How to plan better lessons using a variety of models of instruction.
My early lessons didn't even have objectives, let alone good objectives! Here's how to build four-part, differentiated lesson objectives.
Part 1 of Models of Instruction
As a new teacher, I only knew one model of instruction: Direct Instruction. I was like a chef who only knew how to deep fry!
With inductive thinking, students will work from parts to whole, discovering big ideas along the way!
Part 4 of Models of Instruction
Learn to lead a lesson that is built entirely on student curiosity.
What separates difficulty from complexity? And why do complex tasks lead to much more natural differentiation?
Who would win in the Tournament of Most Honorable Presidents or Least Useful Geometric Shapes or Bravest Shakespearean Characters? Create an academic tournament and watch your students' brains sweat!
Part 2 of Models of Instruction
In a Concept Attainment lesson, we give students examples and non-examples of a concept -- without telling them what that concept is!
A delightfully ambiguous framework that is quick to prepare, but can last forever!
What would it be like if students graphed characters from stories? Historic leaders? Elements from the period table? Objects in space?
Just because a task is "creative" doesn't mean students are at the top of Bloom's Taxonomy.
Here's a simple task that will add complexity to any content from any grade level!
After looking at dozens of lessons folks sent in, I came up with three big ideas to address.
Rather than just learning about one structure, let's climb Bloom's and think more deeply.
A high level of thinking also requires the support of thoughtful scaffolding.
Why I don't use the word "Create" when writing objectives.
Part 3 of Models of Instruction
Want your students to ask better questions? Why not train them to inquire!?
So your students can identify a story's problem and solution. Then what?
While "engagement" is fun, it shouldn't be our main goal.
Comparing fraction strategies? Let's take it even further!
How to use a classic to revamp a study of context clues.
Why just "identifying patterns" isn't deep enough.
A big, impressive product doesn't mean that there was big, impressive thinking.
Go beyond merely explaining strengths and weaknesses and get students thinking in interesting ways.