2. Use the column headings to know where to share your experiences. 

3. Use the + button at the top of each column to add your comments.

4. As this is a webinar, use the Parking Lot to post your questions for follow-up.

Instructional Specialist

St. Lucie Public Schools

Belinda.Benner-Ordonez@stlucieschools.org

1. Create Interest

2. Commit to Learning

3. Focus on New Learning

4. Make Sense of New Learning

5. Practice & Reflect

6. Extend & Apply

Direct Instruction

Inquiry-Based Learning

Cooperative Learning

Project-Based Learning

Experiential Learning

Then we jump into the lesson. If it's a book that we are reading then we begin discussions

you do- have students work independently while I circulate or pull students to "conference with"

Share out- whole class come together to discuss how we did , clarify etc

KWL

Bellringer

Main topic

Break out activities

Student led discussion

Exit ticket

Introducing New Content/Assignment

Student Talk

Further Instruction/Examples from Me

Students begin Partner/Individual Conceptualizing

Come back together for wrap-up discussion

Teacher instructs the days lesson for about 20 minutes using I do, you do, and we do.

Students practice for about 25 minutes to reinforce learning.

Exit ticket to check learning for 5 minutes.

I use cooperative learning and direct instruction the most.

This Friday, I am planning to integrate experiential learning into my lesson on Cultural Elements and Cultural Diffusion for my 6th graders, giving them passports to experience different cultures and their elements.

with the topic at hand.

It enables me to chunk the lesson when using I do, you do, and we do. Then independent practice and exit ticket.

2. Address and outline the new lesson goals and how we can accomplish as a class

3. Experiential learning strategies

   6. Collaborative learning

      
      

FOCUS ON NEW LEARNING - I chunk the lesson using the I do, you do, we do. Then practice and exit ticket.

MAKE SENSE OF NEW LEARNING - Students get the opportunity to work with their peers.

PRACTICE AND REFLECT - Students get the opportunity to practice independently or with peers.

EXTEND AND APPLY - Since it is math, most times it needs to connect to the next lesson.

We start with stretches, and a warm up.

We transition into our assignment, rehearse, give feedback, revamp dance, then dress out.

Second- Think Pair Share

Canva presentation

Practice activities using either laptop or personal whiteboards or tangible items

Individual worksheets

Make those predictionssssss

Inquiry Based - inspires independence and incorporates infinite knowledge at their fingertips

Cooperative Learning - incorporates community and interdependence

Direct Instruction / Imbed Kagan Strategies

Cooperative Learning

Monitor for Learning

Independent Practice

Provide Specific Feedback Consistently Throughout

2-explain to the students the reason for learning the lesson because a lot of time students will ask what the reason or purpose is for the actual lesson or assignment.

3- have the students share and work together. then we do ask a whole and then independent.

4-you can have a debate about the correct answer. also, we do grow and glows

5- students would do this by a independent practice.

6- review and discuss

Share learning goals with them.

Use a video to introduce new learning to them.

Tie new learning into older concepts.

Have them practice questions and challenge each other.

Then have them apply order.

Commit to Learning: Discuss the learning goals for today. Maybe even have them make predictions about the learning goal, based off of the Demonstration.

Focus on new learning: Chunk the lesson.

Make sense of new learning: Complete an activity that allows students to interact with the new information and monitor understanding.

Lesson: I do, you do

CFU

Exit ticket

Check daily to do list

Follow along with short direct instruction

Work independently

Ask for help when needed

lesson

discuss

independent practice

Direct instruction

Collaborative instruction

Learning is mastering a skills

Learning Goals

Interactive lesson that we do together

Review Game or group activity

Formative Assessment

Extend to other subjects (ELA) writing

1. Bell work that requires them to activate prior knowledge.

2. Videos that implement the lessons.

3. I do! We do! You do!

4. We play games o Kahoot, Nearpod, etc to determine their mastery.

5. Exit tickets

Tamisha McQueen

Create Interest:

We start with an introduction video of today's lesson.

Commit: Give students positive feedback

Focus: Introduce the lesson in parts (place value) Chart, students fill in their own chart.

No time...

Create Interest: The students worked on Pop Art grid drawings based on Warhol's soup cans but w candy. Now get to design their own

Commit to learning: Art is not only about being the best painter- applied arts, making money. Students think about the marketplace.

Focus: work sheets for logo and texture development/ brainstorms

Make sense of new learning: discussing w tablemates/ competition

Practice & reflects: Project

Extend and apply: Constructive criticism at end

2.Go over learning goal

3. Solve & Share (3 min for them, 2 to share)

4.Visual Learning

5.Whole group practice

6.Independent Practice

7.CFU

8.Break into centers

UFLI celebration slide

Bellringer

Anchor chart and model

I do explicit teach

Think pair share

We do discus the activity and what correct responses was.

Give students another partner activity related to lesson.

Briefly review activity

CFU

Independent tasks while pulling small groups for leveled readers

We do: Work together on Examples

You do: Student work, either independent or as a group

Share out: Students share learning

Small group

1. Bellringer

2. Discuss topic of the lesson

3. Quick check

4. Preview story

5. Read and annotate the story for a purpose

6. Quick check

7. Some independent work

SEL

Read aloud

Preview the to do list/lesson

Vocabulary talk/work

Target focus

Wisdom walk (prepare to read)

Read, stop and discuss related to the target

Students turn and talk - make connections

Wrap up by reflecting on the target again - perhaps with an exit ticket

Introduce Critical Content

I Do

We Do

You Do Together (in pairs/small groups)

You Do on Your Own

Centers/Small Groups

Wrap-Up

Greeting

Phonemic Awareness, Visual Drill, Auditory Drill, Blending Drill, New Concept

Warm ups

Critical content introduced

organize students

Student practice

Closing statements

Dismissal procedures

Turn and Talks that will produce ideas that are on point

I will deliver critical content to have students commit to learning

Use of direct instruction to focus on new learning

Allow more wait/think time so students can make sense of new learning

Incorporate a review day in the learning sequence to allow students practice and reflect

Extend and apply by reading and rereading decodables

2. Use the column headings as a guide to where to place your shared experiences. 

3. Use the + button at the top of each column to add your comment.

4. Use the Parking Lot to post your questions for follow-up.