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Print Version Cite this guide: Just-in-Time Teaching (JiTT). Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/just-in-time-teaching-jitt/. What is it? Just-in-Time Teaching (JiTT) is a teaching and learning strategy designed to promo…

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KEYS to Great Teaching - Gradual Release of Responsibility

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https://www.education.vic.gov.au/Documents/school/teachers/support/Expired/0000highimpactteachstrat-expired.pdf

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https://granite.pressbooks.pub/edu606-701/chapter/writing-measurable-learning-objectives/

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Table of Contents

How do you plan for class?

Getting Started: Lesson Planning

What are learning objectives?

SMART attributes for writing learning objectives

Bloom's Taxonomy - action verbs for lesson planning

ABCD method of writing learning objectives

Common Core State Standards/IEP goals and objectives

Essential Questions

Putting it all together

Good lessons must be planned. Planning helps to make your lessons clear and well-timed, meaning that students can be active and interested. Effective planning also includes some built-in flexibility so that teachers can respond to what they find out about their students' learning as they teach. Working on a plan for a series of lessons involves knowing the students and their prior learning, what it means to progress through the curriculum, and finding the best resources and activities to help students learn.

Planning is a continual process to help you prepare both individual lessons as well as a unit of lessons, each one building on the last. The stages of lesson planning are:

being clear about what your students need in order to make progress

deciding how you are going to teach in a way that students will understand and how to maintain flexibility to respond to what you find

looking back on how well the lesson went and what your students have learned in order to plan for the future

(TESS, 2015)

Educational goals and objectives provide a sense of mission and purpose. The more aware you are of your mission and purpose in teaching an area of content, the more you will be able to inspire your students to learn it. Your ability to articulate goals conveys to learners your sense of purpose, from which they can make a commitment to learn. This is why goals are important-they energize and motivate students to become actively engaged in and committed to the learning process. Goals help teachers articulate "Why am I teaching this?

Learning objectives, although written for the teacher, are expressed from the learner's point of view. In other words, objectives identify what your students will learn from your instruction.

Deciding what you want your students to accomplish during a lesson or unit of instruction requires answering the following questions:

What knowledge or content (facts, concepts, principles, rules) is essential for learner understanding of the subject matter?

What intellectual skills are necessary for the learner to use this knowledge or content?

What habits of mind or attitudes are important for learners to perform successfully with this knowledge or content?

( Nicole Arduini-Van Hoose.)

Watch Video from Teach Like a Champion- How do you plan for class? (7:03 minutes)

Getting Started >>Lesson Planning

To begin developing your lesson plans for the course you will download the lesson plan template from the teacher education resource page. Below is a picture of the top section of the template which includes the:

1. Measurable learning objective(s) (MLOs)

2. Related learning standards: Common Core Standards (CCSSs) K-12 or Vermont Early Learning Standards, NH Early Learning Standards- birth to age 5

3. Related learner IEP goals/objectives, if applicable- consult with your supervising practitioner.

4. Essential questions related to the MLO and CCSS- continue reading

What are learning objectives

Excerpt from Learning Objectives,The Glossary of Education Reform by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

In education, learning objectives are brief statements that describe what students will be expected to learn by the end of school year, course, unit, lesson, project, or class period. In many cases, learning objectives are the interim academic goals that teachers establish for students who are working toward meeting more comprehensive learning standards.

Defining learning objective is complicated by the fact that educators use a wide variety of terms for learning objectives, and the terms may or may not be used synonymously from place to place. For example, the terms student learning objective, benchmark, grade-level indicator, learning target, performance indicator, and learning standard -to name just a few of the more common terms-may refer to specific types of learning objectives in specific educational contexts. Educators also create a wide variety of homegrown terms for learning objectives.

While educators use learning objectives in different ways to achieve a variety of instructional goals, the concept is closely related to learning progressions, or the purposeful sequencing of academic expectations across multiple developmental stages, ages, or grade levels. Learning objectives are a way for teachers to structure, sequence, and plan out learning goals for a specific instructional period, typically for the purpose of moving students toward the achievement of larger, longer-term educational goals such as meeting course learning expectations, performing well on a standardized test, or graduating from high school prepared for college. For these reasons, learning objectives are a central strategy in proficiency-based learning, which refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating understanding of the knowledge and skills they are expected to learn before they progress to the next lesson, get promoted to the next grade level, or receive a diploma (learning objectives that move students progressively toward the achievement of academic standards may be called performance indicators or performance benchmarks, among other terms).

The focus of this chapter will be on single lesson or class-period learning objectives. Teachers may also articulate learning objectives for specific lessons that compose a unit, project, or course, or they may determine learning objectives for each day they instruct students (in this case, the term learning target is often used). For example, teachers may write a set of daily learning objectives on the blackboard, or post them to an online course-management system, so that students know what the learning expectations are for a particular class period. In this case, learning objectives move students progressively toward meeting more comprehensive learning goals for a unit.

There are two commonly used formulas for developing MLOs. One is using the SMART attributes and the other is the ABCD method. These two methods are very similar, but one or the other may be more or less helpful to you personally when writing MLOs. We will look at both methods and you can decide which makes the most sense when considering the type of lesson you are planning.

From Wikimedia Commons

Excerpts from Kolling, D, and Shumway-Pitt, K. (2019). GSC Lesson Planning 101. Retrieved from https://granite.pressbooks.pub/lessonplanning101/ SMART goals/objectives

S-Specific: Concise, well-defined statements of what students will know, understand, and be able to do at the end of the lesson. The objective should state what is to be accomplished by the student and the conditions in place, such as, "Given a topic on American history", "Provided with a calculator and a three minute time limit", or "Independently, following the five-step scientific method".

Learning outcomes should be simply stated in student-centered terms. If students are aware of the intended outcome, then they know where their focus should lie. This clarity helps decrease anxiety about their ability to succeed and helps build intrinsic motivation.

M-Measurable: Learning objectives must be quantifiable. Measurable objectives state the outcomes that can be assessed in definite and specific ways; the quality or level of performance that will be considered acceptable (mastery level). The criterion can be expressed by describing the performance standard to be met, such as, "Write a descriptive paragraph that includes a topic sentence, three supporting detail sentences, and a closing sentence." When writing mastery level, you often begin with the word "with", then add description, such as "90% accuracy", "no errors", "appropriate punctuation" or "accurate vocabulary".

A-Attainable: Learning objectives should be written at the appropriate developmental level for student success. It is essential that students have the prerequisite knowledge and skills and that the lesson's time frame supports achievement of the objective. You can determine the appropriate level of challenge by referring to pre assessment results. Learning activities should be challenging, yet offer students a realistic chance to master the objective.

R-Relevant: The skills or knowledge described must be appropriate for the grade level and subject area or an individual's IEP goals. The process of setting learning objectives begins with knowing the specific standards, benchmarks, and supporting knowledge students in your school or district are required to learn. Common Core State Standards and curriculum documents are the source for this information. This is essential to ensure students receive the same important content from teacher to teacher.

T-Time-bound: Time-bound - State when students should be able to demonstrate the skill. In this course the learning objective will be:"by the end of the lesson".

Start with behavioral verbs (action verbs) that can be observed (either informally or formally) and measured. Using concrete verbs will help keep your objectives clear and concise. Bloom's Taxonomy provides a list of such verbs and these are categorized according to the level of achievement at which students should be performing.

While verbs above clearly distinguish the action that should be performed, there are verbs to avoid when writing a learning objective. The following verbs are too vague or difficult to measure: appreciate, cover, realize, be aware of, familiarize, study, become acquainted with, gain knowledge of, comprehend, know, learn, understand, learn.

Read more about . Bloom's Taxonomy

Adapted from Northern Illinois University Center for Innovative Teaching and Learning. (2020). Writing goals and objectives. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide/writing-goals-and-objectives.shtml this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

For Example
Alternative format-download
(Paula Lombardi)

(Paula Lombardi)

Paula Lombardi

Behavioral Verbs- Must be observable and measurable.

The key to writing learning objectives is using an action verb to describe the behavior you intend for students to perform. You can use action verbs such as calculate, read, identify, match, explain, translate, and prepare to describe the behavior further. On the other hand, words such as understand, appreciate, internalize, and value are not appropriate when writing learning objectives because they are not measurable or observable. Use these words in your big picture goals/ enduring understandings, but not when writing learning objectives.

Overt behavior: If the behavior is covert or not typically visible when observed, such as the word discriminate, include an indicator behavior to clarify to the student what she or he must be able to do to meet your expectations. For example, if you want your learners to be able to discriminate between good and bad apples, add the observable behavior "sort" to the objective: Be able to discriminate (sort) the good apples from the bad apples.

Some teachers tend to forget to write learning objectives from the students' perspective. Mager (1997) contends that when you write objectives, you should indicate what the learner is supposed to be able to do and not what you, the teacher, want to accomplish. Also, avoid using fuzzy phrases such as "to understand," "to appreciate," "to internalize," and "to know," which are not measurable or observable. These types of words can lead to student misinterpretation and misunderstanding of what you want them to do.

Measurable Learning Objectives and Alignment with Content Standards/ IEP Goals and Objectives

It is assumed you have already selected ELA/ or math content standards and your MLOs align with content standards. These can be found on the New Hampshire Department of Education website.

Your case study student will likely have an IEP goal or objective related to your lesson objective. Include this in the lesson plan.
As of 2015, 42 states have adopted the Common Core Standards in ELA/literacy and mathematics.
*Teacher Candidates in ECE/ ECE/SPED, who are working with preschool or younger children will align their objectives with their schools birth to 5 years standards.

What is an Essential Question?

What are "Essential Questions"? Life of an Educator by Dr. Justin Tarte is licensed under a Creative Commons Attribution 4.0 International License. Based on a work at justintarte.com.

The best questions serve not only to promote understanding of the content of a unit on a particular topic; they also spark connections and promote transfer of ideas from one setting to others. We call these such questions "essential."

Tips for using essential questions:

Use a reasonable number of questions (two to five) per unit. Make less be more.

Frame the questions in "kid language" as needed to make them more accessible. Edit the questions to make them as engaging and provocative as possible for the age group.

Ensure that every child understands the questions and sees their value.

Design specific exploratory activities and inquiries for each question.

Sequence the questions so they naturally lead from one to another.

Post the essential questions in the classroom, and encourage students to organize their notes and work around those specific questions.

This work by UAF eCampus is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Wiggins and McTighe identify big ideas, essential questions and enduring understandings as critical elements, of course design in Understanding by Design. If a big idea is like a point on the horizon you are steering toward, and enduring understandings are the highlights that you will always remember, essential questions are the engines of inquiry that propel students through your learning experience. They should prompt exploration and open discovery. All content should contribute toward or inform learners as to the evolving complexity of potential responses to these questions. Grant Wiggins characterizes them as "well, essential: important, vital, at the heart of the matter - the essence of the issue." Essential questions are important because they identify the point of inquiry from which you create actual instructional material and experiences for your students.

As a big idea will unpack into multiple essential questions (usually), so an essential question will itself unpack into multiple smaller questions. The smaller questions are not unimportant, but it is crucial to understand how the smaller questions relate to the Big Idea. For instance:

Essential question: What traits and characteristics are collectively used to determine a classification?

Non-essential question: How many legs does a spider have?

It may well be the case that non-essential questions can be used to bring about understanding of the essential questions, but they are not the essential thing. Consider another pair:

Essential questions: How do history and context determine the definition of "art?"

Non-essential question: Is Duchamps "Fountain" art or not?

Now comes the challenging part, where you, the novice teacher must develop these essential questions related to your instruction. Know that developing essential questions are part of the work, school teams do when mapping their curriculum using the Understanding by Design module. Many schools post their work online. Look at models of that have been developed to gain an understanding of how essential questions align with curriculum standards. Ultimately, you will need to be the judge of the quality of material you find online. Check with your supervising practitioner to see if your school has done grade level curriculum mapping. What you find may not find exactly what you are looking for, but you will find models to help you begin developing your own essential questions for your lesson plan.

Essential Questions...for example.

Take a look at the four essential questions at the top page of this document on Kindergarten- Counting and Cardinality. Continue to review this document and examine the essential questions for Kindergarten, Geometry, Measurement, Number Sense Base Ten, and Algebraic Thinking, The essential questions are found under each heading in the document.

Here is another example of the curriculum mapping and 4th grade mathematics. It is aligned to the CCSS for mathematics and includes enduring understandings, essential questions, and learning targets.

Early Childhood Education resources-
Framing and Connecting Learning: Essential Questions in Early Childhood.
Rules of thumb:

One or two essential questions will generally be sufficient in a single lesson plan.

In student friendly language.

Addresses the core concept/theme of the lesson

Pulling it all together

You will begin developing your lesson plan by completing the top sections of the lesson plan template.

1. Measurable Learning Objectives

2. Common Core State Standards or Early Learning Standards (ECE)

3. Related IEP goals

4. Essential Questions

The beginning stage of lesson plan development:
You have collaborated with your supervising practitioner (SP), completed a case study student profile which will include *learning targets for a "case study student" with a disability or learning challenge, and discussed the needs of the other students who will be included in your lesson. Based on this information you will develop a measurable learning objective for your lesson.

* In EDU 606 701, the content area focus will be either mathematics or English Language Arts.

Next, you will identify Common Core State Standards (CCSS) or Early Learning Standards (ECE) that align with the developmental level of your students. You may need to add a modified measurable learning objective(s) to meet the needs of mixed ability students. This is a standards based education curriculum approach to enable students with disabilities access to the general education classroom (curricula).

Include any related goals/objectives from your student's IEP. Include behavior related goals/objectives if appropriate.

Develop one or two essential questions, in question format and in student friendly language that speaks to the core concept/theme of the lesson.

The next step will be to preassess your students to determine their current level of performance related to the measurable learning objective(s) and CCSS or Early Learning Standards.

Based on the data from your preassessment, you may need to revise your original measurable learning objectives.

Go to the next chapter, Assessment, to learn more about preassessment.
References
Instructional Planning. Authored by: Nicole Arduini-Van Hoose. Provided by: Hudson Valley Community College. Located at: . License: Public Domain: No Known Copyright

[Kaizen Teaching], (2017, Oct. 27). Teach Like a Champion-How do you plan for class? [Video File]. Retrieved from https://youtu.be/Wb6JCyQ_A8c License: All Rights Reserved

SMART image citation: https://commons.wikimedia.org/wiki/File:SMART-goals.png

Download image- from Pixabay

Measurable learning objectives tables were designed by Paula Lombardi

Lesson Plan template sections- Granite State College School of Education

Ch. 1 Key Practices in Instruction and Student Learning by Teacher Education through School based Support (TESS)-India, 2015 is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted

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The Roles and Responsibilities of the Special Educator

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Table of Contents How do you plan for class? Getting Started: Lesson Planning What are learning objectives? SMART attributes for writing learning objectives Bloom's Taxonomy - action verbs for lesson planning ABCD method of writing learning objectives Common Core State Standards/IEP goals and objectives Essential Questions Putting it all together Good lessons must be planned.

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SDP's Back-to-School Bus Tour is coming to a neighborhood near you! Get info, on-site services and a free backpack! Details HERE.

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Barbara Keating, Furness High School, World History

What purpose is served by Ms. Keating explaining the purpose behind different parts of the lesson in this clip?

What evidence do you see of opportunities for higher level thinking?

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SDP's Back-to-School Bus Tour is coming to a neighborhood near you! Get info, on-site services and a free backpack! Details HERE. Still need a vaccine? Find COVID Vaccine events HERE and Back to School Immunization events HERE. Join us at one of our fun Back-to-School Celebration Events HERE!

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https://www.thoughtco.com/qualities-of-a-great-lesson-3194703

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The best teachers can captivate their students' attention day in and day out. Their students not only enjoy being in their class, but they look forward to the next day's lesson because they want to see what is going to happen. Creating a great lesson together takes a lot of creativity, time, and effort. It is something that is well thought out with lots of planning. Though each lesson is unique, they all have similar components that make them exceptional. Every teacher has the ability to create engaging lessons that will mesmerize their students and keep them wanting to come back for more. A great lesson engages every student, ensures that every student is meeting the learning objectives, and motivates even the most reluctant learner.

A great lesson... grabs students' attention. The first few minutes of a lesson may be the most critical. Students will quickly decide whether or not they should devote their full attention to what is being taught. Every lesson should have a "hook" or "attention grabber" built into the first five minutes of the lesson. Attention grabbers come in many forms including demonstrations, skits, videos, jokes, songs, etc. Be willing to embarrass yourself a little bit if it will motivate your students to learn. Ultimately, you want to create an entire lesson that is memorable, but failing to grab their attention early on will likely keep that from happening.

A great lesson ... is content driven. It has to have a connected purpose, meaning that all aspects of the lesson are built around critical concepts that students at a particular age should be learning. Content is typically driven by standards such as the Common Core State Standards that serve as a guide for what students are supposed to learn in each grade. A lesson that does not have relevant, meaningful content at its core is senseless and a waste of time. Effective teachers are able to build upon the content from lesson to lesson continuously throughout the year. They take a simple concept early on continuing to build upon it until it becomes something complex yet understood by their students because of the process.

A great lesson... provides students with active learning opportunities. A majority of students are kinesthetic learners. They simply learn best when they are actively engaged in hands-on learning activities. Active learning is fun. Students not only have fun through hands-on learning, they often retain more information from this process. Students do not have to be active throughout an entire lesson, but having active components mixed in sporadically at appropriate times throughout the lesson will keep them interested and engaged.

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Keys to Producing a Great Lesson Your Students Will Love

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The best teachers can captivate their students' attention day in and day out. Their students not only enjoy being in their class, but they look forward to the next day's lesson because they want to see what is going to happen. Creating a great lesson together takes a lot of creativity, time, and effort.

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https://www.tlpnyc.com/blog/guide-creating-effective-lesson-structures

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I have strong memories, as I'm sure many people do, of some very bad lessons when I was in school. Whether the subject was math, history, or personal hygiene, as a student experiencing a boring or confusing lesson, I mentally left the room. These many years later it's hard to be sure if the lesson itself or the teaching was the problem. But as a creator of curriculum now, I know that if a lesson is well crafted, even the most inexperienced teacher or facilitator can make it effective.

So what is an effective lesson? To be effective, a lesson has to include clear, easy to follow instructions; it has to have a clear objective-what we want students to walk away having learned or understood; and it has to be engaging enough to keep students interested and participating throughout. To achieve these goals, a well-defined lesson structure is indispensable.

This holds true whether we are talking about lessons in academics or social-emotional learning (SEL). It holds true whether we are talking about lessons for youth or for adults. As a workshop or class participant, I want my interest piqued and I want to leave feeling that I have learned or accomplished something worthwhile.

Lessons that are effectively structured do not attack the main topic immediately, but rather ease into it in a number of ways. They may:

lead with a quote related to the subject to jumpstart discussion

begin with a short activity that brings lesson themes into focus

begin with a brief ritual to ready the group for a specific type of instruction

Whichever opening choice you build into a lesson, make sure the introductory activity is not a throw-away. When thoughtfully designed, it will set the tone for the rest of the lesson and create a safe space in which to explore a topic more deeply.

Moving on from the opening, or warm-up, to the core activity, an effective lesson will incorporate differentiated learning approaches. Writing, group work, drawing, music, debate, and physical movement are some of the instructional strategies that can be incorporated into a lesson. This variety empowers participants with a wide range of interests and strengths, keeping them engaged. Teaching a science lesson about absorption? Have a few students stand in close formation as a polymer molecule and then expand their perimeter by stretching their arms out and stepping back as they "absorb" the students who represent water into the middle of the circle. The lesson is fun, and likely to leave a lasting image and impression.

Making a lesson fun is a powerful strategy in rendering it effective. Enthusiastic participation can be a vehicle for unselfconscious contributions to group activities and discussions, and will pave the way for original, out-of-the-box thinking. The key to transforming these contributions into specific takeaways, is to process the experience in relation to the lesson topic. Ask the students about their experience and observations in the expanding molecule formation, and they will summarize the lesson for you in their own words; the lesson objective has been achieved and will be remembered.

Processing is equally vital when teaching SEL lessons. If the lesson theme is the connection between our values and our behavior, hearing participants' insights will inform the teacher/facilitator what was learned and what follow-up is appropriate. To be effective regardless of the level of facilitator expertise, lesson structure will include processing questions that comfortably guide even a novice teacher to engage students in critical thinking and lead them to find real world applications for their observations and experiences.

Finally, including a brief closing activity to wrap up the lesson gives it a clear stopping point. Rather than letting the energy generated during the lesson fizzle out, finish strong with a focus on the lesson objective and its relevance to real life. Conclude the SEL lesson above, for instance, with a reflection on personal values by asking participants "What is one value you would like to live by?".

The essential keys, then, of effective lesson structure can be summed up as:

a well-defined learning objective,

user friendly directions for teachers,

differentiated instructional methods,

engaging, enjoyable activities, and

a processing guide to connect participants' lesson experience to real world applications.

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A Guide To Creating Effective Lesson Structures

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So what is an effective lesson structure? To be effective, a lesson has to include clear, easy to follow instructions; it has to have a clear objective-w...

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Structuring Lessons to Promote Learning from Materials

Many adaptations are made on the spot during regular classroom instruction. While a teacher is teaching a lesson, he or she may observe that one or more students are having difficulty with a certain skill or may need additional support to learn a concept or to complete a task. Indeed, most of the adaptations classroom teachers make are incidental and in response to immediate student needs.

Although incidental modifications may be necessary and appropriate, it is also imperative for teachers to be intentional in making adaptations. Successful adaptations should be part of a comprehensive plan for students with mild disabilities. As teachers get to know their students they can anticipate some student needs and plan appropriate adaptations before the lesson begins.

The Planning Pyramid is a tool to help teachers plan for adaptations for diverse learners. Although the Pyramid initially was designed for planning for content-area lessons, teachers can also use it to plan for multilevel lessons in reading and mathematics.

Suggested adaptations for structuring lessons to promote learning from materials include the following Planning Pyramid tools:

structuring lessons for diverse classrooms.

teaching multilevel word recognition.

teaching mathematics.

Planning Pyramid for Structuring Lessons for Diverse Learners

Elementary classes in the United States are becoming increasingly diverse in their linguistic, cultural, and academic composition. This diversity becomes particularly challenging when teachers plan reading assignments. Although textbooks in all content areas remain the primary tool teachers have for planning instruction, the reality is that many textbooks are simply too difficult for students who lack the decoding skills, vocabulary, and prior knowledge necessary to read and comprehend demanding text material.

Three broad problems face elementary school teachers as they plan reading assignments in any subject area. First, textbooks are frequently difficult in terms of readability level for at least some students in the classroom. Second, textbooks characteristically are dense in respect to the number of new concepts teachers must introduce within a relatively short time. Third, many teacher editions of textbooks do not offer specific suggestions for helping teachers meet the diverse needs of the variety of learners in their classrooms. Consequently, teachers often are left on their own in thinking about how best to help all students learn.

The Planning Pyramid is a framework for planning for diverse student needs and a tool for planning for differentiated instruction in general-education classrooms. It is based on the idea that all students can learn, but not all students learn at the same pace.

The Pyramid is composed of five points of entry and three degrees of learning. There are five points, or axes, of the Pyramid, which represent the factors teachers consider when planning any lesson:

1. The Topic

2. The Students

3. The Classroom Context

4. The Teacher

5. Appropriate Instructional Practices

The Questions for Reflective Planning are typical thoughts teachers have when planning a lesson. The points of entry are interrelated and interdependent and have a strong impact on lesson planning. Using the insights gained from teacher reflection about the points of entry, teachers next determine what will be taught and how. The degrees of learning help teachers think through the content of a lesson (i.e., what concepts or skills are to be learned) and think about appropriate instructional practices to help all students learn. The teacher first identifies these key concepts or skills and then categorizes the content in terms of three degrees of learning:

1. What all students will learn - base of the Pyramid

2. What most, but not all, students will learn - middle of the Pyramid

3. What some students will learn - top of the Pyramid

Next, the teacher identifies instructional practices and adaptations. More intensive adaptations are necessary for the base of the Pyramid - material that all students in the classroom should learn. Depending on a student's interest and prior knowledge of a topic, he or she at times may go right to the top. Also, students with special needs may go to the top if appropriate accommodations are provided. All students should have access to all information. In no way should the Planning Pyramid be thought of as a way to track students or limit expectations.

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Structuring Lessons to Promote Learning from Materials

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Many adaptations are made on the spot during regular classroom instruction. While a teacher is teaching a lesson, he or she may observe that one or more students are having difficulty with a certain skill or may need additional support to learn a concept or to complete a task.

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https://www.clickvieweducation.com/teaching-strategies/lesson-structure/

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Appropriately structured classroom lessons include a series of clear steps and smooth transitions between them. Effective teachers know how to structure a well-paced lesson and scaffold learning to build students' knowledge and skills. Are you looking for help to structure your lesson plans? Thousands of ClickView videos come with teaching resource packs to help you plan and structure your lessons, as well as pacing ideas for class.

Why lesson structure is so important

A lesson structure maps out the teaching and learning that will occur in class

A clearly thought out lesson has set steps that need to be achieved, with parts in between to be filled with more knowledge through scaffolding. Engaging with students about expectations, content and outcomes also helps to boost student confidence in the current subject or topic.

3 benefits of effective pacing in the classroom

Maximize class time

Take the time to plan out individual lessons and lesson sequences for the best outcomes. Effective lesson pacing optimizes the time spent on each task and maintains an engaged class through the use of smooth transitions.

Maintain engagement

Planned sequencing of a variety of teaching and learning activities also helps to stimulate and maintain engagement by creating links between lesson and unit learning. It helps minimize disruptions and facilitates a logical order and flow.

Achieve outcomes

With a clear structure in mind for the lessons in your classroom, it's more likely that you and your students will meet goals and achieve desired outcomes.

Interactive video ideas for teachers

Using video as an interactive activity is an important feature of effective lesson pacing. ClickView's interactive video feature can help you plan and pace lessons to work towards specific learning outcomes. You can test student understanding, clarify tasks or tailor videos for individual student difference. Build your playlists in advance to help with seamless classroom activity transitions.

Learn more about interactive videos

4 ways ClickView can help with lesson structure and pacing

1. Gathering data with interactive

Use interactive questions to gather formative assessment data about the knowledge level of your students. Plan and pace your lessons accordingly with the immediate feedback.

Use interactives to clarify learning outcomes or to test student understanding before scaffolding the learning process.

2. Support to plan lessons

You can tailor interactive videos for different levels of understanding, meeting the needs of all students. Offer further support by adapting your question content.

Use the suggested lesson plans and other ClickView educational resources, such as worksheets and activities, to help structure your lessons and save you time.

3. Promote student engagement

Introduce new topics or learning areas with a video "hook" from a relevant video in the collection.

It only takes moments for students to lose focus. You can build your playlists ahead of time for lessons that run seamlessly and keep students on topic.

4. Reinforce content understanding

Use video regularly to reinforce topic content for students and stimulate engagement. The clipping tool helps scaffold this engagement, allowing you to create just the right length video for your particular class.

The ability to rewatch video at home can reinforce content for students who may not understand concepts in class, without holding other students back.

Get organized

By getting your teaching materials ready, you can keep the flow of a lesson going. Have any handouts prepared or uploaded onto your learning management system (LMS) for students to access quickly. Alternatively, project your screen for students to watch or read from. Any other materials, particularly for younger students, such as glue, scissors and sticky notes should be readily available in a central location.

Use visual cues

To help keep students on track during your lesson or lecture, present your instructions visually. Save yourself the energy and time of having to repeat instructions throughout your time together. Remember that oral directions don't suit every learning style. Explore educational resources to help with lesson planning

Consider teaching styles and strategies

Choose the most effective teaching strategy or style for your particular topic or lesson. Consider, how will my students understand this information best? Is this idea suited to group or individual work? Instructional or experiential? Don't be afraid to mix it up and switch the delivery method during the lesson. Learn more about helpful teaching strategies for your classes

Use timing cues

Create a sense of urgency with a consistent, diligent pace. You can use a timer for "on the clock" motivation while moving steadily through a task. Don't race ahead when extra thinking time may be needed but do keep your eye on the time. Browse our video collection for a clip of just the right length

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Lesson Plans for Preschool, Middle & High School Teaching - ClickView

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Appropriately structured classroom lessons include a series of clear steps and smooth transitions between them. Effective teachers know how to structure a well-paced lesson and scaffold learning to build students' knowledge and skills. Are you looking for help to structure your lesson plans?

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https://numeracyguidedet.global2.vic.edu.au/hits-structuring-lessons/

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Numeracy educators ensure learners are tuned in, have multiple entry points to facilitate engagement and are encouraged to explore ways in which to respond.

Learners understand what success will look like and the options available to them to be successful.

Planning ensures access to visual aids, manipulative materials, technology and games.

Routines are developed and protocols are used to support creativity, curiosity and confidence by providing the learner time to think, explain and reflect.

# data[].attributes.attachment_link.description
Numeracy educators ensure learners are tuned in, have multiple entry points to facilitate engagement and are encouraged to explore ways in which to respond. Learners understand what success will look like and the options available to them to be successful. Planning ensures access to visual aids, manipulative materials, technology and games.

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https://publications.ieu.asn.au/2019-june-ie/articles-4/top-10-tips-structuring-lessons-and-sequences/

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Top 10 tips for structuring lessons and sequences

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There are so many considerations when structuring a lesson or sequence of lessons that sometimes we can feel overwhelmed by decisions, Lori Pereira writes. While there are vast differences in classroom settings and especially in students, there are some elements in my lesson structures and sequences that are always present.

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https://dera.ioe.ac.uk/5664/8/sec_pptl042404u1structure_Redacted.pdf