Direct Instruction Lesson Plan Format
DII Thinking – Cognitive Planning Template
Teacher: ______ _________ Date: ____________ Subject: _______________
|Standard: |
| |
|Lesson Objective: |
|Connecting to Prior Knowledge: |
| |
| |
|Objective |Teacher |Student Engagement |
|Input and Model |Input: |Students will participate with choral/echo response of meanings of |
| |Academic Vocabulary (AV) – (posted) |Academic Vocabulary, steps/process |
| | | |
| |Process/Steps: (posted) |Students will use gestures (TPR) to distinguish definitions of AV |
| | | |
| | |Students will listen and watch teacher “think aloud.” |
| |- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - | |
| |- - | |
| |Model: (introduce process/steps) | |
|Structured | | |
|Practice | |Students will actively participate (echo/choral read) in completing |
| | |problems with teacher |
| | | |
| | |Think-Pair-Share opportunities, equity cards/sticks |
| | | |
| | |Respond using sentence frame: |
|Guided Practice |*Reminds students of expectations (use academic language/steps), |Students will recall process |
| |walks around providing immediate feedback, correctives. Afterwards, | |
| |Teacher has students come to explain problem(s) |Students will work in pairs and use process to complete practice |
| | |problems. |
| | | |
| | |Respond using sentence frame: |
|Teacher |Student Engagement |
|Indepen|Monitoring |Students will independently complete ___________________. |
|dent | | |
|Practic|Collects for Formative Data | |
|e | | |
| |OR | |
| | | |
| |Coaches students (immediate feedback) | |
|Standard: |
| |
|Lesson Objective: |
| |
DII Thinking / Planning Template
Remember: DII is meant to be used when students are taking on a skill. It is not for performing a routine exercise such vocabulary cards, spelling words, or reading aloud. Think...what needs to be MODELED?
|Standard: |
|Make sure you are writing a grade level standard. Check either your Frameworks or the back of your TE. |
|Lesson Objective: What the students should know and be able to do by the end of the lesson |
|You say it, say it together, say it to your partner - T-C, S-S, C-T |
|Connecting to Prior Knowledge: |
|What have the students already done that can act as a “bridge” to the new learning they are taking on in this lesson? Important to open the correct neuron |
|“file” and hook the new learning properly in order for synthesis of the lesson to occur. We don’t just want students knowing and doing; we want them explaining |
|and understanding. |
Don’t forget to “Overlap” activities. Ex: As you pass out papers, have partners read the steps to each other. Keep students engaged/busy.
|Objective |Teacher |Student Engagement |
|Input – Explain the | I Do It - You Watch and Listen |Sentence Frames: Need to model complete sentences either |
|new information |You do all the thinking. Make sure to Think Aloud and to model what you want |verbally or written. |
|Model – Show them |them to be doing independently. Start where you want them to end. | |
|what to do with the |Avoid asking questions during input. Don’t expect students to know what hasn’t |Echo, choral |
|new information |been taught |“Show me...” - students connect to learning using TPR |
| |Show or demonstrate info. through auditory, visual, kinesthetic, or a combo. of| |
| |modalities |Student Engagement |
| |Provide a chart of the sequential steps in taking on the skill | |
| |Talk about your thinking (Metacognitive Demonstration) – point to the chart |T-C , T-G, T-S |
| |when using steps |Notice the teacher always leads the interaction during |
| |CFU - Present material in small steps – Have students chorally repeat and/or |input and model |
| |TPS the steps | |
| |Re-explain difficult points | |
|Structured Practice |We Do It Together |Give “Think Time” – 5 seconds |
| |You help them with the thinking and help feed them the answers. They don’t |Engage all students: T - C C - T Choral, TPS, |
| |think it all the way through by themselves until guided practice |TIPSI, thumbs up/down |
| |Teacher Paced - Lock Step |Have students verbalize steps: |
| |Lead students through the steps, the cognitive process, and the rule |“What do I do next?” Think...tell your partner, randomly |
| |Provide lots of prompts / pre-correctives |call on students to CFU |
| |Avoid letting errors go uncorrected or giving answers to students. Give | |
| |specific feedback & correctives. Go back to the student later to allow them to |Student Engagement |
| |correctly answer the question. | |
| |CFU - Start asking “HOTS” & get students to explain concepts or process in |T-C C-T , T– G G – T, T-S S-T |
| |their own words (effective teachers ask more) |Ask a question, let them think, |
| | |let them share, THEN call on students |
|Guided Practice | You Do It. I Watch and Listen | |
| |Students do the thinking while you monitor. |Maintain a brisk pace if students are grasping concept |
| |More Examples (student paced, teacher monitored (Check for Understanding) |“Ok students, what do I do next?” partner A tell B...call |
| |Students start to take on more of the practice – teacher monitors |on at least 5 students to get a good % of your class- |
| |CFU - Elicit overt response that demonstrates behavior in the objective – Make |White boards, “Chest it” |
| |sure to have students verbalize the steps NOT TEACHER | |
| |Praise-Prompt-Leave strategy to gradually release responsibility |Student Engagement |
| |Pre-correctives and Correctives | |
| | |T-G, S-S, G-G |
|Teacher |Student Engagement |
|Independen| You Do It |Ticket-Out-The-Door |
|t Practice| | |
| |Try and be quiet at this time. Let them struggle a bit. Students |Student Engagement |
| |practice completely on their own after reaching at least 85% accuracy | |
| |with guided practice |S-S and G-G and individually |
| | | |
| |Corrective should be minor and one-on-one | |
| |Delayed feedback – Let them self correct | |
| |Teacher should circulate during seatwork, monitoring students with | |
| |short contacts | |
| |DO NOT GO OVER WORK AND GIVE ANSWERS. Collect work to see which | |
| |students got it and which still need help during UA. | |
|Standard: |
|Lesson Objective: Closure |
| |
|Revisit – Walk over to, point, read, restate & ask students to self – assess learning |
T. Baides, Instructional Coach, SWSD 12/18/2015
Tell me,
I will forget.
Show me,
I might remember.
Involve me,
I’ll understand.
-Ancient Chinese Proverb
T. Baides, Instructional Coach, SWSD 12/18/2015
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Often times you will need to go back up into Structured Practice if students seem to still be struggling. Make sure to orally make this known and take back the “pace” of the lesson.
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