Frequently-asked Questions on Lesson Closure

Frequently-Asked Questions on Lesson Closure

Does every lesson need a closure? 

Closures should occur at the end of each learning target and at least once during that day’s lesson. Whether it’s a review day or a test day or a work day for students, the end of the learning target should culminate in a closure.

What are the minimum components in an effective lesson closure?  

·       a formative assessment aligned with the learning target and success criteria. This could be formal or informal.

·       a student evaluation/reflection aligned with the learning target and success criteria

·       a feeling of wrap-up and a transition to the next learning target or lesson

Does my closure have to be at the end of the period? 

Absolutely not. The closure should come at the end of the learning target and unit, whether they fall during your lesson or at the end of your lesson.

What should I do if my time is short?  

A well-crafted student reflection/evaluation aligned with the learning target and success criteria can also be a formative assessment, showing you where kids see themselves and where you need to help them grow. This can help you kill two birds with one stone.

How long does my closure need to be? 

It might be a 2-3 minute wrap-up with an informal formative assessment and self-reflection, but at least occasionally you will want to gather formal data. Most closures are 5-10 minutes, although a unit closure might run longer.

What are some quick closure strategies?

• ·       Have kids pack up and return to seats. Have someone read aloud the learning target, and give students 30-60 seconds to reflect on specific evidence as to how they met the learning target. Cold-call on students to share out. This will serve as your formative assessment.  You could do a quick thumbs-up or fist of five to have them share how well they individually met the learning target.
• ·       Give students a Post-it. Ask them to place the Post-it on an arrow you’ve drawn on the whiteboard to show where they are on  the path to meeting the learning target. If they’re not 80% of the way there, they must record which of the success criteria is keeping them from a score of 4 or 5 (example, using transitions or reducing the fraction in the problem).
• ·       Have students write a one-minute summary of their learning today on a 3 x 5 card as the formative assessment. Then, put the success criteria on the screen, and have students rate themselves regarding their mastery of the success criteria on the back (example: 1, 5, 3, 3, 5).  You can review the cards quickly, looking for scores of 1-2, and deciding what you will need to reteach.