Professional Documents
Culture Documents
Objectives
Objectives are clearly stated and realistic.
At the end of the lesson, the teacher will be able to determine if the objectives were
achieved.
Lesson content relates directly to the stated objectives and is likely to accomplish
them.
Application of the Trivium (How much of the lesson is spent on each of these levels? The
balance should be appropriate for the level of the students.)
Grammar Stages: Knowledge (recalling facts, defining terms, identifying, listing,
reciting, quoting, retrieving information from text and diagrams, arranging, ordering,
categorizing) and Comprehension (Grasping meaning, inferring, predicting,
generalizing, rewriting, observing cause and effect, recording information,
paraphrasing).
Dialectic Stages: Application (Applying rules or knowledge to problem solving or
new situations, demonstrating, solving, showing, constructing, reporting, adapting)
and Analysis (Making distinctions, outlining, relating, breaking something down into
its component parts, taking apart and reassembling, finding patterns, interpreting
symbolism, finding allusions to other works, finding parallels)
Rhetoric Stages: Evaluation (appraising, critiquing, discriminating, supporting
judgments, using criteria for evaluation, persuading, concluding, discerning the
author’s worldview and purpose, understanding theme and audience).) and Synthesis
(designing, experimenting, creating, combining skills and ideas, designing tests and
interpreting the results, inventing, revising, relating, organizing, planning,
rearranging, relating information from various sources, authors, disciplines, theories
or viewpoints)
Balance of Learning Pathways (All students learn better when multiple pathways are
employed. Strive for balance among lessons, not necessarily in every lesson.)
There is an opportunity for active learning, that is, to do something with the
information or discuss it with others.
There is an opportunity for reflection, that is, for thinking things through or writing a
response.
The facts to be learned are clearly stated, with strategies for learning them. Students
are helped with attention to details.
Abstract concepts are taught using concrete examples and students are given an
opportunity to explore real-world connections.
Information is presented visually by making use of pictures, diagrams, maps, writing
key words on the board, using overhead transparencies, and using outlines, text boxes
or color-coding for written materials.
Students are given an opportunity to process information verbally by summarizing in
their own words, writing reports, discussing, or explaining something to others.
Students are given the “big picture” of the lesson and how it relates to other lessons
and information. They are told what they will be learning before it is taught, they are
given time to try to solve a problem before the procedure is taught or they are given a
deep question to ponder before the answer is given.
Students are given an opportunity for metacognition, that is to think or talk about the
mental process or methods they are using to solve problems.
Students are pushed to discover applications and connections and consider
alternatives.
© 2009 Dory Zinkand