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