The order, below, is like this. Gain attention Frame instruction Model New Information. turn.” “My Lead students through the information. it with me.” “Do Give an immediate acquisition test/check. turn.” “Your Verify correct responses, or correct errors, or firm up a weak part, or reteach. Model-lead-test more examples (in a concept or rule) or steps (in a routine). Verify correct responses, or correct errors, or firm up a weak part, or reteach. Test all examples---delayed acquisition test. Verify correct responses, or correct errors, or firm up a weak part, or reteach. Review, firm up weak parts, reteach as needed. Strengths, Weaknesses, Improve How? 11. Plan ways to scaffold instruction; i.e., various kinds of assistance to help teachers communicate information, and to help students acquire, organize, retrieve, and apply information/knowledge. Examples are stated objectives, highlighting, reminders and hints, wait time, big ideas, advance organizers (lesson and unit outlines, guided notes, concept/proposition maps, lists of steps to follow in routines), summaries, diagrams, glossaries. Strengths, Weaknesses, Improve How? 12. Begin instruction on a new lesson with especially of knowledge elements and review, background knowledge relevant to the current instruction (pre-skills). The teacher… a. Corrects errors. goes into 22 ONE time. How many does 12 go into 22? “12 b. Firms weak part-knowledge. practice drawing best-fit lines as part of finding the “Let’s slope of a line.” c. Reteaches as needed. let’s start over, with step 1.” “Okay, introducing new material that requires this background knowledge. …before Strengths, Weaknesses, Improve How? 13. Next in a lesson, the main business of the lesson by stating the kind of new knowledge frame to be taught, the objectives (final performance and standards), and big ideas that will help students organize, remember or access, and comprehend the new knowledge, and connect new with prior knowledge.
The order, below, is like this. Gain attention Frame instruction Model New Information. “My turn.” Lead students through the information. “Do it with me.” Give an immediate acquisition test/check. “Your turn.” Verify correct responses, or correct errors, or firm up a weak part, or reteach. Model-lead-test more examples (in a concept or rule) or steps (in a routine). Verify correct responses, or correct errors, or firm up a weak part, or reteach. Test all examples---delayed acquisition test. Verify correct responses, or correct errors, or firm up a weak part, or reteach. Review, firm up weak parts, reteach as needed. Strengths, Weaknesses, Improve How? 11. Plan ways to scaffold instruction; i.e., various kinds of assistance to help teachers communicate information, and to help students acquire, organize, retrieve, and apply information/knowledge. Examples are stated objectives, highlighting, reminders and hints, wait time, big ideas, advance organizers (lesson and unit outlines, guided notes, concept/proposition maps, lists of steps to follow in routines), summaries, diagrams, glossaries. Strengths, Weaknesses, Improve How? 12. Begin instruction on a new lesson with review, especially of knowledge elements and background knowledge relevant to the current instruction (pre-skills). The teacher… a. Corrects errors. “12 goes into 22 ONE time. How many does 12 go into 22? b. Firms weak part-knowledge. “Let’s practice drawing best-fit lines as part of finding the slope of a line.” c. Reteaches as needed. “Okay, let’s start over, with step 1.” …before introducing new material that requires this background knowledge. Strengths, Weaknesses, Improve How? 13. Next in a lesson, frame the main business of the lesson by stating the kind of new knowledge to be taught, the objectives (final performance and standards), and big ideas that will help students organize, remember or access, and comprehend the new knowledge, and connect new with prior knowledge.
Assessing%20and%20Improving%20Instruction.docx