Click here for some helpful information about lesson planning and lesson plan ideas.
Some resources to use when you are writing lessons:
Bloom's Taxonomy with Question Stems
Webb's Depth of Knowledge
Mini-Lesson Plan Template
Students need opportunities to engage in critical thinking to become successful critical and creative thinkers. The following is a list of some essential critical thinking skills:
- anticipating (predicting, hypothesizing)
- classifying, categorizing
- comparing/contrasting ideas, facts, concepts
- discovering relationships
- analyzing processes
- making judgments
- using evidence to support an argument
- forming concepts
- drawing conclusions
- making inferences
- applying knowledge to novel situations
- reasoning inductively and deductively
- ordering information (by attributes, priorities, etc.)
- solving problems
- interpreting meanings
- visualizing a process, event, setting, character
- making decisions
show students how the strategy works - again and again and again
show students their thinking when engaged with text
show students how the strategy helps them understand what they are reading
show students how to use the strategy in their everyday lives
show students how to code the text to highlight a particular strategy
let students practice the strategy in many texts over a lot of time
give students time for reading to themselves
give students time for having conversations about their texts
provide guided reading practice
provide read-alouds, shared reading and independent reading opportunities
show students how to use the strategies with informational text and content area texts
give students choice in what they read
- provide engaging activities for students to read for a particular purpose, to solve a particular problem, or to learn personally important information
A question is posed. Students think about an answer and make notes. Then students pair up to discuss their individual answers. Then the class shares as a whole group. With this strategy, each student gets to share at least once even if it is not at the whole group level.
Students are put into groups of low, average, or high achievement levels to work on a common assignment. The teacher should give clear instructions as well as clear guidelines about group responsibilities.
- facilitate academic gains
- create improved peer relationships
- increase pro-social attitudes and behaviors
- demonstrate a positive effect on classroom climate
- raise self-esteem among students
- promotes acceptance of mainstreamed students
- improves attendance
- shows marked increase in class participation
- students involved in cooperative learning like school and learning
10% of what we read.
20% of what we hear.
30% of what we see.
50% of what we see and hear.
75% of what we discuss with others.
80% of what we experience personally.
95% of what we teach to others.
Research You Can Use to Improve Results