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How will an effectively-designed lesson begin

Answer. Anticipatory set. (My question was set this lesson's ANTICIPATORY SET.) . 2. Objective. In 30 minutes, using handout, in groups of no more than 3, students will explain the principle and purposes of anticipatory sets and closure and apply the material presented by writing examples.. 3. What is the purpose of an Anticipatory Set? .

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How will an effectively-designed lesson begin

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    1. How will an effectively-designed lesson begin? Take a minute to think and write down your answer. 1

    2. Answer Anticipatory set. (My question was set this lesson's ANTICIPATORY SET.) 2

    3. Objective In 30 minutes, using handout, in groups of no more than 3, students will explain the principle and purposes of anticipatory sets and closure and apply the material presented by writing examples. 3

    4. What is the purpose of an Anticipatory Set? To involve all students, focus everyone's attention, whet appetites. To make sure everyone's on the train, and knows where it's going, before it leaves the station. Bait the hook in order to catch the fish. Also needed after interruptions, to refocus attention on the learning objective. How long is ANTICIPATORY SET? As long or short as necessary. 4

    5. ANTICIPATORY SET A brief activity or event at the beginning of the lesson that effectively engages all students' attention and enables the students minds to focus his or her thoughts on the learning objective and make positive transfer. 5

    6. ANTICIPATORY SET 6

    7. TRANSFER WHAT WE KNOW AND BRING TO THE SITUATION WHICH WILL INCREASE NEW LEARNING. 7

    8. The teacher can Facilitate learning through positive transfer. Bring negative transfer Do nothing. 8

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    17. An Anticipatory Set: leads directly to the instructional objective, whether that objective is implied or stated in the set. is the attention and interest grabber for the lesson accesses student prior knowledge provides students with a label for the lesson; vocabulary, name, title, overall direction or context for the objective of the lesson. has all students involved provides for transfer from prior knowledge to the new learning 17

    18. CRITICAL ELEMENTS ENGAGE THE LEARNER PROMOTES TRANSFER RELEVANT TO THE LEARNING 18

    19. How do you engage the learner? COVERT Think about Imagine Picture Consider OVERT Write it down Look at Point to Hold up the # of fingers 19

    20. If overt actions can be observed, what does covert mean? 20

    21. To write your Set, consider the following questions: How can I involve as many as students as possible, piquing their interests for the subject matter to come? What do the students need to know before they can delve into the lesson plan itself and direct instruction? How should I inform my students of the lessons context and objective? 21

    22. Ideas for utilizing the Set: Demonstration (especially one with a result the students do not expect) Startling or unexpected statement or humor Pertinent news item Quiz Picture Cartoon Role-playing or modeling/visualization Provocative Questions Review of previous lesson(s) Story or anecdote Refer to specific visuals/ graphic organizers/ thinking maps 22

    23. Examples of activities that produce an anticipatory set are having students-- Give synonyms for overused words, when the current objective is improvement in descriptive writing Create word problems to go with a numeral problem on the chalkboard, when the current objective is meaningful computation practice Review the main ideas of yesterday's lesson, which will be extended today State ways a skill might be useful in daily life, when the objective is to develop fluency with that skill 23

    24. Effective ways to implement the Set include: Review previous material that is relevant to this lesson Short wake-up Activity: simple questions, example problem Motivational Activity: prompt, visual stimulation, video clip, audio clip, etc. Tie into students personal experiences 24

    25. More examples Can you imagine seeing a volcano erupt? Write down 5 things that you might see. Write down on this 3x5 index card everything that comes to mind when you see the word - "Quadrilateral". What are the three causes of the Renaissance in Northern Europe? Which one do you think is most important? Read the following paragraph and underline all the adjectives. 25

    26. Whats wrong with this set? Soon we will be studying about the comma. You already know about an apostrophe. 26

    27. Your Turn: Think about a lesson plan you are doing the first week and try to design an anticipatory set for one of your classes/subjects. Share your set with your partner. 27

    28. Self-Analysis How does your set engage the learner? How does your set promote transfer? How is your set relevant to the learning? 28

    29. What would be an accurate definition of Anticipatory Set? This question can be closure. Can it be an anticipatory set too? Depends on the topic of the lesson. 29

    30. Purpose of closure: To ensure effectiveness of learning (not thoroughness of presentation). To allow students to demonstrate their successful engagement of the lesson. Students reapply lesson; internalize or verbalize it for retention and transfer (the latter makes for effective closure questions). Keep the big picture; anticipatory associate title or name of lesson with concepts learned. To make sure they know which train they were on, and where they have got off. Closure is NOT a summary or recapitulation of the lesson! If a summary is necessary, let students do it. 30

    31. Closure: A natural stopping point in the lesson or especially at its end, which points back to the objective and captures its relevance to the unit. Closure refocuses students' attention on the objective. Answering a question related to the objective, or performing an activity that confirms mastery of the objective gives students the opportunity to recognize what they have learned. Closure is a commencement of the lesson. With closure you pass the torch to the learners, who are now the doers and teachers of the objective. 31

    32. Closure is not a teacher activity, but an act of the learner. Students internalize the lesson in closure; verbalize it to themselves or to each other for increased retention and to facilitate transfer. Closure is like looking back upon the trail so that one knows which way one has come. The lesson may have made perfect sense as long as the teacher was leading the class; to ensure that the learners are able to lead other learners along the same trail. Planning effective closure activities takes time! Don't save it until later: build it into the lesson plan. Never give up on a lesson and quit before some kind of closure activity. 32

    33. Examples: 3-2-1: Give each student an index card. Have them write 3 things they found interesting about today's class, 2 things they learned and one thing they still have a question about. Class summary: Have each student write one paragraph about what the class was about. Timeline: Ask the students to plot out the events that you talked about in class (Focus on the events in a plot graph - introduction, conflict, rising action, etc., could do it by either date, or inciting action, next event, etc.) 33

    34. More examples: 3 whats: What did we learn today? So what? (How is this important? relevant? useful?) Now what? (Follow up? How does this relate to our unit outcomes?) Pair Share: tell the person next to you 2 (3,4,5 etc) things you have learned today. Use this as a reminder when we start a new lesson on an ongoing topic as well. On a projector with generic questions on it like: 1. One thing I learned today was ... 2. Something from today's lesson that I want to find out more about is ... 3. Something I found difficult to understand today was ... 4. I really enjoyed today's lesson because ... 5. I found today's lesson difficult because ... Students select any two to write about before they leave the classroom 34

    35. Can closure be effectively accomplished if a teacher lectures right up to the bell? 35

    36. To summarize your learning What is a set? What are the critical elements of a set? When is a set used? What is closure? What is the purpose of closure? 36

    37. Write an example of closure for the lesson just given. Share your example with your partner when you finish 37

    38. Discussion How is classroom management affected by lesson organization? What student behaviors might change as the result of anticipatory sets and closure when they are used as part of the daily routine and expectations? How do we time a lesson to make sure closure is included at just the right amount? 38

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