Instructional Planning for Teachers

Many teachers have misinterpreted Madeline Hunter’s instructional planning suggestions.

Over the years Madeline Hunter’s lesson planning model has come under some criticism mainly because of faulty interpretation in how the approach was supposed to be used. Themodel has been incorrectly perceived as an inflexible recipe or cookbook approach to lesson planning. That is, if all the ingredients are not included and used in sequence, then the model is not being followed.

This is not how the model was supposed to work. As Madeline Hunter perceived it, the model was completely flexible and open-ended. The steps should be considered when planning a lesson. Having considered them, then select, abandon, or judiciously include any or all of the steps.

Here are her suggestions categorized into three parts for easier memory:

 1    Mental Set – Break Preoccupation/Get Attention/Engage
       Link past experiences, future uses, or create curiosity for the lesson.

 2    Objective – Give the intended objective of the lesson
       Explain the purpose, meaning, and/or use of the lesson.


   3    Teach the lesson – Facilitate the learning
        Consider (L.I.M.E.S.) left-right brain considerations, intelligences
          modalities of learning , emotional considerations, and styles to involve students.
        See the Phi Delta Kappan publication for explanation of the terms.

  4    Check for understanding – Obtain feedback
       Check that students have learned what you have taught.

  5    Practice – Apply
       Give students an opportunity to practice or reinforce the lesson,
       first independently and then with a learning partner.

  REFLECT-This step is critical and is very often overlooked.

  6    Closure – Reflect/Reinforce
       Have students share what they have learned.
       Think, pair, timed share.

  7    What next – Plan for long-term memory
       Through inquiry or example ponder how the learning is  meaningful,
       useful, relevant, or interesting.

This is from page 59 of the Resource Guide.