Teaching to Learn, Learning to Teach

Checking for understanding: Teachers ask questions and examine student work to ensure

that students possess the essential information and skills necessary to achieve the in-

structional objective.

Guided practice: Teachers assist students as they work on assignments to ensure that stu-

dent efforts are accurate and successful.

Independent practice (assessment): Students have mastered the basic skills and under-

standings needed to complete activities without direct teacher intervention. This is the fi-

nal measure of whether lesson objectives have been achieved. This can also include a

homework assignment.

III.b. Sample Hunter Approach Middle-Level Science Lesson

(developed by S. Maxwell Hines)

ANTICIPATORY SET: Students will:

1. Examine a period on a page.


2. Measure the size of the period and hypothesize how many microorganisms could be
   contained on the period.


3. Discuss ways to confirm their hypotheses.


4. Discuss the function of a microscope.

OBJECTIVES (STANDARDS): Students will:

1. Identify the component parts of the microscope with an accuracy of 90%.


2. Produce drawings of slides viewed under the microscope with an accuracy of 90%.


3. Calculate the size of microorganisms based on the use of the microscope with an ac-
   curacy of 90%.

INSTRUCTIONAL INPUT: The teacher will:

1. Review safety rules for classroom equipment, including the proper care, transport,
   and storage of microscopes and slides.


2. Examine a diagram of the parts of a microscope with students.


3. Have students hypothesize the purpose of each component as it is introduced.


4. Carefully explain the concepts surrounding magnification and scale, as these con-
   cepts tend to cause confusion in novice learners.


5. Confirm or correct students’ hypotheses.

MODELING: The teacher will:

1. Model the steps needed to use the microscope to identify bacteria on a period.


2. Display a list of the steps needed to use a microscope.

CHECK UNDERSTANDING: The teacher will:

1. Have students hone their basic microscopy skills by giving them a series of slides to
   view and draw. If students are familiar with the materials they are viewing under the
   microscope, have them diagram their drawings. (This provides the teacher with the
   initial assessment of appropriate microscopy use).


2. Circle around the room and assist each student in developing her or his microscopy
   skills.


3. Ask a series of questions of struggling students to identify the step at which they be-
   gin having trouble.

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