Detour. . .
A temporary
inconvenience for
permanent
improvement
A MODEL FOR MASTERY
LEARNING
“Based on the work of Madeline Hunter”
Know & Need to Know about Lesson
Planning
KNOW
NEED TO KNOW
Check this website for sample lessons
http://teacherknowledge.wikispaces.com/Lesson+Plans
Welcome To Nuts And Bolts Of Lesson Planning!
Where Are You?
Where Are You Going?
Purpose

To acquaint Fellows with an instructional model that
is research based and based on best practices.
Desired Outcomes of the Class
By the end of the class, Fellows will have the
knowledge/skills to:
 Ensure “bell-to-bell” instruction
 Implement an instructional model systemically
 Monitor instruction.
 Prepare a lesson that accommodates all learners
(later).
Hunter Lesson Delivery Model - PLUS
Focus or Hook (anticipatory set)
Establish Purpose and objective (I Can Statement)
Direct Instruction (Input, Modeling and Check for
Understanding)
Guided Practice
Independent Practice
Closure
1.
2.
3.
4.
5.
6.
1.
PLUS – Required materials and equipment
Side by Side
They Aren’t So Different
Madeline
1. Objective
2. Student Expectation
5E Model of Instruction
“Learning Objective”
“The student will…” or “I can…”
3. Anticipatory Set
Engage
4. Teaching: Input
Explore
5. Teaching: Modeling
Explain
6. Teaching: Questioning / Check
for Understanding
Explain / Explore
(Formative Assessments)
7. Guided Practice
Extend
8. Independent Practice
Extend
9. Closure
Sum it up!
10. Summative Assessment
Evaluate
GANAG
(
)
JANE E. POLLOCK
G = State the GOALS (or standards intended for the lesson
•A = ACCESS prior knowledge that relates to the lesson
•N = Introduce NEW information or concepts
•A = ANALYZE/APPLY the new information or concepts
•G = Summarize or restate the GOALS learned in the lesson
•
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
The sudden release of responsibility
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the
gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum
Development.
DIY School
TEACHER RESPONSIBILITY
(none)
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
The “Good Enough” Classroom
TEACHER RESPONSIBILITY
Focus Lesson
“I do it”
Guided
Instruction
“We do it”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
The Hunter Model of Mastery Learning
Research Synopsis

Dr. Hunter’s research is based on the study of
effective teachers. It concluded that effective
teachers:
 Have
a methodology when planning and presenting
a lesson
 No matter the what the teacher’s style, grade level,
subject area or economic background of the
students a properly taught lesson contained eight
elements.
Population Dynamics
Lesson Overview:
Students will learn about the many different factors that affect population
size. They will then take part in a simulation that will depict predator/prey
interactions.
Links to State Standards (Michigan):
B3.5 Populations: Populations of living things increase and decrease in
size as they interact with other populations and with the environment.
The rate of change is dependent upon the relative birth and death rates.
B3.5A: Graph changes in population growth, given a data table.
B3.5B: Explain the influences that affect population growth.
B3.5C: Predict the consequences of an invading organism on the
survival of other organisms.
Materials needed
• PowerPoint presentation,
• seven large cardboard squares (60cm x 60cm),
• seven bags containing 200 1 inch squares of thick
paper,
• seven bags containing 30 3 inch square cardboard
cutouts,
• data table,
• graph paper,
• clear plastic bucket with spout at bottom.
Anticipatory Set (Hook)

Focuses the students’ thoughts on to what will
be learned.
 Tie
yesterday’s lesson with today’s lesson.
 Could consist of a short activity or prompt that
focuses the students’ attention before the actual
lesson begins.
 Could consist of a review of the homework if it
leads to the day’s lesson.
Begin class with a guided inquiry to activate prior
knowledge:
“What kind of relationships do organisms have?” Students should
have understanding of predator/prey, parasite/host, mutualism, etc.
“What factors might change a population size?” Students should
be able to identify some of these factors (birth and death rates,
predation, habitat destruction, competition for resources) as factors
that could change the size of a population.
After this inquiry students will have established that population
sizes can be affected by many different factors, and that some of
these factors can be influenced by interactions with other
organisms.
Model: To illustrate the concept of population growth and decline.
Question: What does it mean when a population increases or
decreases in size with respect to birth rates and death rates?
Model: Clear bottle with water flowing in to represent birth
rates, and hole at the bottom to represent death rate.
The rate of flow into and out of the bottle can both be varied.
Illustrates that there are constantly births and deaths in a population,
and that rises and falls in population size are the net totals of births and
deaths.
Objective and Purpose




Students learn more effectively when they know what
they are supposed to be learning and why. Teachers
also teach more effectively when they know that the
students are to learn and why.
Research based on behavioral objective
The learner will do what + with what + how well?
We use the “I Can” Statement
Objectives
EXAMPLES:

By the end of the class period
the Fellows will state and briefly
explain the steps of the “Hunter
Lesson Cycle Model.”


We say – I can state and briefly
explain the steps of the “Hunter
(ITIP) Lesson Cycle Model.
The Fellow will apply or use
appropriate steps of a Lesson
Cycle when making lesson plans
for his/her host school.
Learning Outcomes:
Learning Performances: At the end of the lesson students
will be able to understand the many different factors that can
influence population sizes of different organisms. They will
have a concrete understanding of what population growth
and decline is the result of, and they will be able to chart
population changes over time, and then take this data and
put it into a graph.
I can graph changes in population growth, given a data table.
I can explain the influences that affect population growth.
I can predict the consequences of an invading organism on
the survival of other organisms.
Direct Instruction-Input



The new knowledge, process or skills must be
presented to the students in the most effective
manner.
This is the direct instruction phase of the process.
Input includes the vocabulary, skills and concepts the
teacher will impart to the students, the information
that the students need to know in order to be
successful.
Direct Instruction-Input



When people think of direct instruction they associate this
as being the teacher imparts knowledge while the student
compliantly listens. (The old lecture method)
We would like you to use an Interactive lecture where the
teacher models instruction while at the same time includes
the student in the lesson through strategies pair-sharing,
note-taking or quick writing.
Robert Marzano states “interactive lecture dramatically
increases students’ understanding of new information
across content areas and at every grade level.”
Direct Instruction
GOAL
During Direct Instruction
the students are
actively engaged
.
Start PowerPoint presentation Population Ecology Powerpoint.ppt
Show chart of exponential growth of a population
Table showing beginning of an exponential growth to illustrate why
populations continue to grow faster and faster
Remind students that this requires an abundant supply of resources, and
low interaction with predators.
Question: Why do you think that organisms don't grow at an exponential
rate?
Show chart of a population growth with a carrying capacity
Illustrate how initial growth is exponential, but that growth slows down.
Question: Why do you think this is?
Point out that population oscillates above and below carrying capacity
Ask students what may influence a carrying capacity.
Competition for food, and other resources. Influenced by biotic and
abiotic factors.
Question: Is a carrying capacity static? What might cause a carrying
capacity to rise/lower?
Direct InstructionCheck for Understanding



It is important to make sure the students understand
what was presented.
Stopping points allow teaching to formatively
monitor and assess learning.
Checking for understanding assists the teacher in
monitoring whether or not a student is confused or
do not understand the content so he/she can revisit
or re-teach the information before moving on.
Density Dependent vs. Density Independent Factors
Density Independent: Affect all populations regardless of size.
Examples of temperature, storms, drought, habitat disruption affecting
population size.
Density Dependent: Increasing affect as population size increases.
Examples of Disease, competition, food, etc. affecting population size.
Questions: What are some other examples of density dependent and density
independent factors that you can think of?
Why are these factors labeled as density independent or dependent?
After PowerPoint presentation students should have a good understanding of all of the
different types of factors that can influence population size. They should have a firm
grasp as to what is happening when a population either grows or declines. Students
should be able to understand why populations have limits as to how large they can
grow, and they should understand the differences between density dependent factors
and density independent factors.
Direct Instruction-Modeling


It is important for the students to “see” what they are
learning. It helps them when the teacher
demonstrates what is to be learned.
Use of the five senses, Gardner’s Multiple
Intelligence’s, Mind Maps, Science Demonstrations and
Simulations are all components that could/should be
utilized during the modeling component.
Guided Practice
You’ve taught the lesson, now what?
 Guided practice is the component where
students practice the new learning under direct
teacher supervision.
 This can be done in cooperative groups, with
peers or individually.
 The objective is to make sure that the student is
comfortable with the ideas before allowing
him/her to work more independently.
 Guided practice can occur at the end of the
lesson or can be distributed throughout the
lesson.

Guided Practice
Critical Attributes of Guided Practice:
 How much should be practiced? Small,
meaningful amount.
 How long should they practice? Short, intense
period.
 How often should they practice?
 How will they find out how well they did?
Teacher should provide on the spot feedback.
This is accomplished during monitoring.
Begin Simulation:
Students will participate in a simulation that
models a predator-prey relationship.
They will work in groups of four to simulate
population growth of rabbits and wolves over
20 generations, and will then plot this data
onto graphing paper.
Guiding questions to be completed after simulation
How did the sizes of the different populations affect the sizes of the rabbit and wolf
populations?
Other than the size of the wolf population, what other factors that we have
learned about might limit the size of the rabbit population?
Suppose that during the 6th generation, an invasive species migrates into the
meadow. Suppose that this species grows at the same rate as the rabbits,
and eats the same food, but is not a prey of the wolves. What do you
hypothesize will be the impact that this species has on the rabbit population?
What about the wolf population?
Challenge: If you have extra time test your hypothesis using the different
colored squares to represent the invasive species. Chart the population levels
over 10 generations, and compare to your previous data. Do you notice any
differences? Was your hypothesis correct?
Independent Practice



When the teacher is sure that the students
understand the new materials they assign
independent practice.
This can be done during the class or for homework.
If done during the class, this gives the teacher the
opportunity to conduct small groups for reteaching or scaffolding.
Review questions:
Teacher will provide students with examples of different factors
such as food, hurricane, Dutch elm disease, flood, predation,
etc, and have them label/group the factors into density
dependent and density independent factors, and explain why.
Will ask students to explain how density dependent factors affect
the carrying capacity of an environment.
Introducing new topic: Will ask students to hypothesize
whether they think that the population of humans in the United
States is increasing, decreasing, or stable, and to provide
explanation. What factors do you think have caused this to
happen?
Closure
At the end of the lesson the teacher reviews or wraps
up the lesson by posing a question for the class:
 “Tell me or show me what you have learned today.”
 Closure should be considered the final “check for
understanding” used at the end of a class period.
Notes
 Closure for on-going laboratory activities may not be
appropriate.
 Never use the statement “does everyone understand?
The response may be yes, when in fact the hidden
response may be, yes I do, but really I don’t , but I
don’t want others to know I don’t know.”

Conclusion of the Lesson:
Ask the students if they have any questions about the lecture or
the simulation. Will then go over the questions on the simulation
regarding the invasive species, paying special note to real world
examples, like the Asian Carp invading the Great Lakes, and ask
the students to hypothesize what the effect the presence of this
species might have on our local ecosystem.
Question: Recently scientists are worried about the invasion of
the Asian Carp into the Great Lakes. What effects might the
Asian Carp have on the local ecosystems in the Great Lakes?
Let’s Review the Components of the
Lesson Cycle
Anticipatory Set (~5 min.)
 Objective and purpose
 Input (~10 min.)
 Modeling (~20 min.)
 Check for Understanding (~5 min.)
 Guided Practice (~10 min.)
 Independent Practice (~5 min. to explain)
 Closure (~5 min.)

Exit Card
Share
3 things you can change in your lesson
planning immediately.
Share the most important 1 item you learned.