af Cullen Hutchens 4 dage siden
23
Mere som dette
Review any additional pre-requisites for skill/ strategy to be taught
Establish the goal and relevance of today's lesson
Model new skill/strategy
Provide guided practice with new skill/strategy
Introduce independent practice with the skill/strategy
Provide small-group instruction to struggling students as needed
Review the focus skill at the end of the period and assign homework
Brophy & Good, 1986
Gage & Needles, 1989
Rosenshine & Stevens, 1986
Swanson & Hoskyn, 1998
Swanson, 1999, 2001
Kroesbergen & Van Luit, 2003
Vaughn, Gersten & Chard, 2000
Promote high levels of success
Increase content coverage
Spend more time learning in instructional grouping (teacher-led skill-level groups > seatwork)
Scaffold instruction
Address different forms of Knowledge
Conditional (when/when not)
Procedural (how)
Declarative (what)
Presentation
Guided Practice
Corrections & Feedback
Independent Practice
Weekly and Monthly reviews
Require frequent responses (oral, written, action)
Monitor student performance closely
Provide immediate affirmative and corrective feedback
Maintain brisk pace of lesson
Help students organize knowledge
Provide distributed (multiple opportunities over time) and cumulative (previous and new skill) practice
Sequence skills logically
Complex skills are broken into smaller units
Organized and focused lesson
State lesson goal and why it is important
Begin with review of prior information (necessary for lesson)
Step-by-step demonstration (model of the skill)
Clear and concise language (dependent on student's receptive vocabulary)
Adequate range of examples and non-examples
Phonics
Fluency
Vocabulary
Comprehension
Scope and Sequence
Deliberate: Intentional - teacher-driven
Pacing and amount of practice varies based on student needs
Using Modeling or Think-Alouds
Using prompts and fading supports to promote engagement
Providing feedback
Creating purposeful practice opportunities
