Matching Pairs Lesson PlanOnline version Match term to descriptor by Lisa McCarthy 1 Learning Target 2 Anticipatory Set 3 Closure 4 Independent Practice 5 Objective 6 Evidence of Learning 7 Meeting the Needs of All Learners 8 Output Methods 9 Big Idea 10 Guided Practice 11 Input Methods 12 ISTE Standards 13 Essential Learnings (Task Analysis) This gives students an opportunity to try the new learning with teacher guidance. Must be completed before allowing independent practice. Key ideas students should derive from a lesson or unit. A goal with a measurable outcome and a level of cognition. How the student gains information: instructional strategies, procedures, technology , materials. What students should know and be able to do by the conclusion of the lesson. Designed to empower student voice and ensure that learning is a student-driven process. This gives students an opportunity to try the new learning on their own to develop fluency. 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. 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. 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. “Sense-making” activities for students. Student actions that demonstrate understanding of the content and/or skills: active participation, check for understanding, assessment How are you using data about your students to differentiate your instruction to meet the needs of every learner?
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