TARGETS:

• • TELL students the learning objective(s) for the lesson 

  • WRITE the lesson objective in crystal clear language so it describes WHAT is to be learned, and post it in a prominent location

  • REFER to the posted objective throughout the lesson

  • tell students how the new skill or concept connects to any previously-learned skills or concepts

  • clearly communicate success criteria with a model and/or examples that leave no doubt about HOW the learning will be demonstrated/assessed

CHECKLISTS & STRATEGIES:

IMAGES & VIDEOS:

ADDITIONAL RESOURCES:

TARGETS:

• • provide an anticipatory set (to preview, provide background, establish purpose, increase motivation, activate prior knowledge, connect to learning objective, and/or provoke curiosity)

  • model/tell students how to perform the required skill one small step/chunk at a time

  • anticipate and address student mistakes

  • explicitly teach vocabulary (academic and content-specific)

  • deliver instruction that is appropriately challenging

  • “scan” while teaching to ensure all eyes are on you during instruction/modeling

TARGETS:

• • allow students to practice the new skill under teacher direction for each small step/chunk

  • prompt students as needed to perform the skill correctly

  • fade prompts/increase pacing as students perform the skill more proficiently

  • differentiate and scaffold skills as needed

TARGETS:

• • after each small step/chunk

  • use formal and informal formative assessments to monitor students’ progress

  • correct student errors/clarify misunderstanding with specific feedback

  • praise/reinforce accurate responses with specific feedback

  • engage students in self-assessment and goal setting

  • adjust instruction until students are ready for next step

TARGETS:

• • use proximity to monitor students’ performance

  • provide individual correction/clarification 

  • provide individual specific praise/reinforcement for correct responses