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GATHER YOUR MATERIALS Please take an handout according to your GRADE LEVEL!!! 6 th Grade 7 th Grade 8 th Grade Algebra I Geometry

Please take an handout according to your GRADE LEVEL!!! 6 th Grade 7 th Grade 8 th Grade Algebra I Geometry

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Gather Your Materials

Please take an handout according to your GRADE LEVEL!!!

6th Grade7th Grade8th GradeAlgebra IGeometry

Lesson Structure in Secondary MathLatoyia Smith-PouncyWoodlawn Leadership Academy***Adapted from TILT (Teacher Instructional Leadership Training)ObjectiveAttendees will :

Understand how to teach to an objective that includes teaching decisions regarding content, teacher behavior, and learner behavior.Create a secondary math lesson that includes all the components of a lesson cycle.Create a lesson to grab the attention of the student to ensure retention of the concept.

The process of teaching to an objective that includes teaching decisions regarding content, teacher behavior, and learner behavior.This is a basic look of how the lesson cycle show flow.

I have added components to ensure the most effective student learning.Fluency and Modeling4Lesson cycle

ofInstructional Skills

Just like Motown is the heart and Soul of MusicThe Lesson Cycle is the HEART AND SOUL of instructional skills.5Lesson cycle: CurriculumThe State and/or District CurriculumSelect objectives

What are the students going to learn?

What is Curriculum?1. Goals: The benchmarks or expectations for teaching and learning, often made explicit in the form of a scope and sequence of skills to be addressed;2. Methods: The specific instructional methods for the teacher, often described in a teachers edition;3. Materials: The media and tools that are used for teaching and learning;4. Assessment: The reasons for and methods of measuring student progress.

The term curriculum is often used to describe only the goals, objectives, or plans, something distinct from the means of methods, materials, and assessment. Yet since each of these components are essential for effective learning-and since each includes hidden barriers that undermine student efforts to become master learners-curriculum design should consider each of them as a piece.

These guidelines apply to the general education curriculum which, when universally designed, should meet the educational needs of most students, including those with disabilities. This document can help guide the design of expectations, content, methods, and outcomes across differing classrooms in each school or system.

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Lesson Cycle: Task AnalysisPlanning before the Lesson80% of time dedicated to planningAnswerWHY?Plan student behaviors and outcomesHOW?Plan Teacher behavior and strategiesWHAT?Skills and concepts, Vocabulary, Level of difficulty, and critical Why?--The purpose or objective of the lesson includes why students need to learn the objective, what they will be able to do once they have met the criterion, how they will demonstrate learning as a The Madeline Hunter Model of Mastery Learning result. The formula for the behavioral objective is: The learner will do what + with what + how well?

How?The new knowledge, process or skill must be presented to the students in the most effective manner. This could be through discovery, discussion, reading, listening, observing, etc.

What?--Input includes the vocabulary, skills and concepts the teacher will impart to the students, the information the students need to know in order to be successful. 7Lesson Cycle: FluencyFoundational skillthe skill student need to know in order to be success full with the new skillIncluded as a bell ringer

FluencySome practice on preliminary skills before discussing the new learning for that day. This could be a bell ringer for about 5 minutes.

For instance, if the lesson is about solving inequalities fluency practice can include solving 5 one-step and two step equations.

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Lesson Cycle: FocusBegins the instruction What we do to generate students interest in the lessonThe teacher focuses the students thoughts on to what will be learned (Tie in yesterdays lesson with todays lesson. Get them interested.)

Anticipatory set is defined as a short activity or prompt that focuses the students attention before the actual lesson begins. Uses when students enter the room or in a transition, anticipatory set might be a hand-out given to students at the door, review questions written on the board, two short problems presented on a transparency on the overhead, an agenda for the lesson written on the chalkboard, etc.

9Lesson Cycle: ExplanationInstructionWhen teaching and learning is happeningTeacher is:ModelingGiving ProcessesRules

It is important for the students to see what they are learning. It helps them when the teacher demonstrates what is to be learned. The teacher shows a graphic or demonstrates in a concrete way exactly what the finished product looks like. Remember, a picture is worth a thousand words.

This can be done at anytime during the lesson. If the teacher notices that students are not following instructions, process, rules, steps correctly the teacher can stop them where they are and walk through this again.10

Lesson Cycle: Modeling New SkillStudents see the entire process of the activity before the guided practiceDo not forget to explain the process while you are modeling.Most of our secondary teachers forget to emphasize on modeling the new skill prior to guided practice. When teachers model, we solve a sample problem pretending to be in the shoes of students. It is less interactive than guided practice and the goal for modeling is for students to see the whole process first before being guided practice.

If the teacher notices that the students are not understanding the process, steps, procedures, rules, vocabulary during the guided practice or independent practice, the teacher can take a moment and model the activity again.

11Lesson cycle: check for understanding

Assess students understanding of learning

Do this before you move on to the next step.Re-explain and model if necessary!!!It is important to make sure the students understand what was presented. One way this can be done is by asking the students questions. The teacher uses a variety of questioning strategies to determine Got it yet? and to reflect on the pace of the lesson: Should I move forward or back up?12

Lesson Cycle: Guided PracticeStudent practice with teacher leadershipExamples!!! Examples!!! Examples!!!TOGETHER!!! TOGETHER!!! TOGETHER!!!Can you tell who is the Teacher?Can you tell who are the students?Guided practice is done together with the students and the teacher. You should not be able to tell who is TEACHING who.

The teacher guides the students along. With poignant questionsallow collaborative workAllow students to teach the classAllow other students to answer student questions

The students practice the new learning under direct teacher supervision.

The teacher leads the students through the steps necessary to perform the skill using a trifocal approach: hear/see/so.

13Lesson Cycle: Check for MasteryASSESS students understanding of the concept before they work independently

Re-model if Necessary!!!

This is not an assessment or TEST. This is a quick snap shot of who truly understands the concept. This can be done by using a sample problem that every student works by themselves. They can receives something on their paper that says they showed true understanding.

This can be done by allowing students to check each other. Give students the problem, Allow them time to work the problem. Students exchange papers. You show the answer on the board. Students check their peers problem to ensure they understand. For those that receive check they can move on to independent practice. For those that do not they will have a review with you before the are allowed to work independently.14Lesson Cycle: Independent PracticeStudents practice skills and guidance without teacher intervention.Give them time to work by themselves.Break the chain!! Allow them to work on their own.

When the teacher is sure the students understand the new material, they assign independent practice. The teacher releases students to practice on their own based on learning that has occurred during the previous steps. 15Lesson Cycle: Assess MasteryQuick honest Purposeful feed backAllows students to know if they were successful

Lesson Cycle: ClosureBring Lesson to logical conclusionGive students a chance to organize information for long-term memory storage and retrieval

At the end of each 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 is not necessarily an end point, but more of a final check for understanding used at the end of a class period. Closure for on-going laboratory activities may not be appropriate.17Resourceswww.Schoolrack.com/lsmithmath

PowerPoint presentationLesson Cycle Template WorksheetLesson Cycle Template PowerPointSample Activities (6-Algebra I)null186576.92