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Guiding Questions
Guiding Questions
How will you use student background knowledge and prior learning to teach a new concept or skill?
How will students use accessible content to practice applying this new skill or concept?
How will this mini-lesson prepare students to apply the new skill or concept to the course content?
What is a Mini-Lesson?
What is a Mini-Lesson?
Mini-Lessons are short, targeted lesson segments that follow the gradual release model to:
use prior knowledge/student interest to explicitly teach a new concept or skill through teacher modeling/think-alouds.
give students multiple small opportunities to practice applying the new skill or concept to accessible content.
Set up a smooth release to a larger activity in which students apply the skill/concept to the course content.
Parts of a Mini Lesson:
Parts of a Mini Lesson:
Hook/Connection: This part of the lesson engages students in active thinking that will help you introduce the target skill or content of your mini-lesson.
*The "I think" question on slide 1 is an example of an inference that will be explicitly taught in the lesson's next step.
Explicit Teaching Point: This is where the teacher explains and demonstrates the new skill/concept and how it works.
*Slides 2-4 on the slideshow to the right explicitly teach the concept of an inference. [Best practices note: Direct instruction of any important skill or concept should be accompanied by a place for that information to "live" for students. This could be a set of guided notes, a concept map, or an anchor chart.]
3. Application Practice/Active Engagement: This is where students practice applying the concept to accessible content, first as a whole class with immediate feedback, and then in small groups/ partners with progressively more complex tasks.
4. Release/Link: This is where students, having already practiced with accessible content, begin applying this skill to new, course-aligned content.
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