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Madeline Hunter Lesson Plan Cycle Presentation

Lesson Plan Cycle

Ian Ralph

on 30 April 2014

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Transcript of Madeline Hunter Lesson Plan Cycle Presentation

Madeline Hunter's Lesson Design
Tuart Hill Primary School
P.D. Day 2014

Teaching can be described as. . .
"a constant stream of professional decisions made before, during, and after interaction with the student."

~Madeline Hunter
All teaching decisions can be placed into three categories.

Step 1: Review / Mental Set - Hook
Step 2: Objective / Purpose
Step 3: Input or Information
Step 4: Modelling / Demosntration
Step 5: Checking for Understanding
Step 6: Guided Practice
Step 7: Independent Practice
Step 8: Closure/ Review / Plenary
Madeline Hunter's Lesson Design
Not each of the "steps" need
to be in every lesson, nor should
every lesson be based on the eight
steps; however, they
make a good checklist of elements
in planning a lesson.
1. What content will I teach next?
2. What will the student do to learn
and to demonstrate that learning
has occurred? What will I do to make it happen?
3. How will I facilitate the acquisition
of that learning?
Step 1: Review and Anticipatory set
Review previous material that is relevant to the current lesson.
A short wake up or motivational activity
a simple activity
an example problem
visual stimulation (video clip, audio clip, etc.)

Step 2: Objective or Purpose
Tell students what they will learn and how they will be assessed.
Make the learning goals explicit and visible (Hattie)

Step 3 Input or information
The teacher provides the information needed for students to gain the knowledge or skill through lecture, movie, website, pictures, text, smartboard, etc
Use of effective questioning techniques. Higher order thinking.
Step 6: Guided Practice
What activities will the students perform under your supervision to ensure that they are able to practice the material. If they make mistakes, you are able to show them how to do it correctly.
Monitoring--Informal or observational assessment and/or additional assessment to determine need for reteaching

Step 7: Independent Practice
Students practice on their own; apply the learning to new situations; could be used as homework, individual or group work in class
Lesson Design Activity
Think of a lesson you are planning for next week
Use the Lesson design plan:

1--Define and describe the "hook" for the lesson.
2--How will you outline the objectives of the lesson?
3-- What is the input - content / instruction?
4--How will you model the lesson for the students? What will you use? How creative will you be?
5.-- What will your guided and independent practise activities be.
6-- How will you check for understanding?
7-- Describe and define your closure?
How will you measure the success?
Step 4 - Modeling / Demonstration
Demonstrate the application of concepts and skills with a "worked-through" example; teacher demonstration.
Step 5: Checking Understanding
How will you check that the students have
understood/learned the objectives?
Step 8: Closure
Closure is what the teacher does at the end of the lesson to help students define what has been learned.
Reinforcing the major points helps organise the student's learning. It also sets the scene for furture learning
Step 1: Review / Mental Set - Hook
Review previous material that is relevant to the current lesson.
A short wake up or motivational activity
a simple activity / game, an example problem or prompt with visual stimulation (video clip, audio clip, etc.)
Tuart Hill Performance and Development Policy

Hopefully your guided practise goes better than this!
Coaching is designed to help your colleagues to develop and try new strategies and determine what does and does not work by critically evaluating your own beliefs about teaching and learning.
Coaching is built upon trusting relationships that develop between teachers.

It is based on mutually working together to improve teaching skills in order to improve student learning
1. Facilitate exploration of needs, skills, thought processes
2. Facilitate real, lasting positive change
3. Observe, listen, ask questions
4. Provide useful feedback.
5. Use questioning techniques to identify solutions
6. Support goal setting and assessment
7. Encourage commitment to action (follow up)
8. Maintain a non-judgemental point of view.

Role of the Coach / Mentor
Mentoring is a temporary collaborative relationship between two teachers that is based on
a relationship between an experienced teacher and a beginning teacher.
The goal is to provide the new teacher with a support system that can help him/her succeed.
Research has shown that there is a connection between teacher collaboration and student achievement and that teachers who are mentored are more likely to remain in the teaching profession than those who are not.
If it doesn't challenge you it doesn't change you
While watching the video select 3 - 5 comments that stand out for you.
Coaching Video
From the GROWTH model
From the G.R.O.W.T.H model
From the G.R.O.W.T.H model
Full transcript