21st Century Lesson Cycle Template
As in backwards planning, it is important to think about the goal of the lesson.
Consider the subject areas that you teach, the students and what outcomes will be taught across the curriculum.
As with a PBL model, there is usually a driving question that helps students focus their thoughts about the lesson activity or project. As you think about the goals and outcomes, think about a guiding question to help students engage with the lesson.
I do (timeframe):
Consider how long each of the segments of the lesson will take. This will help with time management, keeping students on task and engaged.
Start by activating prior knowledge. This may be done through a flipped lesson or screencast. Students may watch a video posted online beforehand or shown to students at the beginning of the day/class/lesson. The video may be set up for students to watch or be available in an area of the classroom or posted on your website.
Consider LOTS (lower order thinking skills)
If at the end of the lesson there is a worksheet, project, or writing due, consider using exemplars (leveled samples) and sharing those with students at this point.
Share the assessment type with students at this point as well.
We do (timeframe):
What will the teacher and student(s) do together that will help move the lesson along and engage students in LOTS?
Also Consider HOTS (Higher Order Thinking Skills)
Examples can be created together or assessments developed together. Consider discussion points and higher order thinking questions that can be asked during this time.
They do (timeframe)
This section of the lesson plan should be student-centered, take up the majority of the planning time and sometimes look “messy” in that students are creating at their own pace. Students are collaborating, demonstrating citizenship, and using critical thinking skills during this time.
Consider how the lesson will be differentiated:
Consider HOTS
Flexible grouping? Think about how you want students to be paired or if this is an independent exercise.
This is a time where teachers can be actively engaging in conversations with students about what they are doing. Teachers can take anecdotal records, complete checklists or conference with students and provide immediate feedback.
Consider discussion points and higher order thinking questions that can be asked during this time.
We share (timeframe):
This is an opportunity to draw the students back to the learning goals or targets and a time of reflection. Not necessarily a large part of the lesson, but an important part. Students could have the opportunity to communicate what they have done thus far. It keeps the students on track and encourages self-evaluation. It is also an important evaluation tool for the teacher to assess student learning. Students can see where they are in the project, what materials they still need, communicate with the teacher and determine time requirements.
Consider HOTS
Students will be using strong communication skills through sharing of their work while encompassing many of the Verbs of 21st Century teaching.
This could be communicated to students at the beginning of the lesson because in good assessment for learning practices this is one of the first things considered when designing a lesson.
Will it be through:
Oftentimes we make mental notes of this part of the lesson, but rarely/take time to formally reflect or record how the lesson went. We know that self-reflecting, like self-evaluation, make our teaching practices stronger. It is important to recognize when we are reflecting vs. when we are being too critical of our teaching practice or ourselves. Amazing support staff and administration, like I have at my school, are often in and out of classrooms informally and are quick to provide immediate feedback. This is an important piece of the reflection process.
