Lesson Design

How to plan better lessons using a variety of models of instruction.

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Concept Formation PD

A model of instruction that moves from specific examples to concepts to one big idea.

Why “Analyze” Is My Favorite Level of Bloom’s Taxonomy PD

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!

What Makes A Math Puzzle Actually Puzzling? PD

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

Context Clues and Classics PD

How to use a classic to revamp a study of context clues.

Lesson Makeovers: 3 Big Ideas PD

After looking at dozens of lessons folks sent in, I came up with three big ideas to address.

Engagement Isn’t The Goal PD

While "engagement" is fun, it shouldn't be our main goal.

Beyond Identifying a Story’s Problem and Solution PD

So your students can identify a story's problem and solution. Then what?

Comparing Strengths and Weaknesses PD

Go beyond merely explaining strengths and weaknesses and get students thinking in interesting ways.

Fancy Product? Simple Thinking – Wax Museum PD

A big, impressive product doesn't mean that there was big, impressive thinking.

Comparing Fraction Strategies PD

Comparing fraction strategies? Let's take it even further!

Aim High, Scaffold Down in Math PD

A high level of thinking in math also requires the support of thoughtful scaffolding.

Depth and Complexity: Patterns and Quadrilaterals PD

Why just "identifying patterns" isn't deep enough.

From “Identify” to “Analyze” – Famous Structures PD

Rather than just learning about one structure, let's climb Bloom's and think more deeply.

Why I Don’t Use “Create” in Bloom’s Taxonomy PD

The word "Create" can mask low-level tasks. Here's why I avoid using it in objectives.

Creativity Beyond The Fluff PD

Just because a task is "creative" doesn't mean students are at the top of Bloom's Taxonomy.

Models of Instruction: Inquiry Training PD

Want your students to ask better questions? Why not train them to inquire!?

Writing Concept Attainment Lessons PD

In a Concept Attainment lesson, we give students examples and non-examples of a concept -- without telling them what that concept is!

An Introduction to Models of Instruction PD

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!

Building “Not Like The Others” Tasks PD

A delightfully ambiguous framework that is quick to prepare, but can last forever!

Complex Task: Subjective Graphs PD

What would it be like if students graphed characters from stories? Historic leaders? Elements from the period table? Objects in space?

Difficult vs Complex Tasks PD

What separates difficulty from complexity? And why do complex tasks lead to much more natural differentiation?

Writing Differentiated Lesson Objectives PD

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

Complex Task: Academic Tournaments PD

Who would win in the Tournament of Least Useful Geometric Shapes or Bravest Shakespearean Characters? Create an academic tournament and watch your students' brains sweat!

Complex Task: What Would X Think of Y? PD

Here's a simple task that will add complexity to any content from any grade level!

Running A Group Investigation Lesson PD

Learn to lead a lesson that is built entirely on student curiosity.

An Inductive Exploration Of Geometry PD

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

Response to Lit: An Inductive Approach PD

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

Add Layers To Direct Instruction PD

Take direction instruction beyond a monotonous practice of the same skill over and over.