4: Effective Lesson Planning and Instruction (Slavin, Ch. 7)

Description: 

In Chapter Six, Slavin (2018) outlines the framework for effective lesson planning and the instructional practices that facilitate learning in the classroom. Learning can take place through “direct instruction”, when the teacher is delivering information and explaining the concepts of a stated objective (or learning standard) or through more student-centered activities such as discussion, independent practice, problem solving, or collaboration (Slavin, 2018). Many available lesson frameworks have a clearly defined progression with similar parts. Slavin’s (2018) seven step lesson plan looks like this:

1. State  learning  objectives  and  orient  students  to  the  lesson. 

2. Review prerequisites. 

3. Present new material. 

4. Conduct learning probes. 

5. Provide independent practice. 

6. Assess performance and provide feedback. 

7. Provide  distributed  practice  and  review. (p. 161)

Teachers should use a variety of instructional strategies, discussion formats, and multimedia resources in order to help students understand the content on a deep level and be able to transfer the learning to other contexts (Slavin, 2018). 

Analysis:

The instructional framework that I have used for the last eleven years is similar to the one presented in Chapter six. It is important that teachers have a clearly defined learning objective and that they make it clear to students as well. Students should know what they are learning and how they will know when they have mastered it. Most states have adopted state standards that specify the content that is required in each subject area and at each grade level. A strong lesson will start with the learning objectives and some introductory material. This might include a review of previous content or an engaging “hook” that will spark interest in the lesson. This is usually followed by “direct instruction”. This is what we think of when we imagine traditional teaching:  teachers delivering content to the whole class in a clear and organized way with the help of demonstrations, examples, class discussions, and supplementary materials in a variety of multimedia formats (Slavin, 2018). 

Direct instruction when presenting new material is a necessary element of teaching, but in order for students to deepen their understanding of complex concepts and be able to apply their learning to different contexts, independent practice is crucial (Slavin, 2018). This practice can involve problem-solving, analysis, and application. Teachers should use this time to monitor and facilitate student learning. Allowing for independent practice gives the teacher the opportunity to work with students who need more support or clarification. 

It is important for teachers to regularly assess, both formally and informally, their students’ progress toward mastery of the content(Slavin, 2018). The data gathered should be used in planning upcoming lesson content, differentiating for specific student needs, reteaching content when needed, and helping students monitor their own progress (Slavin, 2018). 

Class discussions can be an effective instructional practice if they have a clear purpose and are carefully planned. A whole group discussion might be more appropriate as a way to introduce and explain new concepts, and once students have adequate foundational knowledge, small group discussions can help them deepen their understanding and apply the learning to new situations. Research by Cohan and Lotan (2014) indicates that “these activities can increase student achievement more than traditional lessons if the students are well prepared to work in small groups and if the group task is well organized” (cited in Slavin, 2018, p. 182).

Effective teachers understand that being an expert in the content is not enough to facilitate student learning. The way you present information and the activities you plan for students is just as important. Teachers should carefully plan lessons with a proven framework, and they should give students a variety of opportunities to engage with the content. In addition, they should be mindful that motivation plays a role in how much a student learns, and therefore, it is important to provide interesting, engaging, and culturally relevant activities that lead to higher order thinking and learning.

Reflection:

My school district uses a variation of the instructional framework provided by the Georgia

Department of Education, included below.

While the terminology is different, the basic progression is very similar to the seven steps described by Slavin (2018). Since this current version was slightly different from previous ones, teachers participated in extensive professional development about implementation of the instructional framework, and as the instructional coach, I did much of the planning and delivery of that training. We spent a considerable amount of time on step one, “State learning objectives and orient students to the lesson” (Slavin, 2018 p.161). Our focus was on “teacher clarity” which has been identified as having a high “effective size” on student learning (Hattie, 2008). Our teachers were required to have a clearly stated “learning target” made up of a “learning intention” (the stated objective) and “success criteria” (indicators by which the teacher and the student will know they have achieved the stated objective). That all sounds very wordy and academic, but I do believe that this is an important part of the lesson planning process, and it is one of the reasons why I think teachers should avoid the habit of “covering the content” and actually focus more on the student’s perspective and thinking. What will help the students to maximize their learning? I think students are more successful when they understand what they are learning and how they will know when they have learned it.

It is important that teachers move students to more independent learning where they are exploring the content for themselves, engaging in productive struggle and problem solving and collaborating on interesting projects. Most teachers are learning how to make their instruction more student-centered. This includes being purposeful to make connections between the content and the students’ lived experience. Recognizing the cultural diversity in the classroom and applying a pedagogy that “accommodates the dynamic mix or race, ethnicity, class, gender, region, religion, and family that contributes to every student’s cultural identity” will enhance intrinsic motivation (Wlodkowski and Ginsberg, 1995). 

I have spent the last few years with this as a focus of my instruction, and I believe it is of the utmost importance. I have been intentional about building relationships with my students and being curious and respectful about the cultural differences they bring into the classroom. I have used a variety of examples of the content so that students could see a connection to their own lives, and I have tried to provide every student with the academic support he needs without lowering the rigor of the standard. I believe this work enhanced my teaching ability, and it definitely created a more rewarding experience for me and my students.

My current challenge as an instructional coach is helping the teachers in my school approach their instruction with the same lens. Ultimately, it doesn’t matter how well you know the content or how precisely you have planned your lesson;  if the students do not feel seen and heard as individuals, they will never reach their full potential as learners.

References:

Slavin, R.E. (2018). Educational Psychology: Theory and Practice (12th ed.) Pearson Education. 

Georgia Department of Education (2016, July). Standards-Based Classroom Instructional Framework. Retrieved June 11, 2020 from: https://www.gadoe.org/School-Improvement/School-ImprovementServices/Documents/System%20for%20Effective%20School%20Instruction/GaDOE%20SBC%20Instructional%20Framework.July%202016.pdf

Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. United Kingdom: Taylor & Francis.

Wlodkowski, R.J. and Ginsberg, M.B. (1995, September). A Framework for Culturally Responsive Teaching. Educational Leadership, 53(1) 17-21.