MADELINE

HUNTER’S ANNA MARANISE

ESSENTIAL
EDC 25 7 : 2 1 ST C ENTU RY L EA RNING
M 3 A 1 : E E I P R E S E N TAT I O N
ELEMENTS OF 12 APRIL 2020
INSTRUCTION
TABLE OF CONTENTS
Introduction --- 3
Who is Madeline Hunter? --- 4
What is EEI? --- 5
Asking the Essential Question --- 6
Content Standards & Objectives --- 8
Anticipatory Set --- 9
Teaching: Input & Modelling --- 10
Check for Understanding --- 11
Guided Practice --- 12
Closure --- 13
Independent Practice --- 14
Other Considerations --- 15
EEI and Active Student Participation
--- 16
Should I Use EEI? --- 17
Conclusion --- 18
References --- 19
 INTRODUCTION

Madeline Hunter’s Lesson Plan Model, also known as the

Essential Elements of Instruction, is a valuable system for
designing and implementing classroom instruction. EEI is
flexible, systematic, and easy to follow, allowing teachers to
be thorough in covering content while responding to a
variety of student needs. It can adapt to both teacher- and
student-centered methods of instruction with a focus on
designing lessons that help students to utilize their learning
independently.
 • An experienced educator and administrator

WHO IS • Also, a psychologist

– Developed the Hunter Lesson Plan Model
MADELINE • Based on contemporary scientific knowledge
HUNTER? about learning and development
• This 7-step model is known as the Essential
Elements of Instruction (EEI)
 • A model for instruction
• 7 components
– Standards
– Objectives
WHAT IS EEI? – Anticipatory Set
– Teaching Input and Modelling
– Guided Practice
– Closure
– Independent Practice
ASKING THE
ESSENTIAL QUESTION
• The Essential Question is the
purpose of the unit or lesson
• Good essential questions should
– Allow for critical thinking rather than
having one single, direct answer
– Create room for deeper explorations
– Connect to other concepts and ideas
THE 7
COMPONENTS
OF EEI
CONTENT STANDARDS & OBJECTIVES

• Expectations of what students should know or

Standards learn, usually by grade level

• A statement describing what students should

Objectives learn or be able to do, usually by the end of a
particular lesson or unit.

How are
• They should be stated clearly to students, in
objectives language they can understand
used?
THE ANTICIPATORY SET

The “Hook” of the Could be a skit, a Should clearly

lesson story, an activity connect and
transition to the
overall lesson
 TEACHING: INPUT & MODELLING
• How is information presented to students?
– Visuals such as videos, images, charts
– Presentations, Q and As, Demos, Discussions
• Modelling
– Examples that students can mimic or extrapolate from while
working through the material themselves
CHECK FOR UNDERSTANDING

Teachers should Checks should

check for Checks may be
address higher-
understanding formal or
throughout the level thinking,
informal
lesson not just recall

Question and
answer
sessions,
written work,
observation of
body language
 GUIDED PRACTICE
• After input and modelling, students try a learning task
themselves, with guidance
• Guided practice is scaffolded
• Guided practice may be
– Group or individual work
– Worksheets, activities, etc.
 The Conclusion for a
lesson

Should include a review

CLOSURE of what was learned

Used for reinforcement

and organization of
learned information
INDEPENDENT PRACTICE

May come before or after closure

Students should try the learning task independently

Can take place in the classroom or as homework

Should demonstrate a student’s understanding of the lesson and

their ability to use the knowledge they have learned to carry out
a task
OTHER CONSIDERATIONS

MATERIALS TIMING THE BACK-UP

PLAN
EEI AND ACTIVE STUDENT
PARTICIPATION

The success of an
Some students may
EEI lesson plan
need
requires active
encouragement in
student
order to participate
participation
SHOULD I USE EEI?

Works well for lesson which require repetition

Pros Useful for new teachers, providing a framework for lesson planning
Adaptable to different teaching methods

Does not work well for open-ended, discovery-based learning

experiences
Cons Not always suitable for non-normative situations and people
May still be too restrictive or formulaic for experienced teachers
 CONCLUSION
Madeline Hunter created the Essential Elements of Instruction, a 7-step
model for designing and implementing lessons. This model was created
for use with direct instruction, though it has the ability to adapt, to an
extent, to more student-centered learning processes. While EEI has its
limits, when treated as one part of a teacher’s toolset, it can be useful,
especially to beginning teachers, in creating lesson plans that allow for
scaffolding and help students become independently capable of
carrying out tasks based on the knowledge they have learned.
 Burden, P. R., & Byrd, D. M. (2018). Methods for Effective Teaching: Meeting the Needs of All Students (8th ed.).
Boston, MA: Pearson.

Gonzalez, J. (2014, September 6). Know Your Terms: Anticipatory Set. Retrieved April 11, 2020, from Cult of
Pedagogy: https://www.cultofpedagogy.com/anticipatory-set/

Jones, S. (2018, March 23). 3 Reasons Why It is Important to Plan Lessons. Retrieved April 12, 2020, from The E-
Learning Network: https://www.eln.io/blog/3-reasons-lesson-planning

Madeline Hunter’s Lesson Plan. (n.d.). Queen's University.

REFERENCES Peters, M. (2017, June 16). EEI Instruction by Madeline Cheek Hunter. Retrieved April 11, 2020, from Medium:
https://medium.com/@mpeters_73924/eei-instruction-by-madeline-cheek-hunter-93f58e179d5d

Saxton, W. (1994, February 3). Madeline C. Hunter, Teaching Innovator And an Author, 78. Retrieved April 12,
2020, from The New York Times: https://www.nytimes.com/1994/02/03/obituaries/madeline-c- hunter-
teaching-innovator-and-an-author-78.html

Wilson, L. O. (n.d.). Madeline Hunter Lesson Plan Model. Retrieved April 10, 2020, from The Second Principle:
https://thesecondprinciple.com/essential-teaching-skills/models-of-teaching/madeline-hunter- lesson-plan-
model/

Wolfe, P. (1987, February). What's Wrong With Madeline Hunter. Educational Leadership, pp. 57-60. Retrieved
April 11, 2020, from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198502_hunter.pdf