MADELINE HUNTER

BY: DANNY ISRAEL

STANDARDS/OBJECTIVES

• Describe what students should be able to as a result of the lesson.
• Should relate to standards.
• Should be focused.
• Should be challenging and reachable.

ANTICIPATORY SET

• An overview of the lesson.
• Aka "the hook."
• It is more than telling them what you are about to tell them.
• Grab their attention and get them excited.
• Keep it short.

ACTIVE PARTICIPATION/INPUT

• Main portion of the lesson.
• Should be broken down, each part contributing to the next.
• Leads to the objective.
• Should be engaging and scaffolded appropriately.

MODELING

• An example of the desired skill being used in action.
• An accounting of the teacher's thought process when the skill is used.
• Additional examples may be used as necessary.

CHECK FOR UNDERSTANDING

• Should be done frequently.
• Checks should coincide with input chosen.
• Input can be adjusted accordingly.
• Large varieties of checks may be used.

GUIDED PRACTICE

• Students have the opportunity to practice the new skill.
• The teacher guides practice, jumping in when necessary.
• Keep checking for understanding.

CLOSURE

• Lets students know they have arrived at their conclusion.
• Good time to review.
• Don't wait until the end of the class period, do at the appropriate moment.
• Give students some time to solidify their thoughts.

INDEPENDENT PRACTICE

• Opportunity for students to practice their new skill without being guided.
• Should be fun.
• Should be done after understanding is reached.

REFLECTION

• How can you design methods of feedback for each segment?
• How can you use the feedback to become the best teacher you can be?

REFERENCES

• San Diego County Office of education (2014). Elements of Lesson Design (Summary). Retrieved from: www.sdcoe.edu

REFERENCES 2

• Indiana State University (2009). Essential Elements of Instruction: Model for Constructing Lesson Plans (The Madeline Hunter model). Retrieved from www.faculty.indstate.edu

REFERENCES 3

• Jennifer Gonzalez (2014). Know Your Tems: Anticipatory Set. Retrieved from: www.cultofpedagogy.com