UWB School of Educational Studies
Instructional Framework
Name:
I. Context 1
Subject/Grade Level:
Date:
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School: type, special features, requirements or expectations
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Class: grouping, programs, resources
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Students: number, needs supports, accommodations
II. Lesson Plan
Central Focus, Standards, Learning Targets, and Assessment Evidence 2
What is the central focus? 3
1.
2.
What 1-3 standards are addressed?
What are your learning targets?
4
What will you look at to assess students’ understanding?
5
1.
What criteria will you use to assess?
6
1.
2.
2.
F = Formative Assessments
S = Summative Assessments
7
How have you differentiated assessments?
How will the students self-assess their work and progress? (student voice)
8
What feedback will you give your students?
Language
What are the language demands of this lesson for these students?

Language function

Syntax

Vocabulary
How will you support students’ language development?
9
Instructional Resources and Materials
What materials/preparation will be required in advance so this lesson will run smoothly?
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UWB School of Educational Studies
Instructional Framework
Instructional and Learning Tasks to Support Student Learning
Introduction o Introduce the lesson and identify purpose and/or learning targets o Review prior knowledge
Instruction and Practice o Sequence learning tasks to build connections from prior knowledge to new knowledge o Differentiate instruction through the use of strategies to support each student’s specific learning and behavioral needs o Monitor student learning and provide feedback o Provide opportunities for student voice (including self-assessment) o Strategies for preventing behavioral disruptions
Closure o Debrief lesson, review language and progress toward learning targets o Consider what may come next
III. Commentary
Rationale

Why are your learning targets important for these students at this time?
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How does this lesson fit into a sequence?
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How do the learning targets and central focus relate to your discipline and to your specific students?

What is your knowledge of students to inform teaching? Specifically: o What do students know, what can they do, and what do they need to learn? o How does knowledge of students’ everyday experiences, cultural backgrounds, and practices and interests inform learning targets and instruction? o How do students’ prior academic learning and cultural/community assets guide learning tasks and materials? o How do you differentiate instruction to meet the needs to support the learning needs of each student?
Reflection 10
What did the students learn?
How do you know this? Provide evidence using student work or language.
How did I differentiate among students?
What feedback did I provide to the students? Provide evidence using student work or language
How will you provide opportunities for students to use this feedback to guide further learning?
What evidence do you have that students met the academic language demands of this lesson?
What did you change during the lesson?
How does this reflection inform what you plan to do in the next lesson?
What did you learn about yourself as a teacher?
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UWB School of Educational Studies
Instructional Framework
Notes
1 You don’t need to include the entire Context (description of your class as a whole), but here you note if the context for this particular lesson differs from that. (e.g., if students across the grade are grouped differently for math, etc.)
2
Central Focus: aka Big Idea, Essential Understanding
Show clear alignment among central focus, learning targets, instruction, and assessment
3 Central Focus (EU) is not an objective. It’s a statement of fact, showing what you want your students to remember 20 years from now. (e.g., Planets orbit around the sun.)
4 What, in observable, measurable terms, will the students have learned or be able to do when they have successfully completed this lesson? (Not to be confused with an activity. If a video would show them doing it, then it’s an activity.)
5
What products will you examine (or discussion/presentation will you listen to) in the process of assessing their knowledge?
6 These are the “ look-for’s/listen-for’s,” showing the criteria through which you will assess their knowledge while looking at the products/listening to the verbal explanation. What are you hoping to see/hear that will tell you? Remember to include the qualifiers (appropriate, reasonable, correct, accurate, etc.).
7 Place “F” or “S” next to the assessments in the box above.
8
Student voice is not merely opportunities for them to talk but to self-assess their own progress toward the learning targets.
9 This calls for more than just definitions. How will you introduce the terms, refer to them throughout the lesson, assess them afterwards? (e.g., word wall, exit slips, etc.)
10 This will be unknown at the time of the lesson planning, but include some things that you will consider when you do reflect back on the lesson. They are included here so you can be thinking about them while teaching the lesson.
Eisele and K-8 Work Group, March 2015
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