ACTION – Teaching and learning through inquiry STAGE 3: PLANNING INSTRUCTIONAL DELIVERY TO MEET THE NEEDS OF STUDENTS How will students acquire, understand, and transfer new knowledge? How will the delivery of instruction be sequenced and differentiated to optimize achievement for all learners? Day Indicate Instructional Cognitive Description of the Differentiated Instruction, embedded 21st Century Formative Evidence of Minutes ___ Delivery Level(s) Skills, and Supporting Resources Assessment(s) Mastery (Learning Experiences and Teaching Strategies) Select only the that apply per lesson. A lesson might stretch over Evidence of Enter the multiple days. Formative ☐ Intro/Activate/Engage ☐ 6 Create Mastery: Date length of How will you inform the students of the lesson Assessments: Intro/Activate/Engage: ☐ Direct Instruction ☐ 5 Evaluate Which Which formal and objectives they will learn today? How will you create interest to capture the each ☐ Guided Practice ☐ 4 Analyze informal tasks will ongoing attention of the students and activate prior knowledge? How will you indicate activity or ☐ Independent Practice ☐ 3 Apply student expectations? be used for forms of the ☐ Other ____________ ☐ 2 and evidence will lesson ongoing data Understand Direct Instruction - Modeling & Methodology be collected ☐ Summary/Closure collection in What will you use to visually and verbally equip the students to help them to determine ☐ 1 determining experience or process the key ideas and explore the issues/topics of the student Select as many of the Remember strengths and/or specific content? Which resources aligned to cognitive levels will you use? How progress? delivery methods as you potential gaps/ will you differentiate instruction? How will you provide instructive feedback to will use during one Select the misconceptions in improve student thinking? lesson. You will repeat cognitive student learning? this portion of the level(s) for the What will be used Guided Practice Checking for Understanding – process on a separate activities in this for the criteria? How will you provide differentiated opportunities (intervention/enrichment) for row for each lesson in lesson. students to rethink and revise understandings when working as an the unit. individual or as a member of a group? Which resources aligned to cognitive levels will you use? How will you provide instructive feedback to improve student thinking? Independent Practice: will you provide numerous opportunities for How students to independently research and explain concepts, principles, and processes by putting it into their own words, teaching others, and explaining their reasoning? Resources:
ACTION – Teaching and learning through inquiry STAGE 3: PLANNING INSTRUCTIONAL DELIVERY TO MEET THE NEEDS OF STUDENTS How will students acquire, understand, and transfer new knowledge? How will the delivery of instruction be sequenced and differentiated to optimize achievement for all learners? Day ___ Date Indicate Instructional Delivery Minutes Cognitive Level(s) Description of the Differentiated Instruction, embedded 21st Century Skills, and Supporting Resources (Learning Experiences and Teaching Strategies) Formative Assessment(s) Evidence of Mastery ☐ Intro/Activate/Engage ☐ Direct Instruction ☐ Guided Practice ☐ Independent Practice ☐ Other ____________ ☐ Summary/Closure Select as many of the delivery methods as you will use during one lesson. You will repeat this portion of the process on a separate row for each lesson in the unit. Enter the length of each activity or the lesson ☐ 6 Create ☐ 5 Evaluate ☐ 4 Analyze ☐ 3 Apply ☐ 2 Understand ☐ 1 Remember Select the cognitive level(s) for the activities in this lesson. Select only the that apply per lesson. A lesson might stretch over multiple days. Intro/Activate/Engage: How will you inform the students of the lesson objectives they will learn today? How will you create interest to capture the attention of the students and activate prior knowledge? How will you indicate student expectations? Direct Instruction - Modeling & Methodology What will you use to visually and verbally equip the students to help them experience or process the key ideas and explore the issues/topics of the specific content? Which resources aligned to cognitive levels will you use? How will you differentiate instruction? How will you provide instructive feedback to improve student thinking? Guided Practice – Checking for Understanding How will you provide differentiated opportunities (intervention/enrichment) for students to rethink and revise understandings when working as an individual or as a member of a group? Which resources aligned to cognitive levels will you use? How will you provide instructive feedback to improve student thinking? Independent Practice: How will you provide numerous opportunities for students to independently research and explain concepts, principles, and processes by putting it into their own words, teaching others, and explaining their reasoning? Formative Assessments: Which formal and informal tasks will be used for and ongoing data collection in determining strengths and/or potential gaps/ misconceptions in student learning? What will be used for the criteria? Evidence of Mastery: Which ongoing forms of evidence will be collected to determine student progress? Resources:
Instruct-Planner-HCPS-IB-Training-Template-2014.docx