Our goal is to collect the very best instructional strategies so that we make next year even better in every classroom. In this section, we will reflect on our instructional practices to introduce the class to new content at the beginning of class after the bell-ringer activity. The next component of instruction is the Focus Lesson.
Description
To begin any lesson, the teacher sets the tone for learning by focusing students on the content that they will need to master for the day. In a focus lesson “teachers must clearly establish a purpose and model their own thinking. It’s not enough to simply state the purpose. We must ensure that students have opportunities to engage with the purpose and obtain feedback about their performance. Additionally, the focus lesson should provide students with information about the ways in which a skilled reader, writer, or thinker processes information.”(Fisher, Frey. 2008).
Since a focus lesson serves as the first scaffold to guide students toward mastery in learning any concept, the success of a focus lesson involving new content depends on three components: the teacher’s preparation and understanding of the content, the students’ cognitive ability to connect with the content, and the teacher’s efficient use of time. In ineffective classrooms, the focus lesson takes an excessive amount of time because kids are unable to connect with the content due to the teacher’s poor preparation, and as a result, time is lost redelivering or clarifying the introduction. In a classroom of excellence, a focus lesson communicates everything that a student needs to know in about 5-15 minutes, so that students can have an opportunity to interact with content through other modalities.
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Engagement Activity
|
Description
| Questions | Content | Time Frame |
| How are challenging questions provided and responded to? | What type of content is addressed? | How long should the activity take? | ||
| Focus Lesson | Activity that involves new or unfamiliar content and requires the teacher to model learning for students through whole group instruction. | Posed by the teacher during focus lesson and the teacher models thinking and problem solving for the students. | New content or content that must be retaught to the majority of the students. | 5-15 minutes depending on content and age of student. |
Reflection
Describe how you effectively and efficiently model your thinking and learning of content (new or in need of reteaching) to your students in a 5-15 minute focus lesson. (CLICK HERE)
Maybe I'm doing it wrong, but sometimes I use my warm up to drive my focus lesson. I like to give puzzles to the kids to reinforce the learning from one of our yesterday's. Occasionally though, I like to give them something to ponder before we begin. On those days, I try to have the puzzle or paper or problem already on their tables when they walk in. It works best if it's something that has manipulatives because kids can't resist playing with the toys. I let them play and explore and try to solve. Then, when we come together, I use the same items at my overhead. I talk about how I think and the questions I ask myself to begin finding a solution. I use the vocabulary that we're going to need to explain. I don't always carry it to completion though--I call it giving them a push. It's just a little nudge to help them get started on the road to the solution. It's the light bulbs going off around the room that get me! We celebrate our success and then go to notes to debrief and expand. I think by doing this, the kids' natural curiosity is tickled and they are more excited to keep working.
ReplyDeleteAs I was reading the description above about being prepared, and I thought about the importance of being prepared for our kiddos right when they walk in the classroom. Then my mind wandered to other occupations...How would you feel if your doctor walked in without a stethescope and told you he was just going to listen to your heartbeat and breathing with his ears? I know it's not exactly the same, but if we're not prepared, did our student's really get what they needed to know out of what was presented to them?
ReplyDeleteSo, when I as in a regular classroom, and I introduced something new to my students, I always - ALWAYS - had them write it down. (Cue the groans). Even over here at PACE, working through the A+ program, I have my students take notes. I have learned throughout the years that I can stand up and model (talk till I'm blue in the face or while pacing the floor) all day long, but if they did not write anything down, it was all for naught. When students are writing, drawing, or coloring the information they are actively participating.
Something else I try to do during the focus lesson is constructivism. Our students don't come to us as blank slates. If we can connect the new material we are presenting to our student's prior knowledge, they are more likely to retain and store the new information. Constructivism is also another way to approach reteaching a lesson. What I always liked about constructivism is that you can give your students the basic outline of questions and content, and from there they can completely create their own ideas on how to interpret and formulate the knowledge process. I have come to realize these two methods give me just the right amount of time necessary to move forward in the lesson cycle and a good foundation for my students to begin explore the new information on their own. Also with these methods, I can still use technology as a tool when presenting the new information.
I am all about trying something "new" if it means it will help my kiddos. However, I would always find myself falling back to this "tried and true," "oldie but goodie," methods for my focus lesson.
I love your comments! I think writing down notes is a good way to help them remember as well.
ReplyDeleteThank you!
DeleteI have my students write in their planner every single day which is an agenda for the day. It's a road map so they know what to expect during their time with me. When I am introducing a new concept or skill, I like to use different educational websites (flocabulary and BrainPop, for example) to grab their attention and help engage them in the lesson. There is an animated intro video addressing the concept on their grade level, and there are online quizzes they can take to check for prior knowledge and understanding. Once the new concept is introduced, different games are available on the website to reinforce their learning. This can be done whole group or in small groups, or individually.
ReplyDeletePosted by Christina Foster (still not sure how to make my name show?)
DeleteI posted a video link below that will show you how to get your name to show up.
DeleteHappy Fri-Yay!!
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I loved using short videos to grab their attention. I used alot of those when I taught 2nd and 5th grade.
DeleteFor our Kindergarten Math Curriculum we use Texas Go Math. I love that EVERY lesson has a "Math on the Spot" video that is very kid friendly to introduce each days lesson. Once we watch the short little video we move on to the interactive student edition on the "Think Central" website that is included with our curriculum. The kids use the smart board to do a certain task or reinforce the skill just introduced in the video. It looks like a game to the kids but it is very similar to the workbook activity that we complete for each lesson. It has become a routine that we follow every day - Math Video, Interactive Game, Workbook page! They do NOT like for any part of that routine to change. I believe the video and game show the kids the focus of the lesson in a way they enjoy. It is meaningful to them.
ReplyDeleteI have witnessed the consistent sequence in each math lesson as I visit classrooms and I truly believe that kids thrive with routine! I've seen firsthand how the kids enjoy each component of the math lesson especially the "Think Central" activity. Great job!
DeleteIf your comments keep showing up "Unknown," this video may help!!
ReplyDeletehttps://drive.google.com/file/d/1HtU56ojujM6OqULWtKuyN4K4uzWmwusj/view?usp=sharing
Thank you Shelbye!
DeleteNo problem!
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DeleteThanks, Shelbye!
DeleteI have one of whiteboards divided into sections. The sections are Today's Agenda which lets the students know what we will be doing for the day. Another section is Focus Question which goes along with Focus Standards. My final section is Objections for the day or for the week. After teaching going over this with students, I will check to see what the students know and then I will start the lesson. Once the lesson is taught we will do an activity so that I may check for understanding which will help me know what needs to be retaught.
ReplyDeleteGreat way for the students to know what they are going to learn.
DeleteIn Kindergarten, we must have mini lessons several times a day to focus our students on each subject. I like to use music or brain breaks to help refocus my students on our objective. My students love to learn new words so I will often Use "teacher talk" with them such as "Today our purpose is to learn about the lion's habitat." They love to ask questions and use these words. I also encourage them to go home and talk to their parents using these words. They love to go through our daily routines with their siblings or other students.
ReplyDeleteYou do a great job of exposing your students to new vocabulary!
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DeleteOne of my favorite focus lessons each week is introducing a new letter. I use the Letters Alive program. This phonics program is used to teach letters, sound, word building and sentence building. It is a 3D augmented reality world filled with animals that ties in science with literacy instruction. The children hear, see, touch, build and speak while learning about an animal that begins with our letter of the week. The animals come alive and we learn the name, sound, watch a video of each animal in their habitat. We build sentences and the animals interact with the sentence which helps with our knowledge about each animal as well as reading, sentence building and structure. For example we would build the sentence… The alligator can eat. The 3D alligator will eat the meat as you read it. We build words and stretch them using the animal cards. My students LOVE to guess what animal we will be introducing with our letter of the week. It is a fun way to get them excited about learning!
ReplyDeleteThis is hands down one of my FAVORITE programs to see in action! There is truly NO better way to introduce a new letter! The kids absolutely LOVE it! I'm so glad that you wrote a grant for this program!
DeleteThis is a great idea, Melissa.
DeleteThank you for always inviting my class to join you! They LOVE Letters Alive!
DeleteWhat's interesting to me is that ALL teachers aren't already doing this in class. I guess I don't know any other way to teach. Very few classes that I teach don't have a focus lesson as part of it. Somedays I can't because we are finishing up a lab from the day before, but for the most part that's what happens day in and day out.
ReplyDeleteThis was Jennifer Myers
DeleteChemistry concepts are tough! We start new lessons with vocabulary as our bellringer activity. My kids can be getting a little familiar with strange words while I'm getting everyone settled or caught up. I post our daily "Discovery" (which is their TEKS L.O. but in common words) of "how to ______." I talk first, and by default, have to use those new words they just searched for. Vocabulary is boring, but oh so critical to a new lesson:"so memorize it as you write it," I tell them. I try to lead students into discovering how to _____. But when someone else makes the discovery they get to re-explain to the class in their own words. I try to make them argue about the new discovery until it has been repeated several ways. Now that we all know the discovery of the day, ad nauseum, every student can be involved in learning how to apply it under varying conditions. I provide a new condition and they apply their discovery.
ReplyDeleteI really like your thought, "memorize as you write this down". It helps explain why they need to write it down.
DeleteLove it! Organizing and rewriting notes help, too.
DeleteTake credit and post your name!
Love the use of vocabulary. I make them use the "science" word when they give me their answers. Every time they answer they have to also explain the process that they used to come by the answer. It has taken 7-8 months of constant reminding and asking them to explain but most of them are finally getting the hang of it.
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ReplyDeleteocus Lessons I believe are designed for teachers to use in preparation to teach new content or to deliver instruction directly to students. The lesson should make clear where the instruction is going, what is intended to be accomplished, and signal what is coming in the plans for class period. Sometimes, teachers have a journal entry which connects with the objective. Other times, teachers can do a quick review of what was discussed in the previous class. At times, teachers might have a quick write or some kind of assessment to let them know where the students are with material previously covered. Focus questions guide student thinking into what is going to happen in the classroom for any particular day! When students go from class to class, subject to subject, often times, they have numerous thoughts flying through their heads! A focus lesson may "focus" them to be ready for the task at hand.
ReplyDeleteSeveral strategies that I try to use in my focus lessons are short videos that introduce or reinforce the topic, questioning strategies, like "what do you know about polygons?", "Can you list 3 natural resources?", Think, Pair, Share activities, KWL charts, note-taking, vocabulary focus with music if available, and always a connection to real life.
ReplyDeleteVocabulary focus with music is a great idea. It can set the tone for "lotsa" learning!
DeleteKaren, you do a GREAT job with questioning! I have seen you in action, and by asking the right questions, you are quickly able to get a feel of what the kids know as well as "pre-load" for the day's lesson!
DeleteWhen I hand out a new piece to the 8th grade band I create an objective sheet that introduces the new song. The first thing on this objective sheet will be the scale for the key in which the song is written. We will play the scale and also some chord progressions to get the students to begin listening for intonation tendencies in that key. Next we will hit some key rhythms that we will count together and then play on a unison note. This is also beneficial in helping the students hear balance and blend on a rhythmic pattern. The next thing I include is the melodic line(s) for the piece. I write it out for every instrument. This does two things: 1. I allows the band to hear the melodic line so they are more easily able to identify who is playing the melody in the full song. 2. By having every student play, this gives instruments that usually do not carry a melodic line something more substantial to work on that will make them a better player. We will usually work on this objective sheet with the new music right beside it so that they can look in the music and identify the spots where the 2 align. This will also help guide their practice sessions.
ReplyDeleteMichelle, thank you for showing how band makes a focus lesson work. By reviewing the scale and important rhythms, the students are ready to apply that information in their music.
DeleteFocus lessons depend on my students' needs in each individual class. A few ways I make connections with students are by using short videos clips, questions & objectives on the white board that can be applied to real life situations, guide students in making a mental image of what is being presented, writing, defining, & discussing vocabulary using the glossary and index as a tool.
ReplyDeletePlease reply with your name to win a prize.
DeleteOne thing that I focus on in focus lessons is attentiveness by the students. If their eyes aren't with me, their head is not either. I ensure that my passion for the content is high because my enthusiasm can better engage them. Also, I tell them often, "Write this down". Note-taking is a non-negotiable for me because notes are their resources that they will use later when they need to learn without me.
ReplyDeleteWhat Mr. Wink says is what he does! Many times in our principal/administration meetings he will say "Write this down" and......I do! It helps me remember, and I can always go back and revisit my notes.
DeleteYes! Write this down. Notes are crucial for me simply because I like to reread what I have written. If I write it down, I tend to commit it to memory. Also, Mr. Wink mentions students' eyes. Here at Libby, I hear "1-2-3, Eyes on Me." "1-2 Eyes on You." Students immediately know it is a crucial time to focus with both eyes and ears. The teacher can then comfortably move forward with the lesson.
DeleteI agree completely...writing things down helps me remember more vividly what was discussed and it provides a resource for later review. At the beginning of the year, I provided each of my staff members with a notebook containing pertinent information...I've noticed that several of them bring their notebooks to our Staff Meetings for note taking! This has proven to be a useful resource throughout the year.
DeleteI try to use a variety of ideas to help introduce and focus a child to each lesson. This week we began learning about 3D shapes. To begin the study, I showed the children a model of each shape then passed the shapes around for them to investigate. Technology is also great. Like mentioned before, our math curriculum has great videos for each lesson. My students also like eBooks from Bookflix.
ReplyDeleteHaving the students investigate the 3-dimensional shapes is a great way to focus their attention to the new content. I saw several Kindergarten classes investigating, sorting, and comparing 3-D shapes. Good job!
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ReplyDeleteThis is Donna Kushner, CJHS. As an elective course, I probably do things a little different from core classes. We recently spent time on a pantomime unit. At the beginning of each class, since I am not a professional mime, I found a short video clips of mimes such as Red Skelton, Lucille Ball, Marcel Marceau, and more modern mimes like Mr. Bean for the students to watch and even found some outstanding student examples. My students had guided notes after the videos and practice time, but they were always more engaged in their own performances after watching an example. We would play different forms of charades (guestures and Disney charades) to get them to think quickly about how to present their word or concept effectively and how to think on their feet and change their presentation if their team couldn't guess what they were acting out. It was a fun week
ReplyDeleteDonna, this is a great example of how to use video as part of your focus lesson. The key is to have students following along closely so that they can be ready to apply what they learn later.
DeleteWhen preparing for UIL for band, we must sightread new music fairly often as sightreading is part of our competition. If you think about it, Sightreading is it’s own form of Focus Lesson. We only have 7 minutes to learn the song at UIL so that’s how we go through the practice. We have 4 minutes where I can go the music (can’t sing, count, etc) and 3 minutes where I can sing, count, etc. The students may only push buttons, air stick, or slide along during this time - no verbal sounds. Once they flip over the music our time begins. I first talk about key signature, time signature, roadmap, etc, and then I walk them through it. I try to locate parts they have seen before in other songs and point it out to them. I’ll say something like “Trombones, touch the descending quarter notes in measure 13. You should recognize those from (insert random music title),” and this gets them connecting the old knowledge to the new. As soon as the students start seeing music not as something completely new, but instead, a compilation of musical puzzle pieces - some they’ve seen before and some they haven’t, they start progressing way faster. They don’t have to focus as much on the things they’ve seen before and can spend more time figuring out the things they don’t know. Over time, the difficult becomes the new easy. After the explanation periods, they have to flip their music over, and we can play a brief warm up like a scale or something similar. Then we flip it back over and perform it. Good or bad, we evaluate how we did and figure out how we can do better next time. Sightreading process plus discussion should take no longer than 12 minutes. I have seen my students grow exponentially over the past few months when it comes to reading because of this process.
ReplyDeleteYou're right, Joseph. Sightreading is a great way to start your lesson, and doing it within the time frame of UIL Concert & Sight-reading helps you ensure that it doesn't steal valuable time from the rest of your lesson.
DeleteIs there anything more exciting than editing and revising your writing to 7th graders? I can’t imagine there is, personally, however, when I review my lessons after a class that seemed to drag or lack excitement, I can almost certainly draw a connection to me talking, students listening. Using my focus lesson as a SHORT, whole class instruction time, is so much more effective. Class engagement is higher when they discuss and explore, and I guide rather than control. Focus = targeted.
ReplyDeleteExactly. SHORT is the key to staying focused!
DeleteAs a focus lesson everyday in my math classroom we always start out introducing new vocabulary we will be using that day. We take notes the first five minutes while discussing different ways we can use the new material in real life. I like to relate as much math as I can to how we can use it everyday so that the students understand just how important math is. We then discuss and solve a rigorous question together that relates to real life and the skills we will be learning for that day. We explore different ways we could solve problems with the new skills I have just introduced, and then finish up the focus lesson by strategically walking through each step using the skills we have learned while discussing why we are using those skills.
ReplyDeleteI like how you apply the real world to your vocabulary. It gives the students the reason WHY it is important!
DeleteI often use a good book tied to the skill I'm introducing when possible. It easily captures my students attention and lends itself to introducing some pertinent vocabulary.
ReplyDeleteKids love read alouds! I enjoy when they set the tone for new learning...and the read aloud is even better when rich vocabulary is present!
DeleteThe most effective lessons I witnessed last week all had the "hook". Teachers were able to catch students attention either through interest or relevance. Our kids want to know "why" or they want the material to interesting to them.
ReplyDeleteIn my resource classroom, I like to ask the students what they learned today in their math class. They spend 45 minutes in the regular education math class before coming to me. This shows me if they were listening and what they picked up on during the first math lesson. It also allows for them to collaborate with their peers. One student might say something that triggers another student's mind. They can all share their input or just listen and observe. The ones who just didn't get it are listening and taking it all in. This allows me to see where I need to begin my lesson. Sometimes, we have to start from the beginning. Other times, we can review what was learned and pick up where they left off.
ReplyDeleteGreat way to informally assess your students.
DeleteWe start every lesson by taking notes in our journal. We include vocabulary, steps on how to work the problem, and some examples. We use this journal all throughout the year so they always have something to refer back to. We will work problems together and I sometimes have the students come up and work a problem for the class or have them explain the steps to solving the problem.
ReplyDeletePosted by Dawn Brewster.
DeleteDawn, the journal is AWESOME! Cammie Elizabeth refers to hers often. It's a GREAT resource for students to use once they leave the classroom!
DeleteI try to find an activity to appeal to the learning styles I have in my classroom when introducing a new lesson or even reinforcing a previous concept when reteaching. Having various learning styles means that I will need to use all of these at some point throughout the unit. Attaching a concept to a visual image for visual learners through pictures or video clips or demonstrations,and drawing; using motion for kinesthetic learners with acting, labs, and artwork; and music, reading aloud, and vocal repetition for our auditory learners. Using their learning style helps them attach the concept to a file in their brain for recall at a later time.
ReplyDeleteAs a focus lesson when we are reviewing editing skills, I find that my students love to "be the teacher." Many students eagerly volunteer to be the one correcting grammar convention errors projected on the screen. Students who are not as willing to stand in front of the classroom are more engaged because peers are explaining the concepts. Of course, this strategy is only useful for review and with teacher guidance. For new skills, I have used puppet skits. Students perform prepared dialogue with my vintage puppets (still around from my college puppeteer days). My seventh graders practically beg to present the skits, and the audience members enjoy the show. When students help focus their peers, the process is fun and memorable.
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ReplyDeleteWe teach Saxon Phonics each day. I purchased an activity from Teachers Pay Teachers that has a PowerPoint Presentation to go with each lesson. Each lesson builds on the next. I am able to reteach previously learned skills and introduce new ones at the same time. My students love being able to interact by writing on the smartboard.
ReplyDeleteAmanda Ivy
I've seen you use the PowerPoint in conjunction with your Saxon Phonics lesson and I agree...It's a great way to reinforce previously taught concepts! Any time the kids get to write on the Smart Board is a WIN...that hands-on interaction is priceless!
DeleteWriting is such an important component in first grade. I truly believe writing and reading go hand in hand. I tell my friends that if they can read it they can write it and vice versa. To begin our journal writing lesson we usually read a book that ties in to the subject we are studying in science or social studies. To begin reading we predict what the book is about, after reading and discussing we brainstorm vocabulary. At first I model the writing of a sentence or provide a frame, but at this time of year students write their own. We don't always go through the whole writing process since it takes several days. Some days I just allow them to write their thoughts on the subject. Improving writing skills has greatly improved our reading skills
ReplyDeleteI couldn't agree with you more...reading and writing definitely go hand in hand! The brainstorming activities are a great way to provide new vocabulary for the kids to later use in their journal writing. I love watching the kids writing evolve throughout the year. It's amazing to see how their writing skills improve from August to May!
ReplyDeleteJacqueline Schneider-Reading and understanding the context in which the vocabulary appears is also an underlying problem in science. Students often apply common definitions to words when they are in science class. Any time that a common word is used in science, I have a student explain the difference between the way the word is used in a reading class and the way that it is used in science. This seems to help when reviewing the science content and helps them remember in what context to apply the term.
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