Lessons go from comprehension level to application or higher
LKSD Best Practice #4
It's human nature that, when presented with a task, we will use as little cognitive energy as is required by that task.
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When it comes to our students, the situation is no different. Lower order questioning and associated tasks require lower amounts of cognitive energy and therefore they produce lower levels of output.
However, higher order questioning and associated tasks require higher order thinking and processing, thereby leading us to generate more sophisticated output. By providing higher order thinking prompts, tasks and questions, we stretch the brains of our students and promote thinking on a deeper cognitive level.
When planning for the lesson cycle, action verbs are used to inform our objectives and lesson outcomes.
As part of our LKSD lesson cycle, there are two separate activities embedded in each lesson. The first activity should be oriented with a Bloom's Comprehension level verb. The second activity should use an Application level verb or higher.
Bloom’s taxonomy can be used to differentiate lessons and prompt deeper thinking.
When writing content & language objectives,
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The 1st verb should come from the Comprehension level of Bloom’s
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The 2nd verb should come from the Application (or higher) level of Bloom’s
When in doubt, teach at the higher level ​
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Webb's Depth of Knowledge (DOK) Levels can be used during the planning process to identify or assign the level of complexity to an activity or project.
The DOK levels are task-oriented and provide task ideas to support planning with regard to cognitive involvement and depth of thinking.
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Do not confuse different goals and expectations with a lack of rigor
LKSD Best Practices Lesson Cycle
Introduction/ Hook
1-2 minutes
Establish purpose for the lesson and activate prior knowledge
Direct Instruction
15-20 minutes
Teacher explains, models and demonstrates the lesson objective
Activity 1
1st verb/ objective guides academic pairs in the comprehension level activity
Teacher monitors and facilitates
Activity 2
​Students stay in their pairs to work on the higher order thinking (application) activity
Teacher monitors and facilitates
Closure
<5 minutes
Students partner-share their completed activities to the whole group. The teacher reviews the objectives and purpose of the lesson.
Conceptual Refinement (CR)
15 minutes
Teacher leads small group refinement of 2-5 students while the rest of the class works on independent practice
Journal Reflection
Students engage in independent reflective writing based on activities and reflections prompted by the lesson.
Reflective journal writing should happen all throughout the lesson.
1 full page or longer
We recommend using & displaying a timer during activities to reinforce expectations and keep students on track