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Effective teachers plan and deliver structured lessons which incorporate a series of clear steps and transitions. Throughout the learning segments teachers should scaffold learning to build students' knowledge and skills.
Lesson planning structures should map the relationship between teaching and learning in class. Lesson planning structures should include:
Reinforcement of instructional routines and thinking routines
Scaffolding (sequencing) of skills and content
Pacing/timing to optimize time on task and smooth transitions - creating URGENCY
Planned sequencing of teaching and learning activities to maintain engagement.
High Impact Learning Practice(s) Associated with Student Learning Activity Design and the CCS Learning Framework:
High Impact Practices with effect sizes of greater than 0.4 accelerate learning by more than a year's worth of growth.
Differentiated Core Instruction 1.07: Providing options for instruction in Content, Process and Product
Reciprocal Teaching 1.0: Teacher teaches, then students turn around and “re-teach” to each other
Distributed Summarization (1.0): Opportunity for student reflection/summarization throughout the learning sequence
Formative Evaluation 0.9: Frequent checks for understanding and “in the moment” data collection
Differentiated Core Instruction 1.07: Providing options for instruction in Content, Process and Product
Reciprocal Teaching 1.0: Teacher teaches, then students turn around and “re-teach” to each other
Distributed Summarization (1.0): Opportunity for student reflection/summarization throughout the learning sequence
Use of Graphic Organizers (0.57): Visual organizers that allow students to build patterns between concepts
Cumulative Practice - Spiraled Review (0.55): Multiple exposure to content and concepts over time, spiral review
Crossing the Rigor Divide
Crossing the Rigor Divide
The Powerful Task Rubric for Rigorous Student Learning Tasks provides a framework for teachers in designing rigorous learning tasks. The ultimate goal when designing student learning tasks is to "Cross the Rigor Divide" as often as possible. When we design a learning task that addresses on only one area (Cognitive Demand, Academic Strategies or Qualities of Engagement), we might cross the rigor divide for some students, but not ALL. Ensuring rigorous learning activity design for ALL learners means we have to cross the rigor divide in all three categories.
Powerful Task Rubric for Designing Student Learning Work
Adapted from John Antonetti and James Garver's "17,000 Classroom Visits Can't Be Wrong"
Generating Questions
Generating Questions
Using Revised Bloom's Taxonomy to generate questions for students helps teachers create a range of questions that target different levels of cognitive thinking. By systematically moving through the six levels, teachers can ensure that students are not only recalling information but also deepening their understanding, applying knowledge in new situations, and developing critical thinking skills. This encourages students to engage with the material more thoroughly and prepares them for complex problem-solving and higher-order thinking, which are essential for lifelong learning. Designing tasks that require higher levels of thinking ensures that we push all students to productively struggle in some way - this is powerful learning.
Thinking Levels - Blooms_.docxScaffolding Levels of Thinking with RBT Question Stems.
Adapted from Rebecca Stobaugh's "50 Strategies to Boost Cognitive Engagement: Creating a Thinking Culture in the Classroom"
Enhancing Student Discourse
Enhancing Student Discourse
We often inadvertently condition students to perform at low levels of thinking by helping them too much. We have to allow for productive struggle and pattern analysis in order for learning to occur successfully. Our goal should be to consistently aim for Apply and Analyze in every lesson’s learning task.
(Garver & Antonetti, 17,000 Classroom Visits Can’t Be Wrong)
8 Qualities to Foster Learning Engagement
8 Qualities to Foster Learning Engagement
Increasing the qualities of engagement in learning task design significantly enhances the likelihood of authentic student engagement, which is essential for meaningful learning. When students are given opportunities for (1)personal response, such as multiple possible answers or connecting the material to their own experiences, they become more invested in their learning. (2)Clear and modeled expectations ensure that students know what is expected of them by providing examples and showing what a successful finished product looks like. This clarity, coupled with an environment of (3)emotional and intellectual safety where it is okay to take risks and where diverse ideas are encouraged, allows students to explore and express their thoughts without fear of judgment.
(4)Learning with others through collaboration fosters the sharing of ideas, peer critique, and consensus-building, which not only deepens understanding but also builds critical social skills. A (5)sense of audience, where students know that their work will be valued by others beyond the teacher, adds purpose and motivation to their efforts. Offering students (6)choice in topics or how they demonstrate their learning increases their ownership and engagement, as does incorporating (7)novelty and variety in activities that are fun, unique, or different. Finally, when learning activities have clear (8)real-world connections, students see the relevance of what they are doing, which makes the work more meaningful.
Research shows that with three or more of these qualities, there is an 86% chance of authentic engagement, highlighting the importance of intentionally incorporating these elements into lesson design. (Garver & Antonetti, 17,000 Classroom Visits Can’t Be Wrong)
Note-Building wtih Graphic Organizers
Note-Building wtih Graphic Organizers
Note-building with graphic organizers is a highly effective component of student learning activity design. In fact, the use of graphic organizers aligns with research findings by John Hattie, indicating an effect size of 0.57, which signifies a significant positive impact on student learning outcomes. Utilizing graphic organizers helps students visually organize information, making complex concepts more understandable and facilitating deeper comprehension. Graphic organizers not only structure information logically but also encourage students to identify relationships between concepts, categorize key details, and summarize information effectively.
By engaging in note-building with graphic organizers, students actively process and synthesize information, enhancing their retention and ability to apply knowledge in various contexts. This approach supports differentiated instruction by accommodating diverse learning styles and levels of prior knowledge, ultimately promoting more meaningful and engaged learning experiences for all students.
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