Welcome to our final session!
Critical Components of Lessons
With your group…
(without looking in your binder…)
Create a poster on your table to identify
the components of a lesson with the
element that is used throughout the entire
lesson in the center.
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Section objective
Topic: Checking for understanding
Do: Explain the significance of feedback and closure in
effective lessons
Level of Thinking: Understanding
Engaging lessons provide formative
assessment and feedback opportunities
• Teachers can check for understanding
through the effective use of these
strategies
• ALL students must be assessed!
Feedback is Crucial
One of the chief benefits of engaging lessons is that it sets the
stage for teachers to provide corrective feedback.
It is crucial that the teacher construct the feedback with certain
basic understandings of what effective feedback looks like.
The Feedback Link
• Correction can’t happen without feedback
• Feedback can’t happen without monitoring
• Monitoring can’t happen without student
responses through active engagement
Common sense and research make it clear:
Formative assessment, consisting of lots of feedback and
opportunities to use that feedback, enhances performance
and achievement.
•According to John Hattie (2008) whose decades of
research revealed that feedback was among the most
powerful influences on achievement.
•The problem is many researches and teachers disagree on what feedback
looks like.
Let’s see if you can distinguish between
advice, feedback, praise and criticism
According to Grant Wiggins there are
Seven Keys to Effective Feedback
•Feedback is information about how we are doing in
our efforts to reach our goal.
•According to decades of research teaching less and
providing more feedback, we can produce greater
learning.
Jigsaw:
Seven Keys to Effective Feedback
The second part of our
objective is Closure
A cognitive process in which EVERY
student processes his/her learning
from the day’s lesson
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The teacher’s goal:
EVERY Student –
EVERY Lesson!
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Let’s use a Vocabulary Square to discuss
the concept in detail
Closure
A cognitive process in which
EVERY student processes
his/her learning from the day’s
lesson
Attributes of closure
• Congruent to the learning objective
• Matches the cognitive level
• Measurable way to assess each student’s learning of the objective
• Teacher provides feedback
• On the spot
• The next day
• Provides a starting point for the next day’s class
Use closure:
• At the end of any significant
learning
• At the end of all lessons
Closure must be included in the lesson
planning process
Closure is FORMATIVE assessment!
Closure provides the teacher with valuable information
to help decide what the next learning should be:
• Need for additional practice
• Need for clarification or re-teaching
• When it’s time to move on to the next concept!
Closure should
require students to be
“Cognitively Busy”
Recapping or Summarizing of the
learning needs to be done by the
STUDENTS – not the teacher!
Purposes of Closure:
• Review key points of lesson
• Give students opportunities to draw conclusions
• Have students describe how they can use this new information
• Students demonstrate problem solving skills
• Provide a smooth transition from one lesson to the next
34 Closure Ideas
•Look over the handout and highlight closures you feel would be
appropriate to your class.
Time to PRACTICE Planning!!
Refer back to the tan colored objective writing activity from the last
session.
From the “34 Engaging Lesson Closure Ideas” choose one strategy that
you think would work with your students and your objective.
Write your student directions for the closure activity you have chosen on
the form.
Share your closure activity with your table group.
Closure for this session: Why, What, When, How
On the half sheet provided, write:
• What is closure?
• Why is closure important?
• When do you use closure?
• How will this impact your lesson, planning and teaching?
Time for a
break!
Section Objective:
Topic: Planning Engaging Lessons
Do: Examine the significance of, and
teaching strategies that lead students to
process information effectively
Level of thinking: Analyzing
Let’s take a look at your 12-word
summaries from last week!
Why Use Active Engagement?
• Teacher benefits:
– More effective teaching
– Fewer behavior problems
– Diagnostic
• Student benefits:
– More focused
– Greater retention
– Can self-assess their level of
understanding
– Ownership of learning
– Students are validated
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Retention of Learning
10 %
20%
30%
40%
70%
90%
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READING
HEARING
SEEING
HEARING & SEEING
DISCUSS WITH OTHERS
TEACH TO OTHERS AND APPLY
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Is it better to “tell” one hundred things, or to “teach” 70?
10 %
20%
30%
40%
70%
90%
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READING
HEARING
SEEING
HEARING & SEEING
DISCUSS WITH OTHERS
TEACH TO OTHERS AND APPLY
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With your table group discuss what a
teacher must do to engage students in
their learning.
Be ready to share with group!
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Techniques to Make Strategies more
Effective
Call on non-volunteers
•
•
•
•
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Popsicle sticks
Ball toss
Roll dice for which table or group (up to 6)
Raise your hand when…
(still call on non-volunteers)
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Techniques That Impede
Active Engagement
• Round Robin
• Answer Hunt
• Gotcha!
• Name First
• “Who Wants To..?”
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When are engagement
strategies used in
Informational Lessons?
Group Brainstorm
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When to Use
Active Engagement
Multiple times throughout
informational lessons:
• When explaining the lesson
objective to students / lesson
introduction
• Student Actions/ Guided Practice
(Instructional input/output)
• Closure
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Thumbs Up / Thumbs Down
Check for understanding!
(Close those eyes…)
Way to catch kids who aren’t paying attention
Fewer behavior problems
Takes less time in class than lecture
Lower test scores
Diagnostic
Requires little teaching of procedures
Students stay focused
Retention
To keep students busy who get done early
Enables students to self-assess their level of
understanding
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Engagement Rings
• Raise your hand if you have not already gotten a
set of cards with ideas for student engagement
strategies
•Take some time later to go through these
strategies and choose a few that you think would
be workable in your classes
•Try your best to incorporate several
opportunities in each lesson for students to be
able to process and talk about the information
being presented
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Directly teach expectations
Success with strategies will be dependent upon setting
the stage for students to use them successfully.
See following for how “Think-Pair-Share” could be
described.
Think / Pair / Share
• This time around I am going to let you choose your partner
• If there are an uneven number of people at your table, three people
can work together
• Raise your hand when you know who your partner is
• Decide who partner “A” is and who is “B”
• When we do this strategy I will pose a question that is important
enough for me to want you to really think about it and share your
ideas
Think / Pair / Share
• After adequate time to think I will ask you to share your ideas with
your partner
• Let’s try it! Here’s your question:
Why is it necessary to directly teach the expectations for active
engagement processes?
• Think
• “B” partners share first
• I will call on non-volunteers to share, and if you are called you can
give either your answer or your partner’s!
Give One-Get One
“Give One / Get One” is
an accountability piece
that can be added to the
“Think/Pair/Share”
process to insure
students are on task
Give One-Get One
Steps for implementation:
• Draw a vertical line down the middle of a piece of paper
• Write 3-5 ideas or answers to the question in the left
column
• When time is called rotate and exchange ideas
• Write new ideas gained from your peers in the right
column
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Numbered
Heads
4
Students number according to group size
Teacher-Posed Question or Prompt -allow groups to
process and one “number” from the group responds
Or… use the numbers to create new groups for
subsequent activities!
Response Cards
Hold up a card to indicate
your answer
4 Stations or Corners
• Move with your group to
your assigned station
• Discuss the activity and
take notes
• Move to the next station
when time is called
Sort
Sort the cards or items into
groups
Create a label for each
group you are creating
Be prepared to share
Predict
Work independently or
with your group to
predict the answer to a
prompt or the outcome
to a scenario
Be prepared to share
Jigsaw
1.
Each group member is assigned a different
portion of the text to read
2.
Read your selection
3.
Optional: Have “expert groups” discuss the part of article they read with
one person from each group forming new expert groups
4.
Teach your section to the rest of the group
5.
Be prepared to share your learning with the whole group
K-P-L
What I
know
What I
predict we
will learn
about
What I
learned
Or K-W-(Want to)-L
Partner A turn to partner B.
Tell or teach your partner the
two most important things you
have learned so far about...
Switch roles and repeat the
process.
Graphic Organizer
Write down information from the
text or presentation into your
graphic organizer
DRAW, DESIGN,
CREATE
Draw a
picture,
design a
t-shirt,
bumper
sticker
or create
a
logo…
Be prepared to
share!
OUTCOME STATEMENTS
I need more
help
with . . .
3-2-1
3 important terms
2 ideas or facts you would like to know
more about
1 skill or concept that you have mastered
Ticket out the door
•Write directions here.
•Write closure question here.
•Be sure it aligns to
lesson objective.
12 Word Summary
21
48
37
13
14
18
23
In 12 words or less,
summarize the most
important aspects from
today's lesson.
Snapshot
Write a
“snapshot”
of today’s
learning in
25 words
or less.
Minute Paper
You have one minute to respond to a
question or prompt or to write down
the key points of today’s lesson.
Be prepared to share.
to
Using the letter given to you, select a word or
phrase which best describes an element of the
lesson or the information learned!
Find Someone Who…
Find someone who can answer
one of the questions on your
handout.
Have them write the answer and
sign your paper.
Now, find a different person to
answer another question.
Keep going until all of the
questions are answered.
Find the engagement vocab
square from last week
Active Engagement
The consistent engagement of
the minds of all learners with the
topic being discussed
Let’s try the minute paper
as the section’s closure!
You will have exactly one minute to
respond to this prompt:
What would be the biggest challenges in
incorporating engagement strategies
into informational lessons?
(Why do teachers continue to lecture as
opposed to getting students to process
the information?)
Last section objective
Topic: AZ CTE Curriculum Consortium Lessons
Do: Review the lesson plan format and examine examples of lessons
available
Level of Thinking: Analyzing
Curriculum Consortium Wiki
Partnership
•We have joined a state-wide CTE Curriculum
Consortium
•Thousands of standards-aligned lesson plans
have been written for HIGH SCHOOL programs
•Scope and Sequences on the consortium are
usually different from those Mesa uses. Be
sure to use the right Scope and Sequence!
38 Programs
Accounting
Agribusiness Systems
Architectural Drafting
Automotive Collision Repair
Automotive Technology
Bioscience
BMAS
BOSAS
Cabinetmaking
Carpentry
Construction Technology
Culinary
Digital Photography
Digital Printing
Early Childhood Education
Education Professions
Emergency Medical Services
Engineering Sciences
Entrepreneurship
Fashion Design and Merchandising
Film & TV
Financial Literacy
Financial Services
Fire Science
Graphic / Web Design
Health Foundations
Hospitality Management
Interior Design & Merchandising
Law, Public Safety & Security
Medical Assisting
Nursing Services
Physical Therapy Assisting
Precision Machining
Professional Sales and Marketing
Sports Medicine & Rehabilitation
Services
Technical Theatre
Web Page Development
Welding Technologies
CL
AS
SR
OO
M
US
E
Lesson Plans
Complete with:
Standard &
Measurement Criteria
Objectives
Terminology
Introduction
Teacher Actions
Student Actions
Closure
Skill Assessment
Connections
AssessmentQuestions
Equipment
Materials
Resources
Accommodations
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Use MPS Scope and Sequence,
not the Consortium’s!
Go back to the lesson plan template from our first session
Supplies/Materials vs. Resources
• Supplies/materials would include anything that the teacher needs to
have ready for the lesson – copies, active Engagement supplies, etc.
• Resources would include information used to create the lesson –
websites, articles, etc.
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End of Program Assessment Questions
Why is this section included?
Discuss with your group.
Be prepared to share.
Lesson Plans as a Guide
• Lesson Plans are not always cut and dry
• Use as a guide to help plan your lesson
• Uses the key components of the lesson plan
(i.e. bellwork, active participation strategies, closure)
Accessing the lessons
• Go to: cte.pimajted.org
• User name:
FirstnameLastname
• Password: Whatever was sent
to you from “Mindtouch” (and
then you probably changed it)
• Complete the Arizona
Curriculum Consortium Wiki
Task Sheet
Reminder for ADE Credit
One ADE credit will be available to those provisionally certified teachers
who complete the homework requirements for the class, which is to
complete a lesson using the wiki lesson plan format.
Each lesson must include:
• Written lesson plan aligned to standards
• Key vocabulary defined (no more than 4 terms)/taught with vocab
strategy
• At least three engagement strategies implemented
• PowerPoint
• Closure activity (can be one of the engagement strategies)
• All handouts with keys if needed
(see checklists for lesson and PowerPoint requirements)
Good night – complete your eval