Effective Lesson Delivery Carousel Activity Each group will

Effective Lesson Delivery

Carousel Activity �Each group will have 3 minutes to record responses on each chart. �When time is called, groups will rotate to the next station in clockwise order. �Continue until each group responds to every chart.

Why is it important? �Instructional delivery increases the probability of success because: ◦ content is more accessible. ◦ content is remembered over time. Kame’enui & Simmons (1990)

Gradual Release Model I do / We do / You do it together/ You do it alone Explicit Instruction w/ modeling Independent Practice Cyclical Process Guided Instruction Collaborative Learning

Parts of A Lesson Focus Lesson Guided Practice Collaborative Learning Independent Practice

Focus Lesson (“I do”) ◦ Goals and Objectives �Preparedness ◦ Explicit ◦ Modeling

Goals and Objectives �Correlates to the NGSSS �Translated into Essential Question that allows for student reflection �Shared with students at start of lesson �Revisited answered at by students at end of lesson

Explicit �Explicit instruction involves direct explanation �Teacher directives are specific and concise to ensure implementation accuracy �Lesson format reflects frequent student/teacher interactions

Explicit Instruction � “Hook” students’ attention. � Make connections to previous learning. � Offer a precise explanation of what will be learned. � Introduce/review � Refer important vocabulary. to posted essential question.

precise. Hook explanation As you may have guessed from the title of the Power. Point, we are discussing effective lesson delivery. Today we’re going to focus on the parts of the gradual release model. I want to be sure that we’re paying attention to our key terms: • Explicit Instruction • Guided Instruction • Collaborative Instruction • Independent Instruction Using these key terms we will explore what it takes to be a 21 st century teacher. Vocabulary

Activators �Activating Prior Knowledge Strategies �Graphic Organizers �Brainstorming and Categorizing �Anticipation Guide �Know - Want to Know – Learned (KWL) �Corners

Modeling �Modeling makes thinking processes visible for students �Language used in modeling should be clear, concise and explicit

Modeled Instruction (“I Do”) � Select examples aligned with guided practice, independent practice, and assessment. � Demonstrate how to complete examples step by step. � Verbalize ◦ ◦ ◦ thinking, such as (teacher think-a-louds)… forming mental pictures, connecting information to prior knowledge, creating analogies, clarifying confusing points, and/or making/revising predictions.

Parts of A Lesson Focus Lesson Guided Practice Collaborative Learning Independent Practice

Guided Practice (“We Do”) � Select examples aligned with independent practice and assessment. � Start guided practice with teacher-led question and answer practice. � Ask higher order questions requiring explanation with “Student Accountable Talk” or “Student Think-a -Louds” to justify thinking and explain logic. � Create anchor/strategy charts. � Conduct Checks for Understanding throughout the lesson.

Checks for Understanding � Conduct Checks for Understanding throughout the lesson. ◦ Thumbs Up/Down/Middle ◦ White Board Responses ◦ Response Cards-Yes/No Cards ◦ Student Accountable Talk ◦ Journal Responses ◦ Cornell Notes Summaries ◦ Board Races ◦ Exit Tickets

Parts of A Lesson Focus Lesson Guided Practice Collaborative Learning Independent Practice

Collaborative (“You do it together”) Positive interdependence Face to face Interaction Individual and group accountability Interpersonal and small group skills Group processing

Collaborative Structures � Incorporate Collaborative Structures for additional practice with peer support. ◦ Think-Pair-Share ◦ Rally Table ◦ Pairs Check ◦ Numbered Heads Together ◦ Jig Saw ◦ Team-Pair-Solo Collaborative Structure Posters

Strategies for Collaborative Learning �Reciprocal Teaching �Literature Circles �Article/text study �Labs and simulations

Parts of A Lesson Focus Lesson Guided Practice Collaborative Learning Independent Practice

Independent Practice (“You do it alone”) � Align stations and/or independent reading as independent practice. � Select examples aligned with assessment. � Assign Independent Practice as homework. � Review homework as a Check for Understanding. � Use results from checks to inform future instruction.

Summarizers Summarizing New Knowledge Strategies �Carousel Brainstorming � 3 -2 -1 Response �Dear Teacher �Draw A Picture or Diagram �Ticket Out the Door (Exit Card) �Think…Pair…Share �It’s Okay to Pass Summary Notes �Muddiest Point �Final Countdown Handout

Lesson Delivery Questions �Explicit Instruction ◦ How will I focus my students on what they need to learn? �Modeled Instruction ◦ How will I show my students exactly what they are expected to do during guided practice and eventually during independent work? �Guided Practice ◦ How will I provide my students with opportunities to practice what they were taught during the modeled portion of the lesson? �Collaborative Learning ◦ How will I provide every member of a group to independently apply their new knowledge to a collaborative task. �Independent Practice ◦ How will I help my students independently apply what they have learned during modeled and guided practice?

Let’s get started! �In your group, pick one chart from the carousel activity. �In your group, read over The Gradual Release Model Lesson Plan handout and the carousel activity chart. �Use the handout as a reference to help highlight, add, or correct any responses. �Share chart with the group. Handout

Reflection- Final Countdown Write one question that you are still have about Gradual Release. Write two strategies you are going to implement in your classroom. Write three most important things you learned. Handout