces Learning Through: Generalization Discrimination Transfer
  19. 19. INDEPENDENT PRACTICE
  20. 20. STUDENTS WORK INDEPENDENTLY OR IN SMALL GROUPS TO PRACTICE NEWLY LEARNED CONCEPTS AND SKILLS.
  21. 21. INDEPENDENT PRACTICE ENCOURAGES INDEPENDENT USE OF STRATEGY ALLOWS FOR STUDENTS TO APPLY STRATEGY OR SKILL TO SIMILAR, UNFAMILIAR, OR INNOVATIVE CONTEXTS PROVIDES OPPORTUNITY FOR STUDENTS TO REFLECT THOUGHTFULLY PROVIDES OPPORTUNITY FOR TEACHER TO DIFFERENTIATE LEARNING ACTIVITIES TO MEET DIVERSE NEEDS IN THE CLASSROOM
  22. 22. INDEPENDENT PRACTICE In order to be LEARNING CENTERS effective in this MIXED ABILITY GROUPING phase of instruction, the CLUSTER GROUPING teacherʼs objective must be clearly CONTRACTS organized and INDEPENDENT RESEARCH managed for the students. TASK CARDS
  23. 23. CLOSURE
  24. 24. THE TEACHER ENGAGES STUDENTS IN ACTIVITIES THAT “WRAP UP” THE LESSON AND EMPHASIZE WHAT WAS LEARNED.
  25. 25. CLOSURE CLOSURE IS USED to cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson, to help organize student learning, to help form a coherent picture, to consolidate, eliminate confusion and frustration, etc., to reinforce the major points to be learned.
  26. 26. CLOSURE SUMMARIZATION TECHNIQUES EXIT TICKETS PROJECT PRESENTATIONS PODCASTS STUDENT VIDEOS PAPER AND PENCIL ASSESSMENTS

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