LESSON DESIGN

1
LESSON DESIGN

• Adapted from Madeline Hunter (1982)

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ANTICIPATORY SET

• Focuses the student on the learning for today
• Involves the student
• Encourages transfer from prior learning or
  experiences

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Examples

• Handout given at the door
• Review question written on board
• Problem on the overhead

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LEARNING OBJECTIVE

• A statement of what the student is to learn
• The measurement that demonstrates the learning
  occurred

5
Example

• Student will demonstrate 80 accuracy in
  selection of the correct tense of the verb on 20
  sentences.

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PURPOSE

• Statement of why the student should master the
  learning (may also be called objective)
• Relates learning to prior and future learning

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Example

• Explain to the class that after they master
  addition, they will be able to move on to
  subtraction

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INPUT

• This is the procedures that will accomplish the
  learning objective
• Uses many forms
• Reading
• Lecture
• Group work
• Audiovisual presentations
• Discussions

9
MODELING

• Demonstrates the new learning
• First given by the teacher
• Helps the student to see what they are learning

10
Example

• The teacher works a problem on the board exactly
  as they want it done

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CHECK FOR UNDERSTANDING

• Strategies used to verify that the students
  accomplished the learning objective
• Can be done orally, written, or other format that
  demonstrates the learning
• Strategy to determine got it yet and to pace
  the lesson
• Teacher must then decide to
• Provide more input
• Reteach
• Move on

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Example

• Done through a series of questions to the class
  to see if they understood
• If answers are given accurately, teacher moves on
  to next learning
• If students are hesitant, perhaps repeating the
  lesson in another way is necessary

13
GUIDED PRACTICE

• Students apply new learning with teacher
  direction
• Students are given immediate feedback
• Students are given assistance if needed

14
Example

• Students work math problem at their desk while
  teacher moves around the class to check for
  accuracy

15
CLOSURE

• The learner summarizes what has been learned
• Last chance for learner to attach sense and
  meaning to the new learning
• Helps with retention of material

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Example

• A question is asked to have student summarize
  learning mentally
• A student or two responds summarizing the
  learning of the day

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INDEPENDENT PRACTICE

• After the learner has met objective at correct
  level of difficulty, students practice learning
• Enhances retention
• Often in the form of homework

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Example

• Assignment of similar problems is given so
  student can practice the learning

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REVIEW THE COMPONENTS

• ANTICIPATORY SET
• LEARNING OBJECTIVE
• PURPOSE
• INPUT
• MODELING
• CHECK FOR UNDERSTANDING
• GUIDED PRACTICE
• CLOSURE
• INDEPENDENT PRACTICE

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Your Lesson Plan

• May not include all of these components
• Should be written and well-thought out
• Should include an objective or goal
• Should include input
• Materials needed to present lesson
• Activities planned
• Should include a check for understanding

21
Remember

• You should have a written plan for what and how
  you are going to present the lesson
• This should be coordinated with your supervising
  teacher
• Write on calendar in Room 217 as soon as possible

22
This months journal

• Watch for examples of the components of lesson
  design as explained by Madeline Hunter and give
  examples when you saw these components used by
  your supervising teacher. You might also notice
  in some of your other classes when a teacher uses
  an anticipatory set to get the class involved or
  models a behavior.

23
Journal continued

• Give explanations of how you used any of Madeline
  Hunters components in the lesson you taught (if
  applicable)
• Turn in a copy of one of the lessons you did this
  quarter using Madeline Hunter lesson style
  attached to this journal.