Matching Pairs Lesson PlanOnline version Match term to descriptor by Lisa McCarthy 1 Input Methods 2 Anticipatory Set 3 Guided Practice 4 Meeting the Needs of All Learners 5 Essential Learnings (Task Analysis) 6 Closure 7 Objective 8 Independent Practice 9 Big Idea 10 ISTE Standards 11 Learning Target 12 Evidence of Learning 13 Output Methods A mental process where the mind seeks in its past for information it has about the idea being encountered, to focus on the new learning. How are you using data about your students to differentiate your instruction to meet the needs of every learner? A goal with a measurable outcome and a level of cognition. This gives students an opportunity to try the new learning on their own to develop fluency. How the student gains information: instructional strategies, procedures, technology , materials. Key ideas students should derive from a lesson or unit. This gives students an opportunity to try the new learning with teacher guidance. Must be completed before allowing independent practice. Allows the student time to summarize and internalize the new learning. The learner’s mind summarizes what has been learned. Closure needs to be focused on the learning, not the activities. Closure should occur after each chunk of learning. Teachers must check closure for accuracy before conclusion of the lesson. 1. How will you know the lesson’s objectives have been achieved? 2. What will you bring to the post-observation conference to demonstrate student learning? Bare bones of content and/or skills needed to meet the objective. Designed to empower student voice and ensure that learning is a student-driven process. What students should know and be able to do by the conclusion of the lesson. “Sense-making” activities for students. Student actions that demonstrate understanding of the content and/or skills: active participation, check for understanding, assessment
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