DII Thinking – Cognitive Planning Template
Teacher: ______ _________
Date: ____________
Subject: _______________
Standard:
Lesson Objective:
Connecting to Prior Knowledge:
Objective
Teacher
Input and Model
Input:
Academic Vocabulary (AV) – (posted)
Process/Steps: (posted)
--------------------------------- --Model: (introduce process/steps)
Student Engagement
Students will participate with choral/echo
response of meanings of Academic Vocabulary,
steps/process
Students will use gestures (TPR) to distinguish
definitions of AV
Students will listen and watch teacher “think
aloud.”
Structured
Practice
Students will actively participate (echo/choral
read) in completing problems with teacher
Think-Pair-Share opportunities, equity
cards/sticks
Respond using sentence frame:
Guided Practice
Students will recall process
Students will work in pairs and use process to
complete practice problems.
Respond using sentence frame:
*Reminds students of expectations (use academic language/steps),
walks around providing immediate feedback, correctives. Afterwards,
Teacher has students come to explain problem(s)
Independent
Practice
Teacher
Monitoring
Collects for Formative Data
OR
Coaches students (immediate feedback)
Standard:
Lesson Objective:
Student Engagement
Students will independently complete
___________________.
DII Thinking / Planning Template
Remember: DII is meant to be used when students are taking on a skill. It is not for performing a routine
exercise such vocabulary cards, spelling words, or reading aloud. Think...what needs to be MODELED?
Standard:
Make sure you are writing a grade level standard. Check either your Frameworks or the back of your TE.
Lesson Objective: What the students should know and be able to do by the end of the lesson
You say it, say it together, say it to your partner - T-C, S-S, C-T
Connecting to Prior Knowledge:
What have the students already done that can act as a “bridge” to the new learning they are taking on in this
lesson? Important to open the correct neuron “file” and hook the new learning properly in order for
synthesis of the lesson to occur. We don’t just want students knowing and doing; we want them
explaining and understanding.
Don’t forget to “Overlap” activities. Ex: As you pass out papers, have partners read the steps to each other. Keep
students engaged/busy.
Guided Practice
Structured Practice
Often times you will need to go back up into Structured Practice
if students seem to still be struggling. Make sure to orally make
this known and take back the “pace” of the lesson.
Input – Explain the new
information
Model – Show them what to do
with the new information
Objective
Teacher
I Do It - You Watch and Listen
You do all the thinking. Make sure to Think Aloud
and to model what you want them to be doing
independently. Start where you want them to end.
 Avoid asking questions during input. Don’t expect
students to know what hasn’t been taught
 Show or demonstrate info. through auditory, visual,
kinesthetic, or a combo. of modalities
 Provide a chart of the sequential steps in taking on
the skill
 Talk about your thinking (Metacognitive
Demonstration) – point to the chart when using steps
 CFU - Present material in small steps – Have
students chorally repeat and/or TPS the steps
 Re-explain difficult points
We Do It Together
You help them with the thinking and help feed them
the answers. They don’t think it all the way through
by themselves until guided practice
 Teacher Paced - Lock Step
 Lead students through the steps, the cognitive
process, and the rule
 Provide lots of prompts / pre-correctives
 Avoid letting errors go uncorrected or giving answers
to students. Give specific feedback & correctives. Go
back to the student later to allow them to correctly
answer the question.
 CFU - Start asking “HOTS” & get students to explain
concepts or process in their own words (effective
teachers ask more)
You Do It. I Watch and Listen
Students do the thinking while you monitor.
 More Examples (student paced, teacher monitored
(Check for Understanding)
 Students start to take on more of the practice –
teacher monitors
 CFU - Elicit overt response that demonstrates
behavior in the objective – Make sure to have
students verbalize the steps NOT TEACHER
 Praise-Prompt-Leave strategy to gradually release
responsibility
 Pre-correctives and Correctives
Student Engagement
Sentence Frames: Need to model
complete sentences either verbally or
written.
 Echo, choral
 “Show me...” - students connect to
learning using TPR
Student Engagement
T-C , T-G, T-S
Notice the teacher always leads the
interaction during input and model
 Give “Think Time” – 5 seconds
 Engage all students: T - C
CT Choral, TPS, TIPSI, thumbs
up/down
 Have students verbalize steps:
“What do I do next?” Think...tell
your partner, randomly call on
students to CFU
Student Engagement
T-C
S-T
C-T , T– G
G – T, T-S
Ask a question, let them think,
let them share, THEN call on
students
 Maintain a brisk pace if students are
grasping concept
 “Ok students, what do I do next?”
partner A tell B...call on at least 5
students to get a good % of your
class White boards, “Chest it”
Student Engagement
T-G, S-S, G-G
Teacher
Student Engagement
Independent Practice
You Do It
Try and be quiet at this time. Let them
struggle a bit. Students practice completely
on their own after reaching at least 85%
accuracy with guided practice
Ticket-Out-The-Door
 Corrective should be minor and one-on-one
 Delayed feedback – Let them self correct
 Teacher should circulate during seatwork,
monitoring students with short contacts
 DO NOT GO OVER WORK AND GIVE
ANSWERS. Collect work to see which
students got it and which still need help
during UA.
Student Engagement
S-S and G-G and individually
Standard:
Lesson Objective: Closure
Revisit – Walk over to, point, read, restate & ask students to self – assess learning
T. Baides, Instructional Coach, SWSD
Tell me,
I will forget.
Show me,
I might remember.
Involve me,
I’ll understand.
-Ancient Chinese Proverb
T. Baides, Instructional Coach, SWSD
2/15/2016
2/15/2016