The teacher leads the students through all of the entire process, step by step.
Go through the process with the students, step by step, at least once. Each time, have the students follow along with you.
You might go through the process more than once. If you do, you might do less and less each time, allowing the students to tell you which step is next and/or how to do it, while you observe, correcting, if needed.
If this must be done too many times before the students can do the process without errors, it might be an indication that the teaching steps need to be repeated.
10. INDEPENDENT PRACTICE
Once pupils have mastered the content or skill, it is time to provide for reinforcement practice.
It is provided on a repeating schedule so that the learning is not forgotten.
It may be home work or group or individual work in class.
Release the student to practice on their own. This may be done in class or as an outside assignment.
There should be sufficient practice for them to adequately grasp the various aspects of the lessons taught.
Schedule parts of this so it can occur three times over the next seven days. This will help with long-term retention of the information/skill.
Failure to do this point could be responsible for the student not retaining the information learned.
11. CLOSURE: This is the end of the formal teaching process.
Review the lesson and do wrap-up
Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion.
Go over each point again. This is the "tell them what you told them" step.
Have the students tell you and show you what they have learned in the lesson.
Let the students know that you have reached the end of the lesson.
Help them understand the importance of this information, and how it will be used in future lessons or real-life situations.
to help organize student learning,
to help form a coherent picture, to consolidate, eliminate confusion and frustration, etc.,
to reinforce the major points to be learned...to help establish the network of thought relationships that provide a number of possibilities for cues for retrieval.
Closure is the act of reviewing and clarifying the key points of a lesson, tying them together into a coherent whole, and ensuring their utility in application by securing them in the
student's conceptual network.
12. ASSESSMENT
This is the part of the lesson cycle that is used to determine if the objective(s) have been mastered.
It may be done after the lesson and before the closure.
It might be done at the end of the unit.
The assessment can be formal, informal, or product based.
Process used to determine if objectives have been met. Use a variety of methods to evaluate.
13. REFLECTION
Process used by the teacher after the lesson to analyze/critique/evaluate the lesson.
What went well?
What needs changing?
Do I need to change strategies?
What will I do different next time?
14. REPLANNING
Develop a modified or adjusted lesson plan based upon reflective information.
SUMMARY
You told them what you were going to tell them with set,
you tell them with presentation, you demonstrate what you want them to do with modeling,
you see if they understand what you've told them with checking for understanding, and
you tell them what you've told them by tying it all together with closure.