THE COLLEGE-READY PROMISE
MODULE
Embedding Routines and Transitions
into the Lesson Cycle
TCRP Indicators 2.4A and 3.2A
Objectives
• Discuss and practice techniques to maximize
instructional time in the two-hour block by
embedding routines and procedures.
• Learn techniques relating to two TCRP
indicators:
– 2.4a: Smooth, efficient transitions, routines, procedures
– 3.2a: Execution of lesson cycle
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Learning outcome
Add to your instructional toolkit by:
• Learning about the importance of establishing
routines and managing transitions
• Learning to set the purpose for learning each day
• Exploring strategies for active participation that work
across content areas
• Learning about the gradual release model in terms of
the lesson cycle
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What does the indicator say?
TCRP 2.4a (Level III):
“The teacher has established and enforces
routines and procedures; transitions result in
little loss of instructional time.”
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Establishing routines
“A classroom routine is simply a well-rehearsed response to a
teacher's directive. The alternative is usually noise, milling
around, and time wasting on the part of students, as well as
nagging on the part of the teacher.”
- Dr. Fred Jones, author and classroom management researcher
“The only way to have responsible students and to help students
who may be at-risk is to have procedures and routines for
which the students can feel responsible.”
- Harry Wong, The First Days of School
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Consider this …
Using routines to cut 1 minute from 10
transitions per day over the course of a school
year can gain you an additional 35 hours of
instructional time.
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Write and reflect …
In light of what you already know about the workings of a
classroom …
• Affirmation: What did you hear that affirms what you already
know?
• Inspiration: What did you hear that inspired you to do
something differently?
• Clarification: What is unclear that you would like to have
clarified?
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Routine = response
Instead of telling and posting, teach and practice crucial
classroom routines.
“Your instincts will tell you that you are wasting time
[teaching routines], but the opposite is true. Look at
it as making an investment.”
- Doug Lemov, Teach Like a Champion
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Establishing routines
The effective classroom has well thought-out and
structured routines and procedures
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Consistency of expectations
Predictability of what help will be given
Anticipation of what is going to happen next
Practice of new skills in natural, functional contexts
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Toolkit basics: SLANT
Use ‘shorthand’ to cue students as they practice and
learn routines. This is one of the hallmarks of a highperforming classroom.
S = Sit up in your seat
L = Listen
A = Ask and answer questions
N = Nod your head and look engaged
T = Track the speaker with your eyes
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Toolkit basics: STAR
S = Sit up in your seat
T = Track the speaker with your eyes
A = Ask and answer questions like a scholar
R = Respect those around you
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Toolkit basics: Do now
• Do Now (First 5-10 minutes of class)
– Self-managed habit of productive work
– On the board in the same place daily
– Preview or review only
– Pencil and paper task
• Written product is more rigorous and engaging
• Holds students accountable
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Toolkit basics: Do now
Sample ‘do now’ - Find The Question
• Choose 5-10 words or phrases.
• Tell students these are answers and that their job is to think of
a question for each one.
• Answers could be general (e.g. ‘the sea’), to encourage
creative thinking.
• Answers could be “closed” to gain a specific response.
– Answer: Curley’s wife
– Question: Who did Lennie accidentally kill in Of Mice and Men?
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Write a ‘do now’
1. Set a goal. Review previous day or give a sneak peek at what is
to come.
2. Decide on a time limit. (5-10 minutes)
3. Select a delivery method. (White board, LCD, overhead, etc.)
4. Select how students will respond. (In writing, on scratch
paper, in lab notebook, etc.)
5. Decide how you will assess the outcome.
We will share out in 5 minutes.
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Write and reflect …
In light of what you already know about building a culture with
‘shorthand’ cues and starting class with a ‘do-now’ activity …
• Affirmation: What did you hear that affirms what you already
know?
• Inspiration: What did you hear that inspired you to do
something differently?
• Clarification: What is unclear that you would like to have
clarified?
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What does the indicator say?
TCRP 3.2a (Level III):
“Teacher implements the lesson cycle with
appropriate pacing, which provides
opportunities for gradual release and
independent practice to demonstrate
attainment of the learning objectives.”
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Toolkit basics: Establishing purpose
Transition to content with a “focus lesson”
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Foundational instructional strategy
Based on standards and Instructional Guide
Critical to success of English language learners
Cues the student to pay attention to key
aspects of the lesson to come
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Target the dimensions of learning
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Declarative – What is it?
Procedural – How do I use it?
Conditional – When/where do I use it?
Reflective – How do I know I used it correctly?
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Follow a predictable pattern
• Name the strategy, skill, or task.
“Today I am going to …”
• State the purpose.
“It’s important to be able to … because …”
• Explain when the strategy or skill is used.
“I use this when …”
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Follow a predictable pattern
• Use analogies to link prior knowledge to new
learning.
“This is like …”
• Demonstrate how the skill, strategy, or task is
completed.
“This is what we will do …”
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Follow a predictable pattern
• Demonstrate how the strategy, skill, or task is
completed.
Short summary of what is to come.
• Alert learners for possible errors to avoid.
“I have to be careful not to …”
• Access the use of the skill.
“I know I will have accomplished it because …”
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Toolkit basics: Focus lesson
• Craft one focus lesson by group
• Pick a creative topic for your “lesson”
• Select one person to share out
We will share out in 7 minutes.
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Write and reflect
In light of what you already know about focus lessons …
• Affirmation: What did you hear that affirms what you already
know?
• Inspiration: What did you hear that inspired you to do
something differently?
• Clarification: What is unclear that you would like to have
clarified?
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Aim for active engagement
How you deliver your lessons has a direct impact
on how much your students will retain.
Retention after 24 hours (Sousa, 2001)
5% - lecture
10% - reading
20% - audiovisual
30% - demonstration
50% - discussion group
75% - practice by doing
90% - teaching others/immediate use of learning
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Aim for active engagement
Should lecture be avoided?
• No – but limit it proportionately compared to other, more
active strategies.
• Try to plan for 10-20 minute bursts of lecture (direct
instruction), which is the attention span of the average
listener.
• Change plans if you see students’ attention drifting.
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Pacing is not speed
Pacing does not mean the speed at which you teach. It
is the rate at which the lesson appears to make the
material unfold as you use a variety of instructional
strategies.
Goals:
• Engage and interest students.
• Give students a sense of progress and change.
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Toolkit basics: Pacing
Age + 2 = One way to roughly estimate the length of an
activity to maximize attention span.
Middle school frosh: 12 + 2 = 14 minutes
High school senior: 17 + 2 = 19 minutes
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Toolkit basics: Pacing
Start and stop activities cleanly to create an
illusion of progress and change. Bound each
activity with finite time limits.
Example: “Take exactly 3 minutes to answer the
question in front of you.”
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Toolkit basics: Pacing
Pacing and engagement strategy: Cold call
Ask a question and then call the name of the
student whom you would like to answer it.
Caution!
This only works if you explain it and use it
systematically. It is not a disciplinary strategy!
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Toolkit basics: Pacing
Cold call:
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Predictable strategy
Students become used to being asked to participate.
Allows you to normalize participation in a positive way.
Avoids momentum-sapping when no one wants to speak up.
Allows you to distribute work broadly instead of calling on a
critical few.
• Shows your respect and faith in all students.
(Watch 3 short video clips.)
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Write and reflect …
In light of what you already know about pacing …
• Affirmation: What did you hear that affirms what
you already know?
• Inspiration: What did you hear that inspired you to
do something differently?
• Clarification: What is unclear that you would like to
have clarified?
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Gradual release model
What do you see as the greatest personal risk in
gradually releasing responsibility from teacher
to students?
(Please turn to an elbow partner … and make a list in 2 minutes.)
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Common worries
Often cited …
• Students will lose interest
• Students will not learn sufficient course content
through active engagement strategies
• The teacher will lose control of the class
• There won’t be enough to do to “fill” 2 hours
• Planning will take forever!
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Toolkit basics: Gradual release
I do: Direct instruction
We do: Guided practice – gradually allowing
students to complete examples
You do: Students practice on their own
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Toolkit basics: Gradual release
Staging the progression (5 steps):
1. I – I do (direct instruction)
2. We – I do, you help
3. We – You do, I help
4. You – You do, I circulate and facilitate
5. You – Keep practicing (mostly on your own)
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Toolkit basics: Gradual release
Take the largest single block in the lesson, and
try to break it into 2-3 activities with:
• The same objective
• Slightly different presentation
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Toolkit basics: Gradual release
Listen-Write-Share-Learn
• I do: Teacher lectures or explains a concept or idea for approximately
10 minutes
• We do = You help: Teacher asks the class to write the key ideas or main
points presented and any questions that they have. Only allow the
students to write for one to two minutes and give them a warning
(one more minute, please).
• I do: Continue with the presentation until the next natural break point
(new topic, different idea, or five minutes).
• We do = you help: Again ask students to write.
• You do: Follow up with “sharing pairs” to discuss the information
students have written.
• You do = keep practicing: Close with a “whip around” where students
quickly give a fact or finish a statement.
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Toolkit basics: Gradual release
Tell-help-check (pairs)
• I do: After direct instruction and note taking …
• We do: Teacher circulates as Partner 1 talks to
partner 2, recalling information without using notes.
• We do: Teacher circulates as Partner 2 listens
carefully, asks questions, and gives hints about
missing or incorrect information.
• You do: Both partners consult notes to confirm
accuracy.
• Partners change roles.
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Write and reflect …
In light of what you already know about the gradual
release model in the lesson cycle …
• Affirmation: What did you hear that affirms what
you already know?
• Inspiration: What did you hear that inspired you to
do something differently?
• Clarification: What is unclear that you would like to
have clarified?
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