DII Thinking – Cognitive Planning Template

Teacher: ______ _________ Date: ____________ Subject: _______________

Standard:

Lesson Objective:

Connecting to Prior Knowledge:

Objective Teacher Student Engagement

Input: Students will participate with choral/echo
Input and Model

Academic Vocabulary (AV) – (posted) response of meanings of Academic Vocabulary,

steps/process
Process/Steps: (posted)
Students will use gestures (TPR) to distinguish
--------------------------------- --- definitions of AV
Model: (introduce process/steps)
Students will listen and watch teacher “think
aloud.”
Structured Practice

Students will actively participate (echo/choral

read) in completing problems with teacher

Think-Pair-Share opportunities, equity

cards/sticks

Respond using sentence frame:

Students will recall process

Guided Practice

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)

Teacher Student Engagement

PracticeIndependent

Monitoring Students will independently complete

___________________.
Collects for Formative Data

OR

Coaches students (immediate feedback)

Standard:

Lesson Objective:
 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 don’t just want students knowing and doing; we want them
explaining and understanding.
Don’t forget to “Overlap” activities. Ex: As you pass out papers, have partners read the steps to each other. Keep
students engaged/busy.

Objective Teacher Student Engagement

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

I Do It - You Watch and Listen

You do all the thinking. Make sure to Think Aloud Sentence Frames: Need to model
and to model what you want them to be doing complete sentences either verbally or
independently. Start where you want them to end. written.
 Avoid asking questions during input. Don’t expect
students to know what hasn’t been taught  Echo, choral
 Show or demonstrate info. through auditory, visual,  “Show me...” - students connect to
kinesthetic, or a combo. of modalities learning using TPR
 Provide a chart of the sequential steps in taking on
the skill Student Engagement
 Talk about your thinking (Metacognitive
Demonstration) – point to the chart when using steps T-C , T-G, T-S
 CFU - Present material in small steps – Have Notice the teacher always leads the
students chorally repeat and/or TPS the steps interaction during input and model
 Re-explain difficult points
Often times you will need to go back up into Structured Practice
if students seem to still be struggling. Make sure to orally make

Structured Practice
We Do It Together  Give “Think Time” – 5 seconds
You help them with the thinking and help feed them  Engage all students: T - C C-
the answers. They don’t think it all the way through T Choral, TPS, TIPSI, thumbs
by themselves until guided practice up/down
this known and take back the “pace” of the lesson.

 Teacher Paced - Lock Step  Have students verbalize steps:

 Lead students through the steps, the cognitive “What do I do next?” Think...tell
process, and the rule your partner, randomly call on
 Provide lots of prompts / pre-correctives students to CFU
 Avoid letting errors go uncorrected or giving answers Student Engagement
to students. Give specific feedback & correctives. Go
back to the student later to allow them to correctly T-C C-T , T– G G – T, T-S
answer the question. S-T
 CFU - Start asking “HOTS” & get students to explain Ask a question, let them think,
concepts or process in their own words (effective let them share, THEN call on
teachers ask more) students
You Do It. I Watch and Listen
Students do the thinking while you monitor.  Maintain a brisk pace if students are
 More Examples (student paced, teacher monitored grasping concept
Guided Practice

(Check for Understanding)  “Ok students, what do I do next?”

 Students start to take on more of the practice – partner A tell B...call on at least 5
teacher monitors students to get a good % of your
 CFU - Elicit overt response that demonstrates class-
behavior in the objective – Make sure to have  White boards, “Chest it”
students verbalize the steps NOT TEACHER
 Praise-Prompt-Leave strategy to gradually release Student Engagement
responsibility
 Pre-correctives and Correctives T-G, S-S, G-G

Teacher Student Engagement

You Do It

Try and be quiet at this time. Let them

struggle a bit. Students practice completely
t PracticeIndependen

on their own after reaching at least 85%

accuracy with guided practice
Ticket-Out-The-Door
 Corrective should be minor and one-on-one
Student Engagement
 Delayed feedback – Let them self correct
 Teacher should circulate during seatwork,
S-S and G-G and individually
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.

Standard:

Lesson Objective: Closure

Revisit – Walk over to, point, read, restate & ask students to self – assess learning

SD-6_Mountaineer 5/13/2021

Tell me,
I will forget.
 Show me,
I might remember.

Involve me,
I’ll understand.

-Ancient Chinese Proverb

SD-6_Mountaineer 5/13/2021