Hattie (2009) summarizes this chapter succinctly. The ... · 50 FORMATIVE ASSESSMENT IN A...

F O R M AT I V E A S S E S S M E N T I N A B R A I N - C O M PAT I B L E C L A S S R O O M50

Lesson Objective(s): What do you want students to know, understand, and be able to do?

Assessment (Traditional/Authentic): How will you know that students have mastered essential learning?

Ways to Gain/Maintain Attention (Primacy): How will you gain and maintain students’ attention? Consider need, novelty, meaning, or emotion.

Content Chunks: How will you divide and teach the content to engage students’ brains?

Lesson Segment 1:

Activities:

Lesson Segment 2:

Activities:

Lesson Segment 3:

Activities:

Brain-Compatible Strategies: Which will you use to deliver content?

F Brainstorming/discussion

F Drawing/artwork

F Field trips

F Games

F Graphic organizers / semantic maps / word webs

F Humor

F Manipulatives/experiments/labs/models

F Metaphors/analogies/similies

F Music/rhythm/rhyme/rap

F Project/problem-based learning

F Reciprocal teaching / cooperative learning

F Role-plays/drama/pantomimes/charades

F Storytelling

F Technology

F Visualization / guided imagery

F Visuals

F Word study / apprenticeship

Figure 4.1: A brain-compatible lesson plan.Source: Copyright © 2016 by Corwin. All rights reserved. Reprinted from Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain, 3rd Edition, by Marcia L. Tate. Thousand Oaks, CA: Corwin, www.corwin.com.

Visit www.learningsciences.com/bookresources for a reproducible version of this figure.

Hattie (2009) summarizes this chapter succinctly. The emphasis when teach-ing should be on what students can do, on students knowing what they are sup-posed to be doing, on using multiple strategies with students for learning how

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