Lesson Closure--an Exemplar

Lesson closures are an instructional emphasis this year, with the expectation that they be a daily practice--including work days, test days, review days, and  new learning days. A successful lesson closure requires that both teacher (through formative assessment) and student (through self-evaluation) know how the student is progressing toward meeting the learning target and fulfilling the success criteria. But, sometimes it’s hard to come up with new ideas/strategies so that closures don’t become just a rote routine.

Last week  I had the pleasure  of observing Alyssa Hurt’s Strength and Conditioning class, and was blown away by her high-quality closure, the seriousness  with which her students participated, and the seven (!!)  TPEP criteria she incorporated into 5-minute closure. Below is Alyssa's closure, with new questions you can ask and strategies you can use.

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Prep time for teacher: None, assuming that teacher had questions in mind. 5-10 minutes if teacher needed to develop questions

Class time for lesson closure: 5-7 minutes

Outcome:  Students had received feedback from teacher and peers, had reflected on their performance, had evaluated using a rubric, and had set goals for next lesson.  Students are much more likely to remember and apply their learning next class than they would be without a closure; thus, Alyssa can spend less time to bring students back to the goals and learning of the previous class.

Lesson  Closure Procedure (instructional practice or TPEP Criteria identified in red):

Alyssa’s learning targets were:

• ·         I can identify the different levels on the five-point rubric (see rubric at bottom of page).
• ·         I can evaluate my performance  based on the  five-point rubric (see rubric at bottom of page).

(Note:  Success criteria, (in the form of a rubric) are listed at the bottom of the page).

After students had finished their lifting and clean-up, she gathered them together in front of the posted learning targets.  Alyssa pointed to the goals for the day, and asked, “What happened to your performance as we progressed to this point?” Students said that they got tired and started “cheating.” Alyssa said that she had noticed this as she walked around checking student performance (teacher feedback/formative assessment).

Discussion Questions/Directives to Students:

·         How did you challenge yourselves today? (asking for self-reflection, criteria 6.1)

·         What is the biggest error that most of us make when we lift? (asking for self-reflection, criteria 6.1)

·         Turn to a shoulder buddy, and identify the characteristics you used. Rate yourself on a 0-5 scale using the rubric. (self-evaluation aligned with learning target and success criteria, criteria 6.1)

·         Hold up fingers with your self-score, stand up, and find a partner holding up the same number of fingers. (student talk as they share self-evaluation, criteria 2.3)

·         What was the specific characteristic for your level? (using the rubric and criteria for self-evaluation criteria 6.1)

·         What can you improve on or do differently to improve next time? (student use of assessment data, criteria 6.5, and ownership of learning, criteria 3.2)

·         Did anyone score a 0? 1? 2? 3?  Okay, so most of you were 3s, 4s, or 5s. What is one characteristic that you would like to do differently next time? Why did you give yourself a 3 instead of a 4? (formative assessment aligned with learning target/success criteria, criteria 6.3; ownership of learning, criteria 3.2)

·         What is the difference between a 3 and a 4? (revisiting success criteria for greater student understanding, criteria 1.3)

·         What about a 5? What could you do differently to reach or maintain a 5? (ownership of learning, criteria 3.2, and connection to future lessons, criteria 4.1)

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Tahoma Health and Fitness: Five Point Grading System

Level 5:  Students operating at a level 5 will consistently demonstrate good decision making skills.  They show outstanding effort regardless of their ability, and will seek extra help from the teacher when needed.  These students will be mentally and physically prepared for the days activities by cooperating, giving support, being good listeners, and showing concern for others.

Level 4:  Students demonstrate consistent participation throughout the curricular day.  They are self-directed, make good decisions and take responsibility for their choices and actions.  These students are able to work without direct supervision.

Level 3:  Students decide to participate in the activity, but not to the fullest extent of their ability.  They are involved with the activity but not for the purpose of self improvement or improvement of the team.

Level 2:  Students do not fully participate in the days activities.  They do not show much effort to master the skill or show improvement.  They are able to control their behavior so that they do not interfere with another student’s right to learn or the teacher’s right to teach.

Level 1:  Students decide not to participate consistently throughout the day.  Students are unable to control their behavior and interfere with another student’s right to learn or the teachers’ right to teach.  Student’s behavior creates an unsafe environment for themselves or others.

Level 0:  Students decide to be unmotivated, unprepared, or undisciplined.  Their behavior includes discrediting or making fun of other students or teachers.  The student makes a conscious decision to interrupt the learning process, intentionally misuses equipment, or behaves in an unsafe manner and annoys Mrs. Hurt.