Matching Pairs Lesson PlanOnline version Match term to descriptor by Lisa McCarthy 1 Learning Target 2 Input Methods 3 Big Idea 4 Independent Practice 5 Objective 6 Guided Practice 7 Essential Learnings (Task Analysis) 8 Evidence of Learning 9 Anticipatory Set 10 Output Methods 11 ISTE Standards 12 Closure 13 Meeting the Needs of All Learners 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. What students should know and be able to do by the conclusion of the lesson. This gives students an opportunity to try the new learning on their own to develop fluency. Designed to empower student voice and ensure that learning is a student-driven process. 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? A goal with a measurable outcome and a level of cognition. 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? How the student gains information: instructional strategies, procedures, technology , materials. Key ideas students should derive from a lesson or unit. 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.
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