EEI Presentation

Cody Simpson
Table of Contents
1. Content Standards
2. Learning Objectives
3. Learning Objectives
4. Anticipatory Set
5. Teaching:Input and Modeling
6. Guided Practice
7. Closure
8. Independent Practice
9. Madeline Hunter
10. Purpose/Essential Questions
11. Active Participation
12. Checks for Understanding
13. Pros and Cons of EEI
14. References
Content Standards

● Standards are set by the state or national government and are used to
determine what should be taught in the classroom (Madeline Hunter's
Lesson Plan, n.d.).
● Peters (2017) suggests that teachers should have the objectives
written on the board for students.
● Standards allow for a more seamless transition between different
grade levels.
● Common Core Standards allow for this seamless transition to occur
between states.
Learning Objectives

● What should students be able to do?

● Teachers should have a clear idea of their objectives before entering
the classroom that day (Madeline Hunter's Lesson Plan, n.d.).
● Objectives give students direction (Wilson, n.d.).
● Teachers also gain direction from objectives.
Learning Objectives (Cont.)
● Peters (2017) also suggests putting the objectives on the board so
students know what they are.
● Students knowing objectives makes them conscious of their goals.
● The teacher’s job is to have the students achieve said objectives.
● At the end of the class teachers should ask themselves if their
students met the objectives.
Anticipatory Set
● The anticipatory set allows students to understand what the class will
be about.
● Films, games, focused discussions, etc. (Wilson, n.d.).
● Peters (2017) suggests tapping into students pre-existing knowledge
on a topic.
● This activity is meant to get students ready for the actual subject
being taught.
Anticipatory Set (Cont.)
● This set is meant to get the children hooked into the lesson (Peters,
2017).
● Peters (2017) notes that this hook needs to be appealing.
Teaching:Input and Modeling
● This is the very important step of being the teacher and showing
students what they need to do (Wilson, n.d.).
● Indicative of the classes’ exercise or a lecture.
● The teacher needs to be the model for how to properly do the
activity.
● Teachers need to aim students attention to key information that they
need to know (Peters, 2017).
Teaching:Input and Modeling (Cont.)
● Teachers are the example that students follow.
● Make sure to give thurow instruction or a good model for students to
follow.
● An example would be the proper way to do an experiment in a
science class, and what errors to avoid.
Guided Practice
● Students do their own runthrough of the activity with the teacher’s
supervision (Madeline Hunter's Lesson Plan, n.d.).
● This is the chance for students to try the activity with a heavy
helping hand from the teacher if needed.
● The purpose is to get students to attempt the work themselves while
also having help to make sure things go right.
Guided Practice (Cont.)

● The ultimate goal of this section is for students to be able to replicate

the example you provided (Wilson, n.d.).
● Their ability to accomplish this task is reflective of the instructions
they were provided.
● How closely were the students able to follow the example?
Closure
● The teacher needs to reiterate what the students have learned
(Wilson, n.d.).
● This draws a connection between the standards, learning objectives,
and all the activities.
● Teachers need to establish the point of the lesson.
● This is an opportunity to see if the students have any questions
(Madeline Hunter's Lesson Plan, n.d.).
Closure (Cont.)

● The goal is to create a complete understanding of the objectives and

lesson.
● Were students able to comprehend everything?
Independent Practice
● Allow students to do the work themselves after the closure (Wilson,
n.d.).
● The point of this is to make sure students understood the topic to the
point that they are able to do the activity entirely on their own.
● Wilson (n.d.) suggests that this could be done in the form of group
work or even homework.
Independent Practice (Cont.)
● Homework is a good way to allow students to work on their own
while still alloting plenty of time towards the class.
● This practice is used to enforce the lesson while also making sure
students have a complete understanding of the activity.
Madeline Hunter
● Her goal was to have students understand the topic in one run
through (Wilson, n.d.).
● Wilson (n.d.) also states that Dr. Hunter’s goal was not to create an
evaluation tool.
● While she was alive she was an educator and a principal (Wilson,
n.d.).
Purpose/Essential Questions
● The purpose of this model is to reiterate informations so that students
are able to understand what is taught by the end of the lesson
(Wilson, n.d.).
● Peters (2017) suggests that this model is very open to different
methods of teaching.
● The purpose is essentially to make sure that students understand the
lesson in the quickest way possible.
Active Participation
● Pima County JTED (2018) states that active participation is the goal
to engage all students in the subject.
● This can be done through many methods such as group or class-wide
discussions.
● Teachers need to make sure that all students participate in work in
some way.
● Pima County JTED (2018) notes that active participation is an
excellent way to check for understanding.
Checks for Understanding
● Pima County JTED (2018) suggests plenty of strategies for checking
understanding such as using white boards, play or pass, or even just
asking students yes or no questions and having them raise their hands
as consensus.
● Group discussions are also a great way to get gain information on
how well students are understanding a lesson.
Pros and Cons of EEI

● Wilson (n.d.) states that this method is good because its use of
repetition to get students to understand a topic.
● At the same time Wilson (n.d.) notes that the cons of this method are
that gifted students will become bored with all of the repetition.
● Wilson (n.d.) suggests that this can be an impactful model if utilized
properly by the educator.
References

● Burden, P. R., & Byrd, D. M. (2018). Methods for effective teaching: Meeting the needs of all
students (8th ed.). Boston, MA: Pearson.
● Madeline Hunter's Lesson Plan (n.d.). Retrieved from Queens University.
● Peters, M. (2017, June 16). EEI Instruction by Madeline Cheek Hunter. Retrieved from Medium.
● Pima County JTED (2018). Active Participation Strategies. Retrieved from the California
Department of Education.
● Wilson, L. O. (n.d.). Madeline Hunter Lesson Plan Model. Retrieved from The Second Principle.