Find 22 closure strategies in this article by Todd Finley. practice likely caused by the improper use of Madeline Hunter's lesson plan model (PDF) as a . whichever label best represents their relationship to the day's content. Set Induction and Closure: Key Teaching Skills. John Dallat Explaining the relationship between prior and new learning. • Explaining. Set induction involves getting students in the right frame of mind for learning.
Gestures These include movements of head, hand and body parts to arrest attention, to express emotions or to indicate shapes, sizes and movements. All these acts are performed to become more expressive. Change in Speech Pattern When the teacher wants to show emotions or to put emphasis on a particular point, sudden or radical changes in tone, volume or speed of the verbal presentation are brought out.
The change in the speech pattern makes the pupils attentive and creates interest in the lesson.
- Set Induction
- Set Induction and Set Closure
Change in Interaction Style When two or more persons communicate their views with each other, they are said to be interacting. In the classroom the following three styles of interaction are possible: Focusing The teacher draws the attention of the pupils to the particular point in the lesson either by using verbal or gesture focusing.
In gestural focusing pointing towards some object with fingers or underlining the important words on the black board. When the teacher becomes silent during teaching, it at once draws the attention of the pupils with curiosity towards the teacher. The message given at this point is easily received by the pupils. Oral-Visual Switching The teacher gives information to the class verbally about something.
This is called oral medium.
Set Induction and Reinforcement Skills
When the teacher is showing maps, charts and object without saying something, this is called visual medium. If the teacher is giving information to the pupils through any one medium oral, visual, oral visual for a long time, it is possible that the students may lose attention to what the teacher is conveying to them. There are three types media 1 Oral oral — visual When the teacher while speaking shows objects, charts and models and explains their various parts.
It is switching from oral to oral-visual. It is switching form oral to visual. This is visual-oral switching.
Set Induction and Set Closure – Susanacahyani's Blog
Generally, the skill of explanation is complex. Explanation is a term, which, through daily use, has acquired several meanings. For example, it can be functional, causal or sequential; and inductive or deductive.
The teacher moves around the room to determine the level of mastery and to provide individual remediation as needed. Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion.
Used to help students bring things together in their own minds, to make sense out of what has just been taught. OK, let's move on" is not closure. Closure is the act of reviewing and clarifying the key points of a lesson, tying them together into a coherent whole, and ensuring their utility in application by securing them in the student's conceptual network.
SOME BASIC LESSON PRESENTATION ELEMENTS
Once pupils have mastered the content or skill, it is time to provide for reinforcement practice. It is provided on a repeating schedule so that the learning is not forgotten. It may be home work or group or individual work in class. It can be utilized as an element in a subsequent project. It should provide for decontextualization: The failure to do this is responsible for most student failure to be able to apply something learned.
You told them what you were going to tell them with set, you tell them with presentation, you demonstrate what you want them to do with modeling, you see if they understand what you've told them with checking for understanding, and you tell them what you've told them by tying it all together with closure.
If you count input, modeling, and check for understanding as three steps, there are nine elements Madeline Hunter did not create a seven step lesson plan model. She suggested various elements that might be considered in planning for effective instruction.
In practice, these elements were compiled by others as the "Seven Step Lesson Plan, "taught through teachers inservice, and used as a check list of items that must be contained in each lesson. This application is contrary to Dr. Hunter's intent and its misuse is largely responsible for objections to "direct instruction" and to Madeline Hunter's system of clinical supervision.
Hunter intended, the steps make a useful structure for development of many lesson plans Not all elements belong in every lesson although they will occur in a typical unit plan composed of several lessons.