Hunter model of instructional design

The Madeline Hunter method is a kind of direct instruction model and method mostly applied to lesson planning. Her model is called ITIP (Instructional Theory into Practice) There are three categories which are considered basic to ITIP lesson design. 1. Content: Within the context of grade level, content standards, student ability/needs, and rationale for teaching, the teacher decides what content to teach. 2. Learner Behaviors: Teachers must decide what students will do (a) to learn and (b) to demonstrate that they have learned. 3. Teacher Behaviors: Teachers must decide which "research-based" teaching principles and strategies will most effectively promote learning for their students.

ITIP (Instructional Theory into Practice)

When designing lessons, the teacher needs to consider the seven elements in a certain order since each element is derived from and has a relationship to previous elements. Also a decision must be made about inclusion or exclusion of each element in the final designNOT ALL ELEMENTS WILL BE INCLUDED IN EVERY LESSON. When this design framework is implemented in teaching, the sequence of the elements a teacher includes is determined by his/her professional judgment. 1. (Learning Objective) Select an objective at an appropriate level of difficulty and complexity, as determined through a task analysis, diagnostic testing, and/or congruence with Blooms cognitive taxonomy. 2. (Anticipatory Set) Motivate instruction by focusing the learning task, its importance, or the prior knowledge/experience of the learners. 3. State the lesson objective(s) to the students. 4. (Input) Identify and teach main concepts and skills, emphasizing clear explanations, frequent use of examples and/or diagrams, and invite active student participation.(Includes Modeling). 5. Check for understanding by observing and interpreting student reactions (active interest, boredom) and by frequent formative evaluations with immediate feedback. Adjust instruction as needed and reteach if necessary.(Can be Closure at the end of lesson as well).

6. Provide guided practice following instruction by having students answer questions, discuss with one another, demonstrate skills, or solve problems. Give immediate feedback and reteach if necessary. 7. Assign independent practice to solidify skills and knowledge when students have demonstrated understanding.

Basic ITIP-style lesson plan format

Note: This is designed around a children's play entitled "The Yellow Boat," and is targeted at 3rd-5th grade students. I. Anticipatory Set

Something that gets students ready to think about what you? be teaching them ll "If you were going to draw a feeling like happiness or anger with colors, what colors would you use? Why?"

II. Objective

What you want your students to do and learn as a result of your lesson "Students will understand why Benjamin needed to draw in the play by completing a drawing themselves of a time when they felt sad, happy, scared, etc."

III. Input A. Task Analysis--things (skills, objects, etc.) needed for students to complete the lesson
o

Students will need to be able to draw, have appropriate materials at hand, and have knowledge of the play "The Yellow Boat."

B. Thinking levels--knowledge, comprehension, application, analysis, synthesis, evaluation

o

"Students will demonstrate comprehension of the role of drawing in the play, and will apply that comprehension to a drawing they make of emotional times in their own lives."

C. Method of Presentation

Teacher will lead discussion on why Benjamin draws in the play, pointing out places where Benjamin draws and what he draws.

IV. Modeling

Showing students what you want them to do by example Teacher leads students to specific parts of the play when Benjamin uses drawing to express his emotions.

V. Check for Understanding

Students can demonstrate understanding by finding other examples in the play, or by describing times when they felt like Benjamin does.

VI. Guided Practice

Things to help students get started, with feedback from the teacher Teacher could put list of emotions on board; brainstorm events that have made Benjamin and/or students feel happy, sad, angry, scared, etc., as ideas for drawings

VII. Independent Practice

A chance for students to demonstrate their knowledge on their own Students are given task of drawing another emotion as homework

VIII. Closure

A "wrap-up" of the lesson that reinforces the objectives for the students Students share drawings, and tell what the story is behind them, how they felt, why they used the colors they used, etc. Teacher asks if the drawings made them feel any differently about the scenes they depict.