1. The 7-Step Lesson Plan

2. Where to Start Planning?  Backwards planning  Begin by looking at the standard being taught and work backward  What will the assessment look like?  Multiple measures of assessment: projects, portfolios, teacher made tests, quick checks, etc.  What do you want your students to be able to do in the end of your lesson? Start there and then plan your lesson accordingly.

3. Anticipatory Set  Grabs the students’ attention.  Should be brief, brief, brief.  Sets up the lesson, but is not the Input.  Should be used even for ongoing units.  May pose a guiding question which will require students to review the material already taught in the unit.

4. Standards  Students should know the standard to be taught.  Make it brief and exact (what part of the standard is taught in the lesson).  Abbreviate standard on their notes.  Use M.I. to help students remember the standard of the lesson.

5. Input  Note-taking should be used appropriately:  It is a “best practice” and helps with review during lessons, while doing practice assignments, for homework, to study for tests, etc.  Consider the amount of note-taking depending on the age of your students.  Use “guided” notes or “cloze” notes if the note-taking for the lesson is overwhelming.

6. Input  Students should be actively engaged somehow:  Listening  Taking notes  Experimenting  Drawing pictures  Singing  Moving  Observing

7. Input  Teacher gives the input; not the students. (Students who already know the input should be doing more challenging work.)  Often combined with modeling.  Make input visual whenever possible.  Flag down questions from students.  May continue for several days.

8. Input  Dramatics  Video  Songs  Pictures  PowerPoint  Demonstrations  Steps (especially in math)  Lecture with short notes  Cooperative learning  Scavenger Hunt  Small group vs. whole group  Incorporate MI strategies

9. Modeling  Can be done with input, especially if you are teaching a skill in steps.  Show, show, show  Teacher demonstrates how to accomplish a task or skill  Teacher must provide the model  Talk as you model (talk out the steps of the process)  Students should also copy the modeling into their notes.

10. Check for Understanding  Ask only questions you talked about during the Input and Modeling.  Give at least three questions to ensure mastery.  Elicit a response from EVERY student (white boards, thumbs up/down, etc.)  If the majority of the students answered the questions correctly, move on  If not, start again with additional input and modeling

11. Guided Practice  Each student should have an opportunity to demonstrate understanding by working through an exercise/activity under the teacher’s direct supervision (approx 4-10 samples depending on the complexity).  There must be EVIDENCE that the students can complete the skill/task INDEPENDENTLY.  Make sure the activity or questions match your input and modeling

12. Guided Practice  Circulate the room and provide a visual affirmation of correct work (e.g. stamp, check, star)  Not a time to reteach  At the end of guided practice, pull those students who were not able to master the skill after 2-3 attempts to the reteach table

13. Independent Practice  Should prepare students to be successful on the final assessment.  Given only after students master the content or skill, as demonstrated during Guided Practice.  Used for reinforcement and practice.  May incorporate a variety of Multiple Intelligence strategies  Examples of independent practice: homework, classwork, and projects

14. Thank you for listening! If you have any questions about the 7-step lesson, please feel free to contact me at mk.gottbrecht@oxfordchampio ns.com