Lesson Design

My early lessons didn’t even have objectives, let alone good objectives! Here’s how to build four-part, differentiated lesson objectives.

Here’s how one teacher uses inductive thinking to help students respond to literature.

With inductive thinking, students will work from parts to whole, discovering big ideas along the way!

Ask students to go beyond “I don’t like it” and form critical opinions based on a set of criteria. Students can produce written arguments or turn their opinion into oral presentations.

What separates our on-level writers from our advanced writers?

Just because a task is “creative” doesn’t mean students are at the top of Bloom’s Taxonomy.

Here’s how you can move from merely “summarizing a text” to a high-level task that culminates in synthesis.

Analyze is like a gateway that connects the lower- and higher-levels of Bloom’s. But make sure you’re truly asking an Analyze-level question!

Giving a definition just doesn’t cut it! Use the Frayer Model to explain (and assess!) vocabulary.

How to memorize the countries in Africa, the Japanese writing system, or a deck of cards.

This math puzzle wasn’t so puzzling. What went wrong?