Urban Dictionary <\/a>points you earn with your class!<\/span><\/li>\n<\/ul>\nFor daily lesson previews, try writing the two or three learning objectives and\/or activities for the day on the whiteboard. Point these out to students at the beginning of class. They will be able to follow along as you go through the class period–it\u2019s like a little road map for their learning experience that day!<\/span><\/p>\n\n- Previewing units and daily lessons can contribute to improved class attendance! If students have a clear idea of exactly what will be missed by skipping class and how that gap will negatively impact their potential for success with the unit, they will be less likely to ditch.<\/span><\/li>\n<\/ul>\n
It is just as important to wrap up a class or unit by summarizing what was learned:<\/span><\/em><\/p>\n\n- Unit summaries can be conducted on individual or group levels. Try giving students ten or more minutes in class to write a private reflection piece that allows them to dig deep into what they learned and how far they have come with their control of the material. Or, throw out some questions that spur reflective discussion among all members of the class: \u201cDo you all remember on the first day of this unit when we thought that titanium was heavier than lead? Where are we now on that point? How did we get here?\u201d<\/span><\/li>\n
- Revisit your KWHL Chart and ask students to fill in the \u201cL\u201d column to indicate what they learned. The variety of responses may surprise you! You might find that the students learned more than just content and actually forayed into the meta-cognitive or structural realm.<\/span><\/li>\n
- Like \u00a0with the preview, connect learning and accomplishments to the Student Learning Outcomes listed in the syllabus. Ask, \u201cWhere are we now with regard to our progress toward the mastery of this course material?\u201d<\/span><\/li>\n
- Acknowledge the students\u2019 accomplishments at the end of each unit as part of the summary. And don\u2019t be afraid to make it fun, bring a treat, sing a song, or establish some little ritual that metaphorically pats your students on the back and encourages them to recognize their own hard work. This aspect of the summary, no matter how silly, can go a long way toward instilling a love of lifelong learning in your students.<\/span><\/li>\n<\/ul>\n
Still Thirsty? Take Another SIP of Previewing and Summarizing a Lesson<\/h3>\n
These are just the basics. If you want to know more, check out Vanderbilt University\u2019s Center for Teaching<\/a>. It<\/a> has a great website on backward design and unit planning, based on Wiggins and McTighe\u2019s Understanding by Design<\/a>. <\/span><\/p>\n","protected":false},"excerpt":{"rendered":"Thirsty for a Strong Instructional Practice? It is all too easy to take a look at your syllabus, see what you \u201chave to cover,\u201d couch that in your vast knowledge from many years of graduate school, and have a little panic attack about how much you have to do in so little time. When this … <\/p>\n
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