The Hunter Lesson Design Model After years of researching what effective teachers do, Madeline Hunter suggested various elements that might be considered in planning for effective instruction. Used as Dr. Hunter intended, the steps make a useful structure for development of many lesson plans. Not all elements belong in every lesson although they will occur in a typical unit plan composed of several lessons. 1. Anticipatory Set Sometimes called a "hook" to grab the students' attention, the teacher focuses the students' thoughts on what will be learned. 2. Objective The teacher states the objective in both oral and written form to provide students a better opportunity to retain the concepts of the lesson. 3. Input/Modeling The new knowledge, process, or skill must be presented to the students in the most effective manner. This could be through cooperative learning, discussion, reading, listening, observing, discovery, and more. It is important for the students to "see" what they are learning. It helps them when the teacher demonstrates or models what is to be learned. 4. Guided Practice Students should be provided an opportunity to practice and grasp the new learning by working through an activity or exercise under the teacher's direct supervision. Through proximity control the teacher observes and determines, through informal assessment, the level of mastery for each student, providing individual instruction as needed. 5. Checking for Understanding It is important to make sure that the students understand what is presented throughout the lesson. Specific questions can be asked regarding content and/or directions to be followed. Proximity control during guided practice allows the teacher to do informal assessments and individually reteach as needed. 6. Independent Practice When the teacher is sure the students understand the new material, he/she assigns independent practice. It may be homework or group or individual work in class. It should provide for decontextualization: exposure to enough different contexts so that the skill/concept may be applied to any relevant situation not only the context in which it was originally learned. 7. Closure The teacher makes statements or creates an activity designed to bring a lesson to an appropriate conclusion and/or tie the day's lesson to the next day's lesson.
Anticipatory Set What is an anticipatory set? A beginning-of-the-lesson activity, which may be the same as the bellwork, that helps students to focus on the lesson's content. What is the purpose of an anticipatory set? Helps students to focus on the lesson's content Grabs students' attention Piques students' curiosity Activates students' prior knowledge Allows teachers to informally assess students' knowledge or skills which are pre-requisite to the new learning (both cognitive and affective) What might an anticipatory set include? Questions that relate the content to be covered What is the difference between a fruit and a vegetable? List the food that was included in your main meal you ate yesterday. Questions that pose a problem from a previous day's lesson that will tie to today's lesson (an extended lesson or a review lesson) Write two sentences: 1) one with a dependent clause at the beginning of the sentence and 2) one with a dependent clause at the end of the sentence What were the weaknesses of The Articles of Confederation? With a partner, sign numbers 1-20. Solve this math problem. Conjugate this verb. Predictions Based on the title of Chapter 3, predict the its content Brainstorming lists List the names of all the Greek gods you can think of. List all the reptiles you can think of. Problem-solving situations Mix the ingredients from the cups on your desk in the empty bowl; observe and write a description of what happens. Self-evaluation Based on Saturday's debate tournament, cite one goal you have for improving your case. Visuals Pictures Models
Videos Demonstrations Objective What is an objective? a purpose a goal an expectation what the student (not the teacher) will be able to do as a result of the lesson What might an objective include? why students need to know this what the students will be expected to do how the students will show their learning the measure of success/accuracy expected How might an objective be presented? through an oral/written statement through a written agenda through a list of essential questions through a graphic organizer Sample objectives: Possible statement formula: Students will demonstrate their [knowledge, understanding, skill] of/to [concept, skill] by [activity performed to meet the lesson objective] according to [specified standard/rate of success]. Examples: 1) Students will demonstrate their skill of addition of whole numbers by adding columns of figures accurately 9 out of 10 times individually in class 2) To clearly set the stage for an expository essay, students will demonstrate their skill of writing a formal introductory paragraph by including all its necessary components of thesis statement, background information, and allusion to the main points in the body paragraphs.
Agenda: January 9, 2001 Objective: To write an introductory paragraph --thesis statement January 10, 2001 Objective: To write an introductory paragraph --background information --allusion to main body points Essential Questions: Have I written an effective introductory paragraph? --Do I have a fully developed thesis statement? --Have I included all necessary background information? --Have I alluded to each of the main points in the body of my essay? Graphic Organizer: To write a fully developed introductory paragraph for an expository essay Thesis Statement Background Information Allusion to Main Points
Input and Modeling What is input? The teacher providing, or structuring an activity that provides, the information needed for students to gain the knowledge or skill How can input be provided? Reading Discussion Lecture with discussion Video Discovery learning Writing Cooperative learning activity Centers/rotation What is modeling? The teacher showing examples of what is expected as an end product of their work The teacher demonstrating the process that students will later do How can modeling be provided? An active model (model of a human heart) A visual replication that shows a process (picture, diagram, map, project) An oral or written representation (speech on video, essay) Guidelines for input and modeling: Keep the lesson focused on the objective. Don't sidetrack with unessential details. Tie the lesson to students' prior knowledge, interests, and lives. Introduce mnemonic devices when necessary. Eliminate distracters. Present examples and non-examples. Present exceptions only after students have a well-developed understanding of the concept. "Chunk" the lesson into manageable components and check for understanding. Adjust/Pace the lesson based on students' needs.
Guided Practice What is guided practice? A structured time in which students practice applying their knowledge/skill acquired from the lesson, individually or in groups, under the supervision and/or lead of the teacher What might be the teacher s and students roles during guided practice? The teacher leads the students through the steps, allowing students practice time at the end of each step. The teacher walks around the room, using the praise, prompt, and leave strategy, as students are making application. Guidelines for guided practice: Keep the practice period for each chunk short. Emphasize and reward learning, rather than completing. (Ask Have you learned it? not Have you finished? ) For new learning, employ massed practice --extended practice time that allows the acquisition of the skill or knowledge. For older learning, employ distributed practice --returning to the concepts on a rotating basis over a period of time. Provide feedback. Assign completion points only.
Checking for Understanding What is checking for understanding? an informal assessment to ensure that the main points of the lesson have been grasped an informal assessment used to pace the lesson, guiding the teacher to either reteach, review, or move forward with the lesson When does checking for understanding occur? throughout the process especially after input/modeling during guided practice as a part of the independent practice Ways to check for understanding: Individual Oral Response -- questioning strategies -- round robin -- round the world Group Oral Response -- questioning strategies -- jigsaw -- think-pair-share Visual Response -- facial expressions -- thumbs up -- indicate a certain number of fingers -- student continuum Written Response -- entrance/exit slip -- white boards -- graphic organizer Task Performance -- experiment -- simulation -- role play
? Questioning Guidelines? Give a signal for students attention before asking question. State the questions before calling a student s name. Provide wait time. Encourage the student to speak loudly enough for everyone else in the class to hear. Don t repeat the answer given; instead, ask the class whether or not they agree with the answer. After asking the question, wait for a show of at least 50 per cent of the hands raised before calling on someone. Call on both low-ability and high-ability students to survey the class as a whole. Don t ask a question of a student that you know doesn t know the answer. If a student seems confused or can t answer, calmly repeat the same question, give a direct clue, or simply allow the student to pass. Provide feedback. Don t simply ask students if they have any questions or say okay? Explain to students the rationale behind checking for understanding. To say that you have taught when students haven t learned is to say you have sold when no one has bought. --Madeline Hunter
Independent Practice What is independent practice? A relevant activity in which students, alone or in groups, practice their new knowledge without the teacher monitoring the process. A meaningful activity in which students apply what they have learned to a different and/or broader context What might independent practice include? Test Project--oral, written, or hands-on Formal Writing Portfolio Power Point Presentation Experiment Problem-solving Activity Formal Oral Presentation--individual or small-group Guidelines for independent practice: Assign only after students have practiced and seem to understand the new material through guided practice. Clearly state expectations for working alone or with others. Clearly state how the assignment will be graded. Possibly supply a rubric. Give reasonable deadlines. Provide immediate feedback. Check for understanding to decide whether or not the lesson needs to be retaught.
Closure What is closure? Actions or statements by a teacher that are designed to bring a lesson to an appropriate conclusion An activity that guides students to synthesize the various components of the lesson A preview of the next day's lesson It may or may not coincide with the end-of-the-hour closure. What is the purpose of closure? To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson To help organize student learning To reinforce the major points to be learned Sample Closure Activities: Exit slip Top ten list Round robin statements of new learning Overall conclusion statement or summary statement Restatement of objective Review of lesson through specific questions Review through think-pair-share Journal Freewriting on lesson Student self-reflection Student goal-setting NON-EXAMPLES of closure activities: "Any questions? No? Okay, we'll do something else tomorrow." "Oh! There's the bell!" "That's it!" "I'm through. You can relax until the bell."
Suggested Chunkings for Class Scheduling Single New Concept or Skill: For use with new material. 50-Minute Class Period 90-Minute Block 1. Bellwork/Anticipatory 5-10 5-10 Set/Objective 2. Input/Modeling/ 10-15 10-25 Checking for Understanding 3. Guided Practice/ 10-15 20-40 Checking for Understanding 4. Independent Practice 5-10 10-15 5. Closure 5 5
Working on an Extended Project: This is intended to focus on a project or project stage that can be completed within the class period. 50-Minute Class Period 90-Minute Block 1. Bellwork/Anticipatory 5-10 5-10 Set/Objective 2. Input/Modeling--Review 5-10 5-10 of Project Guidelines/ Checking for Understanding 3. Guided/Independent 15-20 25-30 Practice--Work Period/ Checking for Understanding 4. Additional Input/ 5-10 5-10 Checking for Understanding 5. Guided/Independent 10-15 25-30 Practice Work Period 6. Closure 5-10 5-15
Quiz/Test Day: This schedule is very flexible depending upon the length/nature of the quiz/test. 50-Minute Class Period 90-Minute Block 1. Bellwork/Anticipatory 5-10 5-10 Set/Objective 2. Input/Modeling-- 5 5 Reminders/Special Directions 3. Formal Checking 10-35 10-60 for Understanding 4. Informal Checking for 0-10 0-10 Understanding/ Additional Input 5. Additional Activity 0-? 0-? --Objective --Input/Modeling --Guided Practice --Filler 6. Closure 5 5-10
Presentations: This schedule is intended to allow individual or small-group presentations that can be completed within the class period. 50-Minute Class Period 90-Minute Block 1. Bellwork/Anticipatory 5-10 5-10 Set/Objective 2. Input/Modeling-- 5 5 Reminders/Special Directions 3. Guided Practice 5-10 5-10 --Practice (1-3 could be collapsed) 4. Independent Practice/ Formal Checking 10-? 10-? for Understanding 5. Informal Checking for 0-10 0-10 Understanding/ Additional Input 6. Additional Activity 0-? 0-? --Objective --Input/Modeling --Guided Practice --Filler 7. Closure 5-10 5-10
Hunter Lesson Plan Frame Anticipatory Set: Checking for Understanding Objective: Input/Modeling: Guided Practice: Independent Practice: Closure: Materials:
Hunter Lesson Plan Frame New Educator Induction: Lesson Planning November 2002 Anticipatory Set: After the students attempt to create an origami boat and listen to the history of origami, students will brainstorm and share out the ineffective components of the activity. Objective: The learner will understand the various components of the Madeline Hunter Lesson Design. Input/Modeling: Hunter's lesson design steps will be identified, defined, and described. An example of each step will be modeled. Steps include the following: Anticipatory Set, Objective, Input/Modeling, Guided Practice, Checking for Understanding, Closure, and Independent Practice. Guided Practice: The learner will examine a sample lesson plan, identifying good qualities and revising where needed. Closure: On a blank Hunter frame, the learners will do a Round Table to label the components and write a onesentence descriptor of the Hunter components. Checking for Understanding Brainstorming and sharing out on chart paper Think-pair-share Active Participation, Think-pair-share, "white boards," Round Table, Thumbsup/down, Top 5/10 List, Self-reflection Marks/words on lesson plan, proximity, and discussion Collection as an exit slip Independent Practice: The learner will create a new lesson plan which includes each of the Hunter steps of lesson design. Formally assessed Materials: colored folders with matching seat assignment cards, origami paper, chart paper, markers, Hunter frame sheets, information packets, white paper, Round Table sheet, sample lesson plan, rubrics for independent practice