Hogan Roadmap to Teaching the Effective Lesson

Starting PointPlanning: Set the objectives

Start with your learnerswho are they, what are their learning
dynamics (IEPs, etc.)

Know and relate your standardsState Standards (and use the

website as a resource) and professional association
standards,
and then Common Core

Answer the 4 essential questions:

(1) What do I want my students to know?
(2) How will they learn it?
(3) How will I know they have learned it?
(4) What will they do with this learning?

Write out your instructional objectives (initially always 3) in the

Mager model (a,b,c,d)make sure that the
learning is clearly
focused and the make sure that you havent just written what students will do
Setting the Lessonthe Anticipatory Set
Quick 1-3 minute activity in which all students are engaged and hooked
into the learningthis sets them up for the
learning to take place.
MAKE IT ACTIVE! MAKE IS RELEVANT TO THE LEARNERS! MAKE IT
DYNAMIC!
Introduce the lessonFraming the learning

Have the objectives for todays lesson on the board.

State the objectives for todays lesson to the students.

Frame the essential learning you want students to have by the end
of the lesson (HEADS UP)

Pre-assess the students knowledge of the content and engage them

in a preliminary discussion of what will be
learnedestablish
why they need to learn this and key ways this learning will lead to other learning
they will do in
your class and in other classes

Let them know that the lesson is startingtransition from engaged

questioning to initial presentation
Teach the lessonR.I.P. (Relevant, Immediate, Purposeful)

Blend teacher directed instruction with student engagement

Explain, highlight, key vocabulary needed to understand the

content


Use a variety of effective instructional strategies to reach all
students (Lemov, Marzano)

Burst of 15 rule: You have them for the most in 15 minutes of

engagementthink of your lesson and design you
lesson so that
within each burst of 15 minutes you have given an overview of a concept, taught
the concept, checked
for understanding, and elaborated

Transition smoothly from one concept to the next

Model using the 4 stages (when appropriate)

(1) I do it/I say it You watch/listen
(2) We do it together
(3) You do it I watch
(4) You do it on your own

Frequent checks for understanding allow you to clarify before have

to complete change misconceptions or wrong
learning

Seek multiple ways for students to express what they know

especially what they know now that they didnt
before
(remember-- if they already knew this then why did you teach it and not just
move on?)
Closing down the lesson

Check for understanding

Seek full participation and engagement into what was learned

Verbally articulate 3-5 essential things you want them to know from
what was taught

Give them an opportunity to put into their own expression/notes

what they KNOW

Summarize and point them to where this learning is taking them

next
Closure Activity: Active Engagement to Secure the Learning
A quick 1-3 minute active engagement activity in which students hone in
on what was learned
Examples: quick write summaries, list 3-5 things you learned, quick
round of questions (how many in a short time
activity), exit slips,
question/response journals, think-pair-share, dont say it, draw it," challenge me