Lesson Design and Delivery




Madeline HunterÕs



Data WorksÕ


Anticipatory Set:

a.      T. focuses students

b.     T. states objectives

c.      T. establishes purpose of the lesson

d.     T. establishes transfer



a.      Provide information

¤       Explain concepts

¤       State definitions

¤       Provide examples

¤       Model

b.     Check for Understanding

¤       Pose key questions

¤       Ask students to explain concepts, definitions, attributes in their own words

¤       Have students discriminate between examples and non-examples

¤       Encourage students generate their own examples

¤       Use participation


Guided Practice:

a.      Initiate practice activities under direct teacher supervision

b.     Elicit overt responses from students that demonstrate behavior in objectives

c.      Check for understanding

d.     Provide specific knowledge of results

e.      Provide close monitoring



a.      Make final assessment to determine if students have met objective

b.     Have each student perform behavior


Independent Practice:

a.      Have students continue to practice on their own

b.     Provide knowledge of results


a.      T. defines what students should be able to do, understand, know



a.      T. informs students of the standards of performance


Anticipatory Set:

a.      T. focuses students attention on the lesson.

b.     T. creates framework for whatÕs to be presented



a.      Input: provide info for students to gain knowledge or skill 

b.     Modeling: show examples of what is expected and how itÕs done

c.      Check for Understanding: determine that students know/understand before proceeding


Guided Practice:

a.      T. works with students as they do it together

b.     T. supervises students as they do it and provides praise, prompting or help


a.      T. cues students to important points of lesson

b.     T. reviews and clarifies key points and connects to a coherent whole


Independent Practice:

a.      Students practice for reinforcement

b.     T. provides different contexts to apply skill/concept



a.      Learning objective:  include concept and skill

b.     Preview/Review: activate prior knowledge/connect to new content to be taught


Concept Development:

a.     Explain: what it is, why itÕs important, how itÕs done

b.     Skill Development: teach how to do the skill Š steps, graphic organizers, mnemonics

c.      Model: share first-person inner thoughts

d.     Demonstrate:

e.      Check for Understanding


Guided Practice

a.      T. works problem step-by-step along w/students at the same time

b.     T. slowly releases student to do more work on their own (semi-independent)

c.      Check for Understanding that students were correct at each step



a.      Students prove that they know how to do the work

b.     T. verifies that students can describe the what and why of the work

c.      T. identifies students needing additional help


Assessment and Evaluation/Independent Practice:

a.      Students practice what they have learned

b.     Students do work by themselves with 80% accuracy

c.      T. provides effective, timely feedback