Lesson Design
Teaching for Mastery
Today’s Learning Target
• I can incorporate
elements of Madeline
Hunter’s model of
mastery learning into
my lesson plans, as
appropriate, to
enhance student
learning.
Madeline Hunter
(1916-1994)
• Mastery Teaching, 1982
• Teachers are decision-makers
-content
-teaching behavior/methods
(what teachers will do)
-learning behavior
(how students will learn and how they
will let you know that they learned it)
Your Hook
Think about your most effective teacher
ever. What were some things that that
teacher did every day in his/her
lessons?
Think about your least effective teacher.
What did this person do in his/her daily
lessons?
Where does it fit?
1. Unit Development
2. Assessment Development
3. Lesson Design
Preparing to Plan
A.
What do students need
•
•
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B.
C.
to know?
to be able to do?
to understand?
What activities will the students do to
acquire the knowledge skills and
understanding?
How will students demonstrate
knowledge, skills and understanding in
applied, real-world contexts?
Planning the Lesson
• Identify standards, objectives, targets.
• Design the assessments:
– Summative
– Formative
• Design activities.
• Design practices.
Step 1: Review
• Typically at the beginning of the
lesson
• Review previous material that is
relevant for this lesson
2. Anticipatory Set (Hook)
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•
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Why learning is needed.
Link to prior learning.
Interest the student.
Provides focus.
Must be related to the
understanding.
Note: Not all bell ringers are anticipatory
sets.
2. Anticipatory Set (Hook)
Anticipatory Set/”Catch a Sense”
Examples:
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•
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Show an interesting video clip on lightning
before beginning a lesson on the effects of
weather.
Taste a pineapple before having a lesson on
the senses.
Respond in a journal regarding the importance
of democracy before a lesson on the
Constitution.
3. Objectives/Learning Targets
• Behavioral Objective Students
– Bloom verbs (level of learning)
• Essential Questions
– Relate topic to students’ lives.
• “I can…” Statements
– Students denote what they know, can do, or understand.
Step 4: Instruction/Activities
Often Direct Instruction
• Presenting new information to students
• Demonstrating/Modeling
• Note making, not note taking
• Interactive lecture
• Identifying similarities and differences
• Nonlinguistic representation
• Cooperative learning
– Think, pair, share
• Generating and
Testing Hypotheses
– Students designing
and creating
• Research and
Evaluate
Information
4. Instruction/Activities
• Students work in groups to
complete a graphic organizer on
the similarities and differences
between the Great Depression
and our current economic crisis.
• Students draw a graphic
representation of democracy.
• Students work in groups to
design and test the strength of a
bridge.
• Students participate in reading
circles and discuss literary
elements of a book.
• Students participate in learning
centers, rotating to a new
activity every 15 minutes.
Step 5: Checking for
Understanding
• Determining whether or not students
are making sense of the material as the
material is being presented
• Another name for thisformative assessment!!
• Should be frequent and used to guide
instruction
Step 6: Guided Practice
Break it down and do it together
• Takes place
immediately after
instruction
• Students are given the
opportunity to practice
or apply new learning
• Students receive
immediate feedback
Step 6: Examples
Guided Practice
Break it down and do it together
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Each student develops an agreed upon metaphor and shares it with their peers.
Students work on math boxes while teacher walks around and gives feedback and corrects
errors and misunderstandings.
Biology students work on dissecting a frog while the teacher corrects misidentification.
Step 7: Closure
• Students verbalize key or critical
understanding.
• Students explain “how and why.”
• Students link what they have learned
to their lives.
• Students show what they learned and
know why they learned it
“so what?”.
Step 7: Examples
• Students perform a dance
they just learned.
• Students create a poster of
their key learnings.
• Students complete an exit
slip at the end of the class.
Step 8: Independent Practice
Practice is not practice when it is assessed.
• Students work on their own
• Homework
• Not an assessment but
students still need feedback
Step 8: Independent Practice
Examples
Practice is not practice when it is assessed.
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Students complete real world math problems for homework or find examples of geometry
shapes throughout the city.
Students read a new story and identify the characters’ choices revealing the theme.
Students develop a home safety plan for their house.
Lesson Cycle
• Focus and Motivate
1.
2.
3.
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Teach for Understanding
3.
4.
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Review
Objectives and Learning Targets
Anticipation Set (Hook)
Instruction/Activities
Checking for Understanding
Practice and Assess
6.
7.
8.
Guided Practice
Closure/Transfer
Independent Practice
Today’s Learning Target
• I can incorporate
elements of Madeline
Hunter’s model of
mastery learning into
my lesson plans, as
appropriate, to
enhance student
learning.
Independent Practice
Develop a lesson plan
template based on Madeline
Hunter’s model. You will use
this template to develop the
lesson plan for the “lesson”
you are going to teach our
class.
“I believe the future of education is
bright! We are beginning to unlock the
mystery of the human mind and how it
processes and learns. We, now, can
enable teachers to use that knowledge
to accelerate that learning process. No
longer is teaching a ‘laying on of hands.’
It has become a profession that
combines science with art to create a
better and more productive world for
humankind.”—Madeline Hunter