STRUCTURING LESSONS
Nyree Wilson - Learning Specialist
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What are lesson structures?
What are lesson structures?
A lesson structure maps or sequences the teaching and learning activities that occur in class to achieve the purpose or learning intention for the lesson.
Sound lesson structures reinforce routines and scaffold learning by providing clear and specific steps and activities that sequence the development of knowledge and skills.
A lesson 'hook' establishes the focus and intention of the lesson, then the teacher explicitly models the knowledge, skills or processes students will need to apply during the on task phase of the lesson. Finally moving on to a student focused work phase where the teacher circulates to provide one-on-one support.
Why do we need to consider the structuring of lessons?
Why do we need to consider the structuring of lessons?
Predictable lesson structures optimise students' time on task and create a calmer classroom climate.
They do so by reducing students' cognitive load to zone in on the focus of learning, rather than trying to work out what is going on each lesson.
Explicit instruction and supported time on student focused work also gives students a greater chance of experiencing success which can also lead to greater engagement and productive classrooms.
Planned sequencing of teaching and learning activities stimulates and maintains engagement by clearly scaffolding the learning occurring within each lesson and across a unit of learning.
How can I structure my lessons to maximise my impact on student learning?
How can I structure my lessons to maximise my impact on student learning?
There are many ways to organise a lesson. However you do it, focus on developing predictable structures and learning routines that students become familiar with - doing so makes it easier to think about the focus of the lesson, rather than trying to work out what is going on.
Explain the purpose of each section of the lesson and how it links to the next section to help create smooth transitions between each learning activity.
Below are some suggestions to help guide your thinking about how you structure the phases of your lessons.
Below are some suggestions to help guide your thinking about how you structure the phases of your lessons.
The essential elements of a sound lesson structure
The essential elements of a sound lesson structure
Establish the purpose and focus of the lesson.
Cue students' thinking through a 'hook' to engage them with the purpose of the lesson.
Identify, connect and make visible students' prior knowledge or skills that link with the purpose of the lesson.
Include explicit teaching and modeling of the skills and knowledge that students will need to rehearse or apply.
Provide substantial spaces for students to focus on the work of rehearsing or applying these skills.
Use an exit or closure strategy to reflect on the learning and celebrate what has been done well.
NOTE: Strategies to 'catch' students' learning should also be embedded across the phases of the lesson.
The above structure is an example of how the elements of a lesson can be sequenced to scaffold students engagement with their learning.
While timing of each element or phase can vary, it is important to allocate the majority of the lesson time for students to undertake focus work, during which the teacher circulates and supports.
Tuning in
Tuning in
Using a learning 'hook' to engage students
Using a learning 'hook' to engage students
"The Hook" is a strategy used to engage students with a lesson by using an interesting fact, image, video, news report, or anecdote that helps prepare student's thinking and give them a reason to engage with the focus of the lesson.
“The Hook” doesn't need to be used every lesson, but it can really help to connect with students and establish a positive climate for learning.
Student readiness to learn often involves their emotional connection with peers, teachers and and the focus of the lesson.
Taking a brief moment to connect with students through a 'Hook' helps to create these connections and set the mood and tone for the lesson.
Mini-lesson
Mini-lesson
Explicit Instruction
Explicit Instruction
Explicit instruction is characterized by a series of supports or scaffolds that guide students through the learning process.
During the provision of these supports or scaffolds, teachers provide clear statements about the purpose and rationale for learning the new skill.
They provide clear explanations and demonstrations of the success criteria or desired outcomes of the lesson, and provide students with supported practice and with feedback until students are ready to attempt independent mastery.
Explicit instruction is sometimes understood as the 'I do' and 'We do' phase of the Gradual Release of Responsibility framework.
Focused Work
Focused Work
Student focused work time - circulating to support learning
Student focused work time - circulating to support learning
This phase of the lesson is sometimes understood as the 'You do' phase. Students have watched the teacher model or talk-aloud as they work through the steps students need to take in a learning activity. They have worked with the teacher to practice the steps and check their understanding of the process. Then, during focused work time, the students apply these steps independently.
During this time, the teacher circulates to check-in with students as the work, to 'catch' any mis-understandings or successes that students are experiencing and immediately responding to these within the activity of the learning, or noting them to address in a following lesson.
This can also be a great time to build relationships, provide one-on-one feedback verbally to students as they work, or to create a mini-focus group to support or extend thinking.
Catching learning needs and strengths
Catching learning needs and strengths
The role of the 'Catch' within the Lesson
The role of the 'Catch' within the Lesson
The 'catch' in a lesson is a way of checking for student understanding - this is where universal response strategies come in.
The 'catch' is commonly known as formative assessment. However, what is important about the catch is that teachers gather immediate information about student understanding and respond to it in the moment of the learning.
A 'catch' strategy might be used to:
Check that instructions have been understood,
Gauge confidence about a concept being explored, or
check student readiness to move onto independent work.
Information from a 'catch' can also be used to group students and provide support that addresses the identified needs.
Reflection
Reflection
Explore the link above to learn more about how exit strategies can help conclude a lesson and support students' reflection about what they've learned, and how they've met the success criteria of a lesson.
READINGS
READINGS
Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition - Douglas Fisher and Nancy Frey
Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd Edition - Douglas Fisher and Nancy Frey
Explicit Instruction for the mini-lesson - Illustrative Example of the 'I do, We do, You do' Gradual Release strategy
Explicit Instruction for the mini-lesson - Illustrative Example of the 'I do, We do, You do' Gradual Release strategy
Cognitive Load Theory - helping understand why smaller routine cycles of explicit instruction and learning routines work to make learning stick.
Cognitive Load Theory - helping understand why smaller routine cycles of explicit instruction and learning routines work to make learning stick.
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