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Copy of The Madeline Hunter Lesson Plan

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Tina Tamplen

on 30 January 2018

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Transcript of Copy of The Madeline Hunter Lesson Plan

Madeline Hunter Lesson Plan Cycle
The Madeline Hunter Lesson Plan is a set of guidelines that can be applied to teaching in any classroom. Her approach is teacher-directed, but takes into consideration the interests and abilities of the students in the classroom as well. It is not meant to be taken a stringent set of rules, rather as guiding principles to inform effective teaching.
What is the Madeline Hunter Lesson Plan?
How are you going to teach your lesson?

Apply different strategies based upon learning styles/ multiple intelligences

Are children going to work together in groups or independently?
Are you using sensory tables or is it going to be discussion-based?

Decide what method or methods of instruction suit your students and your learning objectives best.

These are the steps that you are going to take to teach the information to the students.
Instructional Input
Before moving forward, make sure that there is a baseline of understanding that can be built upon.

You can ask the students directly as well as taking visual and social cues from students to determine if they have understood what has been presented to them.

Find out if there is a part that students get stuck on, and go back to this and rework it.

If there is any doubt that the class has not understood, the concept/skill should be retaught before practice begins.

Check for Understanding
Objectives and Standards

Anticipatory Set

Instructional Input


Check for Understanding

Guided Practice

Independent Practice

Closure/ Summary


Now, you need a ‘hook’, or Anticipatory Set.

Sometimes called a "hook" to grab the student's attention:

Actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson.

To put students into a receptive frame of mind;
to focus student attention on the lesson.

Anticipatory Set
How are you going to demonstrate the skill that you are trying to teach?

Think about the best way to model and
children’s learning so that they will be able to understand.

Scaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk. - Takes place through out the lesson

Modeling is "the how to" of the lesson.

Have the students practice what they have learned under direct teacher supervision, and help them along in places where they may be confused and need your assistance.
Scaffolding is extremely important to student success for young children.
Guided Practice!
Have an objective.
Do you want students to be able to describe the weather?
Do you want them to be able to identify complex shapes?

Whatever your objectives are in the lesson; you will need to have a clear idea of these objectives. This is where you’ll want to tie in the standards that students will be achieving in their learning.

Standards will be found on TEA's website‎ and curriculum guides
Now that you are sure that the students can confidently perform their new skill or competency, give them an opportunity to use it on their own.
If you have been teaching children how to make a chart that keeps track of something over a period of time, you could have them make their own chart about whatever they want: the weather, what days they get an apple in their lunch, and so on.
Independent Practice
It’s important to refrain from this last step until you are sure that it is something that the children can do.
The independent project should be something that reinforces learning and is enjoyable.
If it is too far out of their range or abilities, students may get overly frustrated and have negative associations with the material.
Actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion.

Used to help students bring things together in their own minds, to make sense out of what has just been taught.

"Any questions? No. OK, let's move on" is not closure.

Check for Understanding cont.
This is the part of the lesson in which you would apply
questioning strategies.

A an effective technique is applying Bloom's Revised Taxonomy questions strategies.

These questions can be asked verbally, written down, utilizing smart board, dry erase board etc. Remember to apply different teacher strategies for different learning styles.
Closure Continued

used to cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson,

to help organize student learning, to help form a coherent picture, to consolidate, eliminate confusion and frustration, etc., to reinforce the major points to be learned...

Closure is the act of reviewing and clarifying the key points of a lesson, and tying them together into a coherent whole,
Instructional Objectives Cont.
Writing Objectives:

The student will...

* Add an ACTION to the statement-

(Think of actual actions they will do during the lesson)

* Finish it off with the product, process or outcome

The student will describe the life cycle of an animal by creating a chart.

Assessment :

This is where students demonstrate mastery of concepts/objective:

This can be in the form of a test or project

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