Gain Students' Attention

• Select/Create a procedure and use it consistently

  • Makes it clear to students exactly what they are supposed to do saving instructional time

  • May take time and instruction to implement

• Repeat the process throughout the lesson

State the Goal of the Lesson

• Clearly let the students know what they are going to learn 

  • Helps focus on upcoming content

Discuss the Relevance of the Target Skill

• May not always have to discuss relevance

• Include with relevance the larger context for applying the skill

• Make sure conversation about relevance is a two-way conversation

Review Critical Prerequisite Skills

• Verifying students' prerequisite skills allows you to know if your students will be able to learn new information

  • Need to identify what those prerequisite skills are ahead of time and review during the lesson

  • Verify that all students now how to perform them

    • Multiple forms to verify students knowing the prerequisite skills

The body of a lesson is where instruction on the new skill or content occurs. The body of lesson generally includes three processes: 1) modeling or demonstrating the skill, where the teacher is showing students how to perform the skill; 2) guided practice, where the teacher is guiding students in performing the skill; and 3) unprompted practice, where the students perform the skill without teacher assistance. These three processes show the students clearly what they are expected to learn, give them opportunities to practice the skill under conditions that promote high levels of success and confidence, and provide an opportunity to demonstrate that they can perform the skill independently at a high level of success before being assigned seatwork or homework. 

Modeling (I do)

• Two components

  • Demonstrating 

    • Clear, consistent, and concise

    • Several demonstrations, depending on the complexity

    • Involve students

  • Describing ("think-aloud")

    • Helps students internalize and remember the steps and decision involved in using the new skill

Guided Practice (We Do)

• Supports or scaffolds are graduatly withrawn based on student performance

• Verbal Prompts - Teacher giving directions, asking questions, or giving reminders when students practice new skill

• Visual Prompts - Written down and serve same purpose as verbal

Unprompted Practice (You Do)

• Intended to be able to show a student can be successful performing a new learned skill without any supports

• Closing should be brief

• Typically review what has been learned and then preview what will be learned next

• Finally, students can assigned independent work to give more practice

  • Not every lesson will end with seatwork or homework.