Block Structure
What you'll find here...
The chart linked above is meant to outline for teachers the various ways one can structure their 80 minute blocks based on their goal for the lesson.
As always, the teacher should feel free to add in movement breaks and/or processing time as needed.
This connects to Standard 1 of the Teacher Evaluation Rubric: Curriculum, Planning, and Assessment, “well-structured lessons with measurable outcomes”.
If I am introducing new information to students, my time may be broken down as such,
Activator (5 mins)
Direct Instruction (15-20 mins)
Student Practice (20-30 mins)
Whole Class Processing (15-20 mins)
Exit Ticket (5-10 mins)
As opposed to a lesson where students are exploring new information:
Activator (5 mins)
Frame the lesson (5-10 mins)
Student Investigation (30-40 mins)
Direct Instruction (15-20 mins)
Assessment (5-10 mins)
The template linked above can be used to plan out learning experiences during an 80 minute block, with special attention paid to how one might chunk the beginning, middle, and end of the lesson. The middle section of the lesson is the largest and should have a majority of that time dedicated to students investigating, exploring, applying and/or practicing a learned skill while also increasing the amount of student voice/choice time. The suggestions for chunking the time is meant to be a source of inspiration for the teacher when planning out lessons.
This connects to Standard 1 of the Teacher Evaluation Rubric: Curriculum, Planning, and Assessment, “well-structured lessons with measurable outcomes”.
The template linked above outlines both the pre-planning and lesson itinerary elements of a lesson using the 5 Es model: entice, enlighten, engage/explore, extend, and evaluate. Use this template to plan out learning experiences during an 80 minute block, with special attention paid to the various ways one can break up a lesson. The possible activity ideas are meant to be a source of inspiration for the teacher when planning out lessons.
This connects to Standard 1 of the Teacher Evaluation Rubric: Curriculum, Planning, and Assessment, “well-structured lessons with measurable outcomes”.
The template linked above can be used to plan out learning experiences during an 80 minute block, with special attention paid to how one might chunk the beginning, middle, and end of the lesson. The middle section of the lesson is the largest and should have a majority of that time dedicated to students investigating, exploring, applying and/or practicing a learned skill while also increasing the amount of student voice/choice time. The suggestions for chunking the time is meant to be a source of inspiration for the teacher when planning out lessons.
This connects to Standard 1 of the Teacher Evaluation Rubric: Curriculum, Planning, and Assessment, “well-structured lessons with measurable outcomes”.
The template linked above can be used to plan out learning experiences during an 80 minute block. It is broken into 2 stages: planning for desired results and the learning plan. The learning plan outlines each component of the lesson: introduction, body, closing, as well as a space for the teacher to reflect on the plan. Each of the components lists a series of guiding questions to help the teacher flush out their learning plan for the lesson.
This connects to Standard 1 of the Teacher Evaluation Rubric: Curriculum, Planning, and Assessment, “well-structured lessons with measurable outcomes”.
Openers and Tickets to Leave (TTLs)
Below are a range of openers and tickets to leave options that can be used when planning out your lessons.
Below are a range of openers and tickets to leave options that can be used when planning out your lessons.
Math: Sample Planning of Openers and TTLs (SEL/Content): Although this sample is specific to math, the concept can be easily adapted to fit any content area. The key in this example is the balance of content specific questions with Social and Emotional Learning ones.
Quick Check-Ins (unrelated to content)
This connects to
Standard 1 of the Teacher Evaluation Rubric: Curriculum, Planning, and Assessment, “uses a variety of informal and formal methods of assessment to measure student learning, growth, and understanding”.
Standard 2 of the Teacher Evaluation Rubric: Teaching All Students, “create a safe and effective classroom environment, and demonstrate cultural proficiency”.
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