Learning-Focused
Lesson Planning
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LEARNING
PRODUCTS
AND ASSESSMENTS INC.
___________________________________
LEARNING THAT WORKS!
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For More information:
Phone: 828 264-1527
Fax: 828 262-5952

Dr. Max Thompson
Dr. Julia Thompson


 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Learning-Focused
Instruction Information

Essential  Questions for Lesson Planners

  • How do I plan lessons which focus on student learning?
  • What are the three levels of learning that all learners pass through?
  • Which teaching-learning strategies are most successful at each level?
  • How will learning-focused lessons increase my students' depth of knowledge and long term retention and understanding? 
LEVEL 1


Acquisition

Students learn new knowledge / skills with teacher input and direction and guided / independent practice

Linking Prior Knowledge, Motivating / Preparing, Constructing Meaning, Collaborative Pairs, Distributed Guided Practice, Graphic Organizers, Summarizing,
Mnemonic Devices

LEVEL 2 


Extending / Refining

Incorporate thinking skills and writing prompts to increase depth of understanding

Cause and Effect, Compare / Contrast, Classify, Constructing Support, Analyzing Perspectives, Justification, Induction, Deduction, Error Analysis, Evaluation, Abstracting, Example to Idea, Idea to Example, Writing Prompts / Extensions

LEVEL 3


Authentic Use & Mastery

Students demonstrate their knowledge in some meaningful way to help them retain what they have learned over a longer period of time

Decision Making, Invention, Investigation, Problem Solving, Experimental Inquiry



 
 


















Acquisition Learning Lessons
This graphic represents a learning-focused acquisition lesson

 1,2,4,5
 

1,3,4,

5,6,7

What is the Essential Question of the Lesson?



 

1,4,8
Opening
Teaching
Activities
Distributed Guided Practice

Distributed Guided Summarizing

Closure

 
 
Acquisition Learning Lessons

1. Learners Mentally Active 

2. Link Prior Knowledge

3. Distribute Guided Practice / Summarizing

4. Collaborative Pairs

5. Cognitive Strategies

6. Graphic Organizers

7. Differentiated Instruction

8. Learners Summarize Lessons



 
 








Extending / Refining Lesson
This graphic represents a learning-focused extending / refining lesson

 1,2,4
What is the Essential Question of the Lesson?
 
 

Teachers Conferencing with

Individual / Small Groups

2,3,4,5,6,7,8

3,4,5
Opening
Mini-Lesson
Independent and / or Group Workshops
Summarizing / Sharing

 
 
Extending / Refining Lesson 

1. Mini-Lesson Demonstration

2. Individual / Group Work

3. All Tasks With Rubrics

4. Thinking Skills Activities

5. Writing / Thinking Extensions

6. Review Strategies for Mastery

7. Differentiated Assignments

8. Teacher Conferencing / Monitoring



 
 








Learning-Focused Lessons, Units
Structured Review

Learning-Focused Lessons
Learning-Focused Lessons
Acquisition Lesson
(ACQUISITION OF KNOWLEDGE) NEW LEARNING
Extending/Refining Lesson
(EXTENDING KNOWLEDGE / SKILLS)
GETTING DEEPER INTO LEARNING
Structure
• Essential Question of Lesson • Opening
• Teaching Activities • Summary
Structure
• Essential Question of Lesson • Opening / Mini Lesson • Group Work and / or Independent Practice • Teacher Conferencing
Skills
DECLARATIVE KNOWLEDGE-ACQUIRE FACTS 
• Construct Meaning • Organize • Store

PROCEDURAL KNOWLEDGE-INTEGRATE KNOWLEDGE AND SKILLS
• Construct Model • Shape • Internalize

Skills
• Cause and Effect • Compare / Contrast • Classifying • Constructing Support • Analyzing Perspectives • Justification • Induction • Deduction • Error Analysis •Evaluation • Abstracting • Hypothesizing
Strategies
GRAPHIC ORGANIZERS AND THINKING MAPS
FOR NOTES AND READING
• Mnemonic Devices • Assignments with Rubrics • Distributed Guided Practice / Collaborative Pairs
• Formative Assessments
Strategies
• Student Workshop Format • Teacher Conferencing / Monitoring • Writing Extensions from Graphic Organizers and / or Thinking Maps
• Question Mapping • Jeopardy Review

 
 
Learning-Focused Unit
Learning-Based Review
Theme / Concept / Skill Based
(DEMONSTRATION OF MASTERY / MAINTENANCE)

__________________________________________________

Decisions

1. Main topic / theme / issues / skill
2. Essential unit question
3. Essential lesson questions (Curriculum objectives)
4. Culminating (meaningful use) performance / product (Written for students)
5. Culminating project / performance rubric (Given to students first day of unit)
6. Launch activity
7. Acquisition lessons / activities (Minimum of one per essential question)
8. Extending / refining lessons and activities (Essential questions with thinking skills and / or writing
extensions / prompts)
9. Daily time line with lesson plans/ student assignments 10. Resources / materials needed

Review Strategies

• Begin review habit at first of the year 
• Short review at end of each lesson 
• Short review at end of each week 
• Structured review of previous month's content every 4- 6
weeks (4 x 4 and semester block every 2-3 weeks) 
• Set aside 1-2 class periods for review every 4-6 weeks (2-3)
1. Help students gather and reorganize last month's content, into a study / survival manual 
2. Use guides / manuals to study for some form of new test
on that material (Jeopardy Review, collaborative test
taking, thinking extension, writing prompt, etc.) 

• Resume teaching new content at this point 
• Repeat review steps in 4-5 weeks 
• At test time (end of course / spring) students use
collected review materials for studying

Processes
THINKING PROCESSES FOR AUTHENTIC USE
OF KNOWLEDGE
• Invention • Decision Making • Problem Solving • Experiment • Investigation

USE THINKING PROCESSES TO DEVELOP AUTHENTIC... • Performances • Projects • Products

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Strategy 
DEVELOP RUBRICS FOR THE SPECIFIC TYPE OF CULMINATING (MEANINGFUL USE) ACTIVITY
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