Lesson Design

My early lessons didn’t even have objectives, let alone good objectives! Here’s how to build four-part, differentiated lesson objectives.

As a new teacher, I only knew one model of instruction: Direct Instruction. I was like a chef who only knew how to deep fry!

Rather than giving students rules to apply to websites, let them analyze websites to create rules.

How to memorize the countries in Africa, the Japanese writing system, or a deck of cards.

Take direction instruction beyond a monotonous practice of the same skill over and over.

What would it be like if students graphed characters from stories? Historic leaders? Elements from the period table? Objects in space?

Comparing fraction strategies? Let’s take it even further!

How to use a classic to revamp a study of context clues.

With inductive thinking, students will work from parts to whole, discovering big ideas along the way!

A high level of thinking in math also requires the support of thoughtful scaffolding.

What separates difficulty from complexity? And why do complex tasks lead to much more natural differentiation?

Here’s how one teacher uses inductive thinking to help students respond to literature.

So your students can identify a story’s problem and solution. Then what?

Rather than just learning about one structure, let’s climb Bloom’s and think more deeply.

Ask students to go beyond “I don’t like it” and form critical opinions based on a set of criteria. Students can produce written arguments or turn their opinion into oral presentations.

A big, impressive product doesn’t mean that there was big, impressive thinking.

Learn to lead a lesson that is built entirely on student curiosity.

After looking at dozens of lessons folks sent in, I came up with three big ideas to address.

Giving a definition just doesn’t cut it! Use the Frayer Model to explain (and assess!) vocabulary.

While “engagement” is fun, it shouldn’t be our main goal.

Here’s how you can move from merely “summarizing a text” to a high-level task that culminates in synthesis.

A delightfully ambiguous framework that is quick to prepare, but can last forever!

The word “Create” can mask low-level tasks. Here’s why I avoid using it in objectives.

Here’s a simple task that will add complexity to any content from any grade level!

Who would win in the Tournament of Least Useful Geometric Shapes or Bravest Shakespearean Characters? Create an academic tournament and watch your students’ brains sweat!

This math puzzle wasn’t so puzzling. What went wrong?

In a Concept Attainment lesson, we give students examples and non-examples of a concept — without telling them what that concept is!

A model of instruction that moves from specific examples to concepts to one big idea.

Why just “identifying patterns” isn’t deep enough.

Just because a task is “creative” doesn’t mean students are at the top of Bloom’s Taxonomy.

What separates our on-level writers from our advanced writers?

Go beyond merely explaining strengths and weaknesses and get students thinking in interesting ways.

What if your students designed your classroom layout?

Want your students to ask better questions? Why not train them to inquire!?

Analyze is like a gateway that connects the lower- and higher-levels of Bloom’s. But make sure you’re truly asking an Analyze-level question!