Lesson Closure: The Last Gate

(Adapted from a presentation by Mr. Jon W. Ramsey)

. . . Setting the Table . . .

Whats in it for me?
This question is asked
by students on a daily
basis.
At the end of the day,
teachers need to
remind students
where they have been
and where they are
going.

Lesson Closure . . .
At some point near the
end of the lesson, a

systematic closing
of the lesson should
occur

Lesson Closure . . .
Is a natural stopping point in the lesson
Points back to the lessons objectives and
captures their relevance to what has been

taught
Keeps the big picture in mind
Helps to ensure that objectives are met and
applied by students

Lesson Closure . . .
May also raise related questions or ideas for

students to ponder in anticipation of the next

lesson Where are we going next?
What are we going to do tomorrow?
Is similar to looking back on a trail so that one
knows from which way he or she came
Effective closure takes time and planning; build it

into your lesson plan!!!

The Whole-Part-Whole Method of

Teaching . . .
Look at the big picture
Provide the details (i.e., parts); content
Check for understanding
Make sure that students are not lost in the
details
Provide opportunities for application and
practice
Finally, review the big picture = Closure

An Example Student Learning

Experience Time-wise . . .
Housekeeping - ~3 to 5 minutes
Interest Approach - ~5 to 7 minutes
Content taught/presented - ~15 to 25 minutes
Student Application - ~10 to 20 minutes
Closure - ~3 to 5 minutes; perhaps more . . .
Assessment and Evaluation of Learning ~7 to 15 minutes . . .

. . . The Lesson Plan . . .

Identification
Objectives
Teaching Materials
Preparation
Presentation
Application
Evaluation

Where are we going next???

Examples of Advanced Organizers (AOs)

Reading Assignments
Web projects
Spelling words
Current events
Feed samples or feed tags
Leaves or other plant samples

AOs can be designed and used to encourage

students to think about tomorrows
lesson . . .

Food for Thought (FFT) . . .

Education produces
learning not
essentially by what a
teacher says, thinks,
or does, but by what
a pupil can be
encouraged to say,
think, do, and feel.

To teach is to learn twice.

Joseph Joubert

Did you shut the gate????