Amazing Lesson Design Online (ALDO) (left),
a tool for guiding lesson design for diverse learners.
Use the choice board (right) to get you started on designing. It features four choices for each of the lesson design stages in ALDO.
Engage students’ brain with these approaches:
Start positive and cultivate physical and emotional safety in the class
Inject suspense into your lesson. Try adding suspenseful pauses.
Movement activates the brain. Incorporate movements that support learning activities relevant to content.
Chunk learning to scaffold comprehension and processing
The new and unusual are of high interest to the brain. Create situations or demonstrations that break students out of their learning routine.
Take advantage of Think-Pair-Share type activities
Connecting to children's culture and teaching in ways that taps into culture can scaffold student learning efforts. This isn't new. Bilingual/ESL teachers have been doing this for awhile (more here). These connections help students access rigorous curriculum and develop higher-level academic skills.
This is their schema.
Focus on relationships between teachers and students.
Use “Who am I?” activities, ask students to list their favorite books, activities, food, memories.
Greet students at the door, connect with them before class by name with a handshake, fist bump or nod generate greater student engagement in learning and fewer class disruptions
Explicitly teach SEL competencies since it helps students identify emotions (e.g. Edsby Social, Emotional Check-Ins).
Incorporate SEL programs such as from CASEL
Try standalone activities, such as SEL Kernels, including games, routines, storytelling, and more
Address teachers' well-being through self-care, SEL support, supportive relationships, and online resources (Committee for Children, Second Step, Transforming Education, Panorama Toolkit)
Teacher Credibility (1.09)
Success Criteria (.88)
Teacher Clarity (.76)
Feedback (.64)
SOLO Taxonomy: Uni/Multi-Structural
Student has a lack of understanding or knowledge of concept. Or, student has an idea of what it is but not what to do with it or how it connects to other ideas.
SOLO Taxonomy: Relational Level
Student can link ideas together to see the big picture.
Jigsaw Method (1.20)
Classroom Discussion (.82)
Reciprocal Teaching (.74)
Concept Mapping (.64)
Metacognition Strategies (.58)
SOLO Taxonomy: Extended, Abstract Level
Student can look at ideas in new and different ways.
Transfer Strategies (.86)
Problem-Solving Teaching (.68)
Service Learning (.58)
Peer Tutoring (.53)
Work to build a learning partnership with each student, focused on creating a safe, positive learning environment that aligns to the diverse, deep culture backgrounds of students.
Ask yourself, "Where are the students now?" How many are 1) emerging, 2) developing, 3) meeting or 4) exceeding expectations? Determine what formative assessment you will use to assess students. (Source: Diane Sweeney)
Based on the phase of learning your students are in, select a high-effect size instructional strategy and digital tool that will speed learning.
Repeat the assessment you used earlier. Chart student progress towards learning objective. Adjust your existing approach.
(Pssst...it's not really 50 questions)