Madeline Hunter’s 7 Steps of Instruction

"Planning for Effective Instruction: Lesson Design" in Enhancing Teaching by Madeline Hunter, 1994

7 Steps of Instruction

3 categories considered for lesson design:•Content: context of grade level, standards,

rationale for teaching

•Learner Behaviors: Teachers decide what students will do (a) to learn and (b) demonstrate that they have learned.

•Teacher Behaviors: Teachers decide teaching principles and strategies that most effectively promote learning for students

7 Steps of Instruction

1. Learning objectives

2. Standards statement

3. Anticipatory set

4. Teaching Input, Modeling, Check for Understanding

5. Guided practice/monitoring

6. Closure

7. Independent Practice

“Four steps to achievement: Plan purposefully. Prepare prayerfully. Proceed positively. Pursue persistently.”

“Men never plan to be failures; they simply fail to plan.”

William Arthur Ward

Step1: Learning Objectives

Plan and consider, specifically, what the students should be able to do, understand and care about as a result of the teaching.

•3 components of written learning objectives :

▫Bloom’s Level of Thinking

▫Standard skill or concept

▫Corresponding verb with activity in which students will learn the new skill/concept

Step 1: Utilizing Bloom’s Taxonomy

Bloom’s is a framework for determining and clarifying learning objectives from lower to higher order thinking skills

▫Remembering

▫Understanding

▫Applying

▫Analyzing

▫Evaluating

▫Creating

Step 1: Utilizing Bloom’s Taxonomy RememberingCategory Example and Verbs

Remembering: Ask questions or assign activities requiring students to remember information in much the same from as it was taught.

Can the student recall the information?

Example: The student will define the 6 levels of Bloom‘s taxonomy of the cognitive domain.

Verbs: Define, Identify, List, Name, Recall, Recognize, Record, Relate, Underline, Show, Count, Define, Describe, Draw, Find, Label, Match, Quote, Recite, Sequence, Tell, Write

Step 1: Utilizing Bloom’s Taxonomy UnderstandingCategory Example and Verbs

Understanding: Ask questions or assign activities requiring students to understand the meaning of instructional messages including oral and written communication.

Can the student explain ideas or concepts?

Example: The student will explain the purpose of Bloom‘s taxonomy of thecognitive domain.

Verbs: summarize, explain, paraphrase, classify, discuss, locate, recognize, report, select, translate

Step 1: Utilizing Bloom’s Taxonomy Applying

Category Example and Verbs

Applying: Ask questions or assign activities requiring students to apply procedures or skills to perform exercises or solve problems.

Can the student use the information in a new way?

Example: The student will write an instructional objective for each level of Bloom‘s taxonomy.

Verbs: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

Step 1: Utilizing Bloom’s Taxonomy AnalyzingCategory Example and Verbs

Analyzing: Ask questions or assign activities requiring students to analyze by breaking the material into constituent parts and determining how the parts are related

Can the student distinguish between the different parts?

Example: The student will compare and contrast the cognitive and affective domains.

Verbs: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

Step 1: Utilizing Bloom’s Taxonomy Evaluating

Category Example and Verbs

Evaluating: Ask questions or assign activities requiring students to evaluate based on a clearly defined criteria and standards

Can the student justify a stand or decision?

Example: The student will judge the effectiveness of writing objectives usingBloom's taxonomy.

Verbs: appraise, argue, defend, judge, select, support, value, evaluate

Step 1: Utilizing Bloom’s Taxonomy Creating

Category Example and Verbs

Creating: Ask questions or assign activities requiring students to create elements to form a coherent or functional whole by drawing upon elements from many sources and putting them together into a structure or pattern relative to their own prior knowledge

Can the student create a new product or point of view?

Example: The student will design a classification scheme for writing educational objectives that combines thecognitive, affective, and psychomotor domains.

Verbs: assemble, construct, create, design, develop, formulate, write

Learning Objectives & Common Core Webb’s Depth of Knowledge & Bloom’s Taxonomy

RIGOR: The goal is to move students to Levels 3-4; increasing student effort and critical thinking skills.

Step 1: Writing the Objective

•The student will be able to (Bloom’s Level) (Standard) by (description of activity – begins with a verb that matches the Bloom’s Level in 1st blank).

Example:

•The student will be able to REMEMBER the parts

of speech by LISTING the parts of speech on a graphic organizer.

Step 1: Writing the Objective

•The student will be able to APPLY the quadratic formula by COMPUTING a math problem using the formula.

•Applying Verbs

Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use

Step 1: Learning ObjectivesThe teacher will…

•Display objectives in student friendly language

•Explicitly state and refer to the objective during the lesson.

•Display the key vocabulary from the lesson.

•Check for comprehension before transition to a new objective (repeat the objective and simply ask students if we have met our lesson objective).

•Directly relate information to desired learner outcomes.

Step 2: Standards

•Standards Articulated by Grade Level will provide a clear delineation of what students need to know and be able to do at each grade level. This allows teachers to better plan instructional goals for students at any grade.

•Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.

Step 2: Standards

•All LTS lesson plans will be aligned by grade level to the Arizona Academic Standards by Strand, Concept and Performance Objective.

•Power standards should be highlighted in lesson plans. Emphasis on mastery should be made with these lessons.

Step 3: Anticipatory Set

A "hook" to grab the student's attention

▫Teacher stimulates interest in lesson by actively involving students or by asking thought-provoking questions.

▫Engage students in recalling prior knowledge

▫Establishes a reason why students need to know the content or be able to use the skill.

Step 4: Teaching

•Teaching/presentation of the lesson includes

▫Input

▫Modeling

▫Checking for Understanding.

Step 4: Teaching - Input

Input: The teacher provides the new information needed for students to gain the knowledge or skill.

•Students learn from the teacher, not from other students, the internet or learning centers.

•Review, define, or demonstrate how the key vocabulary is used within the context of the learning.

•Engages all students to respond to questions.

Step 4: Teaching - Input

•Teacher directly relates information to desired learner outcomes.

•Teacher presents information in a logical sequence.

•Teacher provides concrete and/or visual models when appropriate.

•Teacher uses vocabulary appropriate to students’ level of understanding.

Step 4: Teaching – Modeling

Modeling (“I Do”): Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work.• Instructional scaffolding by providing

teacher-led practice on the learning.•The critical aspects are explained through

labeling, categorizing, comparing, etc. •Students are taken to the application level

(problem-solving, comparison, summarizing, etc.).

Step 4: Teaching - ModelingOptions for Modeling:

•Teacher modeling (with and without student input)

•Student modeling with teacher help and

•Student modeling with student help

•Engage students to look, speak, and write or demonstrate the key vocabulary from the lesson.

•Provide verbal scaffolding by having the students repeat the correct pronunciation of mispronounced words.

•Identifying similarities and differences

Step 4: Teaching Check for Understanding

C4U: Determination of whether students have "got it" before proceeding.

• It is essential that students practice doing it right so the teacher must know that students understand before proceeding to practice.

•Provides specific and immediate feedback to students.

•Explains specifically what students are doing that is incorrect and how to correct it.

•Explains specifically what students are doing that is correct.

Step 5: Guided Practice

Guided Practice (“We Do”) - An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher's direct supervision. •The teacher moves around the room to

determine the level of mastery and to provide individual remediation as needed.

•Can be cooperative learning•Directs students to include the academic

language in their conversations.

Step 6: Closure

Closure: Wrapping up what was taught w/the objective

•Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion.

•Used to help students bring things together in their own minds, to make sense out of what has just been taught.

Step 6: Closure

• “Any questions? No. OK, let's move on" is not closure.

•Closure is used: to cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson, to help organize what they learned, to help form a coherent picture, to consolidate, eliminate confusion and frustration, etc., to reinforce the major points, to help establish the network of thought relationships that provide a number of possibilities for cues for retrieval.

•REPEAT THE OBJECTIVE!

Step 7: Independent Practice

• Independent practice (“You Do”):Once pupils have mastered the content or skill, it is time to provide for reinforcement practice. It is provided on a repeating schedule so that the learning is not forgotten.

• It may be homework or individual work in class.

Learning Environment

•Foster a climate of fairness, caring and respect

•Listen patiently to students

•Provide standards for behavior and routines

•Provide transitions that are efficient to avoid loss of instructional time

•Enforces appropriate behavior consistently and carry out disciplinary actions as needed

•Acknowledge students for their efforts and provide reinforcement for an accomplishment

Learning Environment

•Stay focuses on the lesson objectives to avoid digression.

•Make student engagement mandatory by ensuring that all of the students are engaged throughout the academic learning.

•Direct students to record information that is being provided.

•Provides praise, recognition, assistance or clarification as needed.

Communicating Enthusiasm for Student Learning•Eye contact or facial expressions communicate

pleasure, concern, interest, etc.

•Voice inflections stress points of interest and importance.

•Communicates enthusiasm through movement in the classroom.

•Gestures accentuate points.

Demonstrates warmth and friendliness

•Asks about students’ interests and opinions

• Interacts in a relaxed and informal way with students.

•Moves freely among students.

•Uses students’ names in a warm and friendly way.

Shows sensitivity to needs and feelings of students

•Students are reinforced when they do well

• Students are encouraged when they have difficult

• Student contributions are accepted in a positive manner.

•Students are treated with respect and courtesy.

Provides feedback to students about behavior

•Teacher clearly states expectations about appropriate behavior.

•Teacher provides verbal feedback for acceptable behavior. 

•Teacher provides non-verbal feedback for acceptable or un-acceptable behavior.

•Teacher’s language is free of derogatory references or sarcasm.