DII Thinking Cognitive Planning Template

Teacher: ______ _________

Date: ____________

Subject: _______________

Standard:
Lesson Objective:
Connecting to Prior Knowledge:

Objective

Teacher

Input and Model

Input:
Academic Vocabulary (AV)

(posted)

Process/Steps: (posted)

Structured Practice

--------------------------------- --Model: (introduce process/steps)

Student Engagement
Students will participate with choral/echo
response of meanings of Academic Vocabulary,
steps/process
Students will use gestures (TPR) to distinguish
definitions of AV
Students will listen and watch teacher think
aloud.

Students will actively participate (echo/choral

read) in completing problems with teacher
Think-Pair-Share opportunities, equity
cards/sticks
Respond using sentence frame:

Guided Practice

Students will recall process

Students will work in pairs and use process to
complete practice problems.
Respond using sentence frame:
*Reminds students of expectations (use academic language/steps),
walks around providing immediate feedback, correctives. Afterwards,
Teacher has students come to explain problem(s)

PracticeIndependent

Teacher
Monitoring
Collects for Formative Data
OR
Coaches students (immediate feedback)

Standard:
Lesson Objective:

Student Engagement
Students will independently complete
___________________.

DII Thinking / Planning Template

Remember: DII is meant to be used when students are taking on a skill. It is not for performing a routine
exercise such vocabulary cards, spelling words, or reading aloud. Think...what needs to be MODELED?
Standard:
Make sure you are writing a grade level standard. Check either your Frameworks or the back of your TE.
Lesson Objective: What the students should know and be able to do by the end of the lesson
You say it, say it together, say it to your partner - T-C, S-S, C-T
Connecting to Prior Knowledge:
What have the students already done that can act as a bridge to the new learning they are taking on in this
lesson? Important to open the correct neuron file and hook the new learning properly in order for
synthesis of the lesson to occur. We dont just want students knowing and doing; we want them
explaining and understanding.
Dont forget to Overlap activities. Ex: As you pass out papers, have partners read the steps to each other. Keep
students engaged/busy.

Model Show them what to do with the new informationInput Explain the
new information

Objective

Teacher

I Do It - You Watch and Listen

You do all the thinking. Make sure to Think Aloud
and to model what you want them to be doing
independently. Start where you want them to end.
Avoid asking questions during input. Dont expect
students to know what hasnt been taught
Show or demonstrate info. through auditory, visual,
kinesthetic, or a combo. of modalities
Provide a chart of the sequential steps in taking on
the skill
Talk about your thinking (Metacognitive
Demonstration) point to the chart when using steps
CFU - Present material in small steps Have
students chorally repeat and/or TPS the steps
Re-explain difficult points

Student Engagement

Sentence Frames: Need to model

complete sentences either verbally or
written.
Echo, choral
Show me... - students connect to

learning using TPR

Student Engagement
T-C , T-G, T-S
Notice the teacher always leads the
interaction during input and model

Structured Practice
Guided Practice

Teacher

Give Think Time 5 seconds

Engage all students: T - C
CT Choral, TPS, TIPSI, thumbs
up/down
Have students verbalize steps:
What do I do next? Think...tell
your partner, randomly call on
students to CFU
Student Engagement
T-C
S-T

C-T , T G

G T, T-S

Ask a question, let them think,

let them share, THEN call on
students
Maintain a brisk pace if students are
grasping concept
Ok students, what do I do next?
partner A tell B...call on at least 5
students to get a good % of your
class White boards, Chest it
Student Engagement
T-G, S-S, G-G
Student Engagement

You Do It

t PracticeIndependen

Often times you will need to go back up into Structured Practice

if students seem to still be struggling. Make sure to orally make
this known and take back the pace of the lesson.

We Do It Together
You help them with the thinking and help feed them
the answers. They dont think it all the way through
by themselves until guided practice
Teacher Paced - Lock Step
Lead students through the steps, the cognitive
process, and the rule
Provide lots of prompts / pre-correctives
Avoid letting errors go uncorrected or giving answers
to students. Give specific feedback & correctives. Go
back to the student later to allow them to correctly
answer the question.
CFU - Start asking HOTS & get students to explain
concepts or process in their own words (effective
teachers ask more)
You Do It. I Watch and Listen
Students do the thinking while you monitor.
More Examples (student paced, teacher monitored
(Check for Understanding)
Students start to take on more of the practice
teacher monitors
CFU - Elicit overt response that demonstrates
behavior in the objective Make sure to have
students verbalize the steps NOT TEACHER
Praise-Prompt-Leave strategy to gradually release
responsibility
Pre-correctives and Correctives

Try and be quiet at this time. Let them

struggle a bit. Students practice completely
on their own after reaching at least 85%
accuracy with guided practice
Corrective should be minor and one-on-one
Delayed feedback Let them self correct
Teacher should circulate during seatwork,
monitoring students with short contacts
DO NOT GO OVER WORK AND GIVE
ANSWERS. Collect work to see which
students got it and which still need help
during UA.

Ticket-Out-The-Door
Student Engagement
S-S and G-G and individually

Standard:
Lesson Objective: Closure
Revisit Walk over to, point, read, restate & ask students to self assess learning
SD-6_Mountaineer

Tell me,

3/9/2016

I will forget.
Show me,
I might remember.
Involve me,
Ill understand.
-Ancient Chinese Proverb

SD-6_Mountaineer

3/9/2016