Chapter 5: Structures for Supporting All Learners
Teachers need instructional strategies to best implement the CCSS. There may be a conflict in traditional teaching strategies and the CCSS.
Structured Lesson Design
First instruction is strategically planned and taught using the best practices from Universal Design for Learning (UDL), Explicit Direct Instruction, and Direct Interactive Instruction to design lessons.
1. Learning Objectives
Standards need to be dissected for the teachers to understand what the students must know and be able to do. Unwrapping the standards peels back the layers of language around the standards to reveal the desired learning.
After unwrapping, the standard is re-written into student friendly language and explicitly state content objectives. “”Given (condition) the student will (observable behavior) with (criteria for acceptable success) accuracy.”
2. Instructional Classroom Routines
Effective instructional routines positively impact student achievement.
Routines must be explicitly taught and modeled.
Effective teachers take student guess work out of lessons with consistent instructional routines that support learning.
The benefit of effective instructional routines is additional time allocated to instuction and learning.
3. Organization for Concept Development
Lesson design enables the students to acquire content while engaging them in the learning process.
10 research tools for lesson design
- Using anticipatory sets
- Continuous scaffolding
- Activiting prior knowledge
- Guided practice
- Multiple means of engagement
- Comprehensive input
- Cooperative learning
- Using clear, consistent academic language
- Using multiple means of representation
- Flexible grouping
Feedback is both corrective & affirmative
5. Indicators of Success