DII Thinking / Planning Template Remember: DII is meant to be used when students are taking on a skill. It is not for performing a routine exercise such vocabulary cards, spelling words, or reading aloud. Think...what needs to be MODELED? Standard: Make sure you are writing a grade level standard. Check either your Frameworks or the back of your TE. Lesson Objective: What the students should know and be able to do by the end of the lesson You say it, say it together, say it to your partner - T-C, S-S, C-T Connecting to Prior Knowledge: What have the students already done that can act as a “bridge” to the new learning they are taking on in this lesson? Important to open the correct neuron “file” and hook the new learning properly in order for synthesis of the lesson to occur. We don’t just want students knowing and doing; we want them explaining and understanding. Don’t forget to “Overlap” activities. Ex: As you pass out papers, have partners read the steps to each other. Keep students engaged/busy.

Objective Teacher Student Engagement

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h n t

o i n t i a a l m p r x o f E

n i –

t w u e p n n I n

o I Do It - You Watch and Listen i t

a You do all the thinking. Make sure to Think Aloud Sentence Frames: Need to model

m and to model what you want them to be doing complete sentences either verbally or r o

f independently. Start where you want them to end. written. n i

 Avoid asking questions during input. Don’t expect

w students to know what hasn’t been taught  Echo, choral e n

 Show or demonstrate info. through auditory, visual,  “Show me...” - students connect to e

h kinesthetic, or a combo. of modalities learning using TPR t

h  Provide a chart of the sequential steps in taking on t i the skill Student Engagement w

o  Talk about your thinking (Metacognitive d Demonstration) – point to the chart when using steps T-C , T-G, T-S o t  CFU - Present material in small steps – Have Notice the teacher always leads the t a students chorally repeat and/or TPS the steps interaction during input and model h w

 Re-explain difficult points m e h t

w o h S

–

l e d o M Often times you will need to go back up into Structured Practice if students seem to still be struggling. Make sure to orally make this known and take back the “pace” of the lesson.

Lesson Objective:Lesson Standard Guided Practice Structured Practice t PracticeIndependen     practice guided accuracy with least at 85% reaching after own on their Students practice completely bit. struggle a them time. Let this at quiet Try be and      practice guided themselves until by the help and thinking the them with help You      : Students do the thinking do the Students during UA. helpandneedstudents still got it which ANSWERS OVER DO GIVE AND GO WORK NOT withmonitoring contacts students short Teacher should Delayed feedback shouldCorrective and be minor one-on-one Pre-correctives and Pre-correctivesCorrectives responsibility to strategyreleasePraise-Prompt-Leave gradually steps TEACHER theNOT verbalize students behavior the in objective - CFU Elicit monitorsteacher on more the practice – starttake of Students to Understanding) (Check for Examplespaced, monitored (student More teacher more)teachers ask wordsorown concepts (effective process their in & “HOTS” asking - CFU Start the answer question. them later correctly allowthe student to back to to students. to Give errors go uncorrected orletting Avoid answers giving lotspre-correctives prompts of Provide / the ruleprocess, and studentsLead Paced - Lock StepTeacher Revisit – Walk over to, point, read, selfrestatestudentsassess–over & tolearning ask point, read, – Walkto, Revisit answers You Do It. I Watch and Listen Watch and Do It. I You Closure You Do It . They don’t think it all the allthrough way it think . They don’t . Collect overt responseovert Teacher through the steps, the cognitive the steps, the through circulate We Do It TogetherWe – Let them correct – self specific work to see which see work to during seatwork, during seatwork, while you monitor. you while – –

feedback Make sure to Make have that demonstrates that get students to get explainstudents I will Iwill forget. & Tell Tell me, correctives feed them . Go

   S-T G T, T-S – G C-T , T– T-C    S-S and G-G and individuallyG-G S-S and and White boards, White“Chest boards, it” class- of your % a to get good students at 5 B...call A tell least partner on “ grasping concept briskMaintain a students are pace if CFU students to yourcall partner, randomly on “ Have up/down thumbs TPS,T Choral, TIPSI, C- Engage T - allC students: Give “ students on share,them let callTHEN them think, let aAsk question, Ok students, what do I do next?” Ok doI do next?” What Student EngagementStudent EngagementStudent Ticket-Out-The-Door SD-6_Mountaineer Student EngagementStudent EngagementStudent students verbalize Think TimeThink T-G, S-S,T-G, G-G

” – 5 seconds 5” – Think...tell Think...tell steps: 6/2/2018 Show me, I might remember.

Involve me, I’ll understand.

-Ancient Chinese Proverb

SD-6_Mountaineer 6/2/2018