Inner earth

1. Components of an Effective
Lesson and Teacher
Expectancies
RPDP Reference

2. Introduction
What is the purpose of the Introduction?
 Sets the stage for learning – get
students on the same page as you.
 Presents a brief outline of activities and
expectations of student work and
behavior.
 Students will know “today is a lecture,
article, lab/activity, and/or video… -
which will eliminate the student asking
“what are we doing today?” – Preview of
day’s agenda.

3. Introduction continued
 Connects the day’s experience with what
was done yesterday and provides a map
to where this day fits within the unit plan.
 The teacher’s introduction includes
stating the daily objectives and connects
them to previously learned material, and
provides the “hook” to peak student
interest.

4. Daily Review
Reasons why daily review is a necessary part of class routine.
 Provides immediate and meaningful
feedback.
 Ensures accountability for doing
homework when teacher circulates the
room.
 Provides formative assessment for teacher
to gauge where students are with the
concepts in order for the teacher to
effectively plan experiences to address
misconceptions identified via the review.
 Provides students the opportunity for
short-term memory review.

5. Daily Review
When daily review should be conducted during the class period and what
the benefits are for the student.
 Can be used at different points within a
lesson.
 Serves as a check for
misconceptions/issues still present with
students about the concepts.
 Used after a concept has been explored in
an activity or laboratory investigation or
during lecture, to highlight key points
students should get from the experience.
 For reasons provided in the answer to the
previous slide on Daily Review.

6. Objectives and Connections
 Systems should be in place to ensure that students
understand the objective(s) of your lesson.
 Students should understand the relationships
between the objectives for the day and your
introduction.
 Objectives are posted on the board, printed on
activities and labs, displayed on the overhead/media
projector to which students can refer.
 Students are required to copy them in to their
notebook/interactive journal.
 The teacher’s introduction includes stating the daily
objectives and connects them to previously learned
material – students see them, hear them, write them
(visual, auditory, and tactile addressed).

7. Asking Questions???
How do students benefit from interactions when the instructor asks questions orally?
 Students benefit only if enough time for
reflections is provided following the posing of the
question – in other words – allow adequate wait
time.
 Ensure that ALL students hear the question and
that ALL students hear the answer.
 Asking the question addresses the auditory
learners – in order to reach the majority of
learners, have students write the question in to
their journal/notebook and answer (tactile, and
visual) – this is not appropriate for all questions,
but for key points, this is very beneficial.

8. Concept Development
How do you plan class experiences in order to address the variety of
students’ needs within your class?
 Use a variety of techniques; visual, auditory,
and tactile…
 Provide opportunities for development of
skills in problem solving, reasoning, and
communication.
 Use appropriate vocabulary and notation in
context (teacher is the model) and connect
students’ informal language to precise
science terms and vocabulary.

9. Concept Development cont’d
 Conduct ongoing assessment (formal and
informal) to ensure student focus on key
points.
 Provide linkages (connections) to previously
learned material and/or to future work.
 Appropriate transitions – do not linger too
long doing the same thing, keep in mind the
needs of your audience (about as long on an
activity as the students are old).

10. Note-taking
 How do you impress upon your students the
importance of note-taking, as a skill for
preparing a resource and as a useful study
tool?
 Study guide
 High school prep
 SQ3R model (SIOP)
 Vocabulary reflection
 ???

11. Techniques you can incorporate…
 At times, student notebooks appear unorganized and
incomplete, what are techniques you can incorporate
in order to ensure students are taking meaningful and
useful class notes?
 Gaining in popularity are AVID/Interactive Notebooks
(or modifications of) that organize student note-taking
by providing specific areas within the journal to place
Objectives/titles, IN questions, THROUGH area to
record data, analyze investigations (including graphs),
lecture notes…, and OUT questions to connect the
experiences of the day.
 Model for students HOW to take effective notes –
practice the process and provide a format.

12. Techniques you can incorporate…cont’d
 Write notes as you read text or as you lecture
(avoid displaying complete sets of notes and
expect the students to continually copy)
 Hold students accountable for notebook
maintenance – do NOT expect what you are
NOT willing to inspect.
 Hold notebooks in the classroom, periodically
check (sample 3 -5) to assess whether
students are making the connections (using
IN/OUT question responses).

13. Reasons Backward Assessment Model (BAM) is an
essential component of teacher planning…
 BAM promotes a collaborative process, using
the expertise of teachers teaching the same
material/course.
 BAM promotes consistency in experience for
students in different classes. An “A” from one
teacher more closely correlates to an “A” from
another teacher as class experiences and
assessment formats were similar.

14. Reasons Backward Assessment Model (BAM) is an
essential component of teacher planning…cont’d
 Through this type of planning, balanced
instruction is more easily achieved – as the
BAM unit is developed, a map (blueprint)
places all of the unit’s objectives, and student
experiences in one location for easy reference.
 BAM unit binders provide new teachers a
valuable resource for planning AND provides a
reference to engage in dialogue with veteran
teachers.

15. Build Success Upon Success
 Identify areas/levels where students can
experience some success in order to achieve
the intended learning outcome.
 Scaffold the experiences in order to provide
students a feeling of achievement on a task
and build on that achievement to more
completely develop the concept and solidify it
in the students.

16. Closure…
 Whether teaching on an 80-block schedule or
on an abbreviated 30-minute assembly
schedule; Closure is a vital component of your
lesson.
 Summarizes the lesson and/or unit of study.
 Opportunity for students to explain what they
have learned AND apply it.
 Promotes linkages with prior learning, including
attaching learned facts to the conceptual
framework.
 Makes generalizations when appropriate.