Lesson Segments for Planning Units

Lesson Segment for Routine y What procedures and routines will be used? y Will students be reminded of specific rules and procedures, or will new ones be established? y Will students be reminded about specific academic learning goals, or will new goals be set? y Will students be provided with feedback on their progress on an academic learning goal? y Will students be asked to record or reflect on their progress on learning goals? y Will students be provided with some form of recognition for their progress on learning goals? Content-Specific Lesson Segments Critical-Input Experiences y What critical-input experience will I use? o Lecture o Reading material o Physical demonstrations o Video o Field Trip Deepening Understanding y What specific techniques will I use to ensure that students actively process the new information, and what will my role be in those activities? y How will grouping be used in those activities? y What practice activities will I use, and what is my role during these activities? y Am I using a variety of practice activities? y What knowledge-deepening activities will I use, and what is my role during these activities? y Am I using a variety of knowledge-deepening activities? y What will the role of homework be in these activities? y How will grouping be used in these activities? Hypothesis-Generation and Testing Tasks y What will I do to facilitate the hypothesis-generation and testing task that has been assigned? y What will my role be during these activities? y What will the role of homework be during these activities? y How will grouping be used during these activities? On the Spot Actions Lesson segments Rules and Procedures y What positive consequences should I be ready to implement today? y What negative consequences should I be ready to implement today? y Am I being sensitive to the need to variety in these activities? Relationships y Are my actions balanced between communicating a sense of guidance and control and a sense of concern and cooperation? y What actions should I be ready to take to communicate a sense of guidance and control? y What actions should I be ready to take to communicate a sense of concern and cooperation? y Am I being sensitive to the need for variety in these actions? Expectations y Which students should I be paying particular attention to in terms of eliciting their participation? y What techniques should I be ready to use to establish an appropriate affective tone for lowexpectancy students? y What techniques should I be ready to use to enhance quality of interactions with lowexpectancy students? y Am I being sensitive to the need for variety in these techniques?