Instructional procedures refer to the specific actions, strategies, and methods that a teacher uses to deliver a lesson and facilitate student learning of established objectives. These procedures outline how the teacher will present the content, engage with students in activities, and assess their understanding. Instructional practices (for the Direct + Guided framework) typically include the following elements:
Anticipatory Set: The teacher introduces the lesson topic and provides an overview of the learning objective. This includes - via the anticipatory set - activating students’ prior knowledge, asking thought-provoking questions, or presenting a real-life scenario to generate interest and engagement.
Direct Instruction: The teacher delivers the core content of the lesson through direct instruction. The teacher presents information, explains concepts, and models skills to ensure students understand the key ideas and processes. Thinking routines and cooperative learning should be used throughout to give students opportunities to process new information and make new connections.
Guided Practice: After direct instruction, students actively engage with the content through structured activities, exercises, or tasks that allow them to apply the newly acquired knowledge or skills. The teacher provides support, monitors progress, asks specifically-chosen questions, and offers feedback as needed. Guided practice contains opportunities for students to talk. Thinking routines and cooperative learning can be used during guided practice for students to talk about their ideas, solution strategies, or any piece of content with their peers. This solidifies learning.
Independent Practice: Students reinforce their learning through independent practice. This can involve solving problems, conducting research, or participating in hands-on activities. Independent practice allows students to demonstrate their understanding and apply what they have learned in a self-directed manner. If necessary, students may work in pairs during this time.
Differentiation: Differentiation strategies, such as providing additional support for struggling learners or enriching activities for advanced students, should be incorporated to ensure that all students can access and engage with the content effectively.
Assessment: Throughout the lesson, informal assessments should be integrated to gauge students’ understanding, inform in-the-moment instructional decisions, and to correct misconceptions. Formative assessment data, usually towards the end of the lesson, provides data the teacher uses to adjust instruction for the next learning segment and provide feedback.
Closure: The lesson concludes with a closure activity or discussion that helps summarize the main points, reviews key concepts, and provides a sense of closure. This helps students reflect on their learning and make connections to prior knowledge or real-world applications.
Instructional Procedures
*Scripting: The instructional procedures part of your plan will look a lot like a script - one that includes exactly what you will say and how students will respond. It also includes the specific questions you will ask - to the whole group, to small groups, to individuals, to students who may be stuck, etc.?
*Classroom Management: The instructional procedures part of your plan will contain all of your expectations for classroom management. For example: How will students transition to and from the rug? How will you distribute/collect materials? How will students choose partners (or will you choose for them)? When students are working with a partner, how will they know who goes first?
*Differentiation: Identify in your plan where students may need differentiation. What will you do differently (content, product, or process) for students who need extra help or for students who can already accomplish the lesson’s objective. Remember that enrichment doesn’t mean more of the same problems or questions, it means different problems or questions or applications.
An anticipatory set is an instructional strategy used by educators to prepare students for lessons or learning activity. It is typically implemented at the beginning of a lesson to capture students’ attention, activate their prior knowledge, and generate interest and curiosity about the upcoming content.
The purpose of an anticipatory set is to establish a context for learning, create connections between new and existing knowledge, and set the stage for meaningful engagement with the subject matter. By piquing students’ curiosity and making connections to their prior knowledge or real-life experiences, the anticipatory set helps to create a receptive and focused mindset for learning.
There are various techniques that can be used for an anticipatory set, depending on the subject matter and the creativity of the teacher. Some common strategies include asking thought-provoking questions, showing relevant images or videos, sharing anecdotes or stories, conducting demonstrations, or engaging students in brief discussions or brainstorming activities.
Ultimately, the goal of an anticipatory set is to engage students from the outset, stimulate their thinking, and create a sense and purpose for the upcoming lesson. By providing an effective introduction, educators can enhance students’ motivation, attention, and readiness to learn.
Anticipatory Set
*The anticipatory set of a lesson needs to include ALL students, engage ALL students, capture the attention of ALL students.
*The anticipatory set should have an opportunity for ALL students to talk with each other - then you may choose to call on a few to share.
By including ALL students, teachers can create an inclusive learning environment that promotes active engagement, maximizes learning opportunities, and supports the success of all learners.
Anticipatory Set: Capture Students’ Attention From The Beginning
Thinking routines and cooperative learning are the same thing, although they can be complementary instructional strategies.
A thinking routine refers to a structured process or set of steps that students follow to engage in deep thinking, reflection, and analysis of a topic or problem. It provides a framework for students to approach and explore complex ideas, make connections, and develop critical thinking skills. Thinking routines often involve specific prompts, questions, or actions that guide students’ thinking and help them organize their thoughts.
Cooperative learning is an instructional approach that emphasizes collaboration and active participation among students. it involves students working together in small groups to achieve a common goal, solve problems, or complete tasks. Cooperative learnings structures, such as Kagan structures, promote interaction, communication, and mutual support among group members.
While cooperative can incorporate thinking routines as part of the collaborative process, it is not limited to them. Cooperative learning can involve a variety of activities and strategies, including discussions, debates, role-playing, jigsaw activities, and more. The focus is on students working together, sharing ideas, and learning from one another.
A thinking routine is a specific cognitive process or set of steps that guides students’ thinking, while cooperative learning is a broader instructional approach that emphasizes collaboration and active engagement among students.
Thinking Routines & Cooperative Learning
*Thinking routines are designed to support particular kinds of thinking, so it is important to choose the right tool for the specific type of thinking skill to be developed or nurtured.
*Every lesson must include at least one cooperative learning structure for engagement. Some beginner-level cooperative learning structures include RoundRobin, RallyRobin, Timed Pair Share. Turn-and-talk can also be a tool for engagement, but be sure to set a timer so that each partner is required to talk.
Project Zero’s Thinking Routine Toolbox
The Essential 5: A Starting Point for Kagan Cooperative Learning
The purpose of closure in a lesson plan is to bring a sense of conclusion and reflection to the learning experience. It is the final phase of a lesson and occur's at the end of the instructional period. The closure serves several important:
Summarizing Key Points: Closure allows the teacher to review and summarize the main ideas, concepts, and skills covered in the lesson. By restating the key points, students can reinforce their understanding and retention of the material.
Checking for Understanding: Closure provides an opportunity for teachers to asses students’ comprehension and gauge their learning progress. Through questioning or other assessment techniques, teachers can determine if the students have grasped the main ideas and can apply the knowledge effectively.
Reflecting on Learning: Closure encourages students to reflect on what they have learned and how it connects to their prior knowledge or real-life experiences. It promotes metacognition, enabling students to think about their thinking and develop a deeper understanding of the content.
Relevance and Application: Closure helps students see the relevance and applicability of the lesson to their lives. By discussing real-world connections, potential applications, or future implications, students can better understand the practical value of what they have learned.
Emotional Closure: Closure provides an emotional conclusion to the lesson, helping students feel a sense of satisfaction, accomplishment, or closure. It can create a positive and memorable ending to the learning experience, reinforcing engagement and motivation for future lessons.
Closure is an essential component of effective instructional design that supports meaningful and lasting learning outcomes.
Closure
*Closure is NOT telling students what they have learned. Closure is students doing the talking about what they learned.
*Closure must include ALL students.
*Closure does not necessarily need to be something students turn in, but at the very least, ALL students need to participate in the closure activity or closure conversation.
*Closure is not the same thing as formative assessment, but what you hear or see or learn during closure may (along with formative assessment) help you know what to focus on during the next learning segment.
22 Powerful Closure Activities
Beyond The Exit Slip: Closure Activities for Classroom Instruction