5 Step Lesson Plan Webcast, 505
by Caroline Alexius
August 5, 2012



"Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime."—Chinese proverb. The

same holds true for students. Give students a lesson, and they will learn for a day. Teach students a lesson, and they will

learn for a lifetime.



With so many teaching theories available, which one should a teacher choose for lesson planning? The wise teacher knows

that the best lesson plans must be simple, effective, easy to plan, easy to deliver, fun, and dynamic. One may wonder if there

even exists such a lesson plan technique, and the answer is a resounding Oh Yeah! This technique is one of Whole Brain

Teachings essential elements, the Five Step Lesson Plan.



The Five Step Lesson Plan is made up of the following 5 parts:


Any information can be taught using the Five Step Lesson Plan template, and any method of delivery can be incorporated into

the lesson such as using technology, books, writing, etc. The teacher has complete control of the lesson.

A typical lesson using the template would be similar to the following about pictographs:


The benefits of the Five Step Lesson Plan include no grading of papers, students being corrected during learning and the built

in reviewing of standardized testing. Since the plan uses summative assessment, the teacher is not saddled with grading a lot

of papers and can spend more time on instruction. Correcting students during learning instead of a day or more later is a

very powerful way to help students think critically and grasp the material, before they have forgotten it. It is difficult for

teachers to find time to practice for standardized testing. With the Five Step Lesson Plan, teachers use copies of state test

questions that correlate with the lesson and practice the questions with students. This gives students a familiarity and

understanding of what will be expected of them.



A challenge of the Five Step Lesson Plan, or any lesson plan for that matter, is how to get students to remember lessons in

the future. The answer is by using Power Pix on the classroom wall. Power Pix are used in the Whole Brain Teaching

classroom to support learning, provide practice, and utilize different memory centers in the brain. An example of a Power Pix

(my own) is at the end of this reflection. The teacher must carefully consider the background knowledge of the students and

be sure to build lessons to scaffold student learning. For example, the lesson presented above about pictographs is a lesson

that would be taught after students have learned about using tally marks to obtain data. The teacher can include a fun burst

every 15-20 minutes to review previous concepts with students, in this case tally marks, to break the monotony, practice and

have fun.


The Five Step Lesson plan is simple, concise, effective and reliable. Students retain what they have learned. Parents are happy

and teachers are happy. Armed with the Five Step Lesson Plan technique, the Whole Brain Teacher has the tools needed to

teach a whole fleet of “fishermen” how to catch fish for life.


Example of a Power Pix (my own, not approved by WBT)

I attached a pdf photo of a Pictograph Power Pic. Please let me know if it did not transmit properly. Thanks, Caroline

Caroline, You wrote a comprehensive post on the 5 Step Lesson Template. I'd like to see the Power Pix you created for posting in your classroom!

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Hi Nancy. I attached the picture two times, but it did not post. I will try again on this reply.


Thank you for reviewing my post!
Caroline

No luck. I am e-mailing the photo to you right now, but it also shows on my blog alexiusclass.blogspot.com.

Thanks,
Caroline

A goal without a plan, is just a wish.
- Antoine de Saint-Exupery

Lesson planning is one of the hidden jewels of education. Simply “winging it” is not enough. Granted, teachers need to be able to have alternate plans or ideas when the students are not learning the skill or concept that is required. However, there still needs to be a blueprint. If your goal is for students to understand what a noun is, then you need to have a plan on how to teach it. Otherwise, it is only a wish.

There are five steps in creating a WBT lesson. The first two steps are really quite simple. You begin the lesson with a question and then give the answer with a question. I love the idea of starting out with a question. My first thought is that it is not only a great lesson template but would be a great modeling technique. If the teacher models lessons by asking questions, students then would be encouraged to ask questions about the world around them. When students become inquisitive, the possibilities in education are endless!

The next step in the WBT lesson template is to expand. You expand the concept by using details and examples. After learning about this step, it occurred to me how great WBT really is. The expand step is in the genius ladder and the idea of using examples is used in oral writing. All of the techniques in WBT are so cohesive and do not need to be pieced together by the students or teacher. I can see the gestures being use during the expand part. Teach – Okay would be a large part of this step.

The next step in the template is to test. This is the part I am most unfamiliar with. I have always given written tests that the school districts give us. I agree with Coach when he says that we have better things to be doing at night than correcting papers. If I spent less time correcting tests, I would have more time to plan great WBT lessons! Within the test step, teachers use Yes – No Way, QT, and my favorite, Prove it. While I do not know a lot about Prove it yet, I am excited to watch the next webcast to see how to turn a “test” into a game…WBT at its finest!

Finally, students use critical thinking skills to expand and evaluate their learning. I have always been a big believer in writing answers down. However, I love that Coach takes it one step further and students are able to write fun letters to alien planets, new questions that could be used during the testing phase, or using sentence frames and the word because. I have learned the word, “because” is a great tool for students to use critical thinking skills.

Coach B has created a great template for teachers to use in making WBT lessons. There are many more elements than I anticipated but understand why each step is essential in lesson planning. This webcast was full of “glasses off” moments. The statement I still hold on to a couple days after watching the webcast is, “Don’t cover the material. Teach the material!” This is so important for us to remember. Before moving on, 90% of your class has to understand the concept. I love that Coach B insists that almost every student learns it. In my class of 26, only two students would be able to not fully understand the lesson. In this case, I would then have to do some small group instruction to catch them up.

I am still loving WBT and learning more than I ever anticipated. Thanks Coach B for inspiring to be the best teacher I can be!

Cassie,
Your narrative of the five step lesson plan is reflective, and easy for a newbie to understand. I can imagine two teachers sitting at Starbucks having this conversation!

Start collecting your points!

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Deb

"Those who cannot remember the past are condemned to repeat it." George Santayana

This is a quote that I often use to begin the school year. I tell my students this is part of the reason we study history. We need to learn from the mistakes of others and from our own mistakes. The problem is I am not taking my own advice. I recall hearing someone say that the definition of insanity is to continue trying to do the exact same thing and expect different results. Myself and other teachers are often guilty of teaching in the same methods we were taught without regards to the end results. The results are often the same, some students get it while others do not.

Whole Brain Teaching has been proven to work and I am a firm believer after only two days of implementing the basics into my classroom. The only struggle I was having is how to incorporate this into my content? The five step lesson plan has given me that tool. Through using the 5 steps I will be able to effectively engage students into the genre of American history. I will also be able to effectively assess my students understanding without giving an exam after each and every lesson.

Thank you WBT staff for presenting this in such a way that any teacher can succeed using your philosophy.

Mr Hobbs:
Please write a more extended essay in your next certification post. Give us your detailed, point by point, analysis of a webcast. Look through the forum and find samples of certification posts that are getting high marks.
thanks!,
Coach B

I loved reading your post! I got lots of great ideas! I teach 6th grade science. I LOVE the funbursts!

Teachers! Do you want a SIMPLE lesson format to follow that ensures MAXIMUM teaching potential? I know your answer is a resounding – YES! Hang on to your hats! I am about to give you the secret to great lesson delivery!

Step 1 – Start with a question! I teach science. So, this is very much like the scientific method! We always start with a question that leads to an answer! This is a great place to find out what they already know! I will often discover their prior knowledge through TEACH/OK. I will walk around the room quickly to hear what they are saying. Use the scoreboard to make sure they are staying on task! Also very important – walk around during every step and Praise them for great work or prompt them to do better and LEAVE. Do not argue or discuss their behavior with them.

Example from my lesson – “Today, we are going to learn about 2 ways you can make scientific observations! Everyone tell me how excited you are to learn about this! (They beg and plead to learn more.) But first, I would love for your to discuss this with your neighbor. What do you think the two ways are? Teach/OK”

Step 2 – Then, I stand in front of the room and say CLASS/YES. I say all the things I heard them talk about (I also add in what I really wanted to hear!) Next, I teach the answer. I stand in a specific spot in the room for MIRROR ME. When I stand on that spot, they know what’s coming! We repeat the answer with big gestures and expressive words! I show the Power Pix. Lean heavily on the scoreboard here. Make sure to give yourself points for slow, unenthusiastic responses!

Example - “As I walked around the room I heard you say that the two ways we observe are by looking and listening. That’s cool! I also heard you say that you can observe by using your 5 senses!” (I continue and lead them to the fact that you can measure and use numbers!) I then teach the Qualitative and the Quantitative Power Pix. They copy me with Mirror Me.

Step 3 – Now, expand on what you just taught! Give more examples of the concept or vocabulary word! Have them practice in different ways! This gives them a chance to learn it in a safe way without feeling like they are not smart if they don’t “get” it at first. When you feel like they understand, move on to step 4.

Example – I held up an object and I asked the kids to make an L with their fingers if they thought it was quaLitative data and a sign language N with their fingers if they thought it was quaNtitative. First, I have they think about it silently; then they show me quickly altogether. I also add in examples and non-examples. Then, I had them sort observations into the two categories. Next, I had them describe things on their desk to each other using the 2 ways to observe using TEACH/OK.

Step 4 – Now, is time to test them to check their understanding. It is extremely important to do this now. You do not want to wait until an official summative assessment – by then it is too late! You want to do lots of formative assessments so you can quickly fix any wrong thinking and misconceptions! WBT has fun ways to do this like: QT(thumbs up/thumbs down) and Yes/No Way. Make up your own fun way to check as well! Do not worry that you cannot grade this! You do not want a grade from this anyway! You want a grade from step 5! When most of them answer the questions correctly, move on to step 5. If they do not understand the concept, you have not failed! Go back to step 2 and teach it in a different way when you get to step 3. Aren’t you glad you assessed them now?

Example – I asked true/fase questions and used the QT method. I also had them run to different sides of the room. “Run to the front if you think the answer is QUALITATIVE. Run to the back of the room if you think the answer is QUANTITATIVE.” OR “Hop on 1 foot if you think the answer is QUALITATIVE. Pat your stomach if you think the answer is QUANTITATIVE.” When most of them get it correct, move on to step 5. If they do not understand, you have not failed! Go back to step 2 and teach it in a different way when you get to step 3. I had to reteach this particular concept! The second time we did more examples and nonexamples.

Step 5 – This is the step you have been waiting for! This is where you add in the higher level thinking! This is where your principal will cry with joy when visiting your class! This is where you get them to put the new knowledge deep into their brain with the wonderful critical thinking strategies that WBT has to offer! You really need to become facebook friends with WBT to truly appreciate all of the nuances of this step! The most basic way, but an effective way, is to use the BECAUSE CLAPPER. Give them a fill-in-the-blank sentence like this: _____________is true BECAUSE (clap on the word BECAUSE) _________________.

Example – Give them a sentence with blanks to fill in. The apple is red. Red is ________(qualitative or quantitative)__________data because______________________. The apple has one stem. One stem is ______(qualitative or quantitative)____________data because__________________.
Now that you know the steps , I know you are dying to try it for yourself!

But WAIT! There is something else you need to know!

Not every kid is going to buy into this way of teaching….especially in the upper grades. Tell them to trust you! You know it seems silly but you teach this way because you are an EXPERT on how students learn! You have been researching the brain. You went to college for this! I tell my students that it IS fun and I love to have fun but that is not my main reason for teaching like this. This will get most students on your side. I tell them to give me a few weeks and they will see their grades improve! (I make sure the struggling kids DO see an improvement! I also move them up on the Super Improvers Wall more quickly at first than the others.)

Still have kids not with you? I do…one or two in each class. This is when you need Industrial Strength WBT! Read it! It will change your life!



Melissa Stoddart
6th Grade Science
Virginia Reinhardt Elementary
Rockwall, Texas
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Melissa,

Awesome job of explaining and detailing the Five Step Lesson Plan! Forum readers will definitely appreciate your efforts to give a detailed lesson and include critical thinking!

Here are your CP and some bonus CP to go with it!


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Thank you Nancy!

The five step lesson plan is an amazingly simple tool because is allows the teacher to focus in on what is really important. Chunking material, using gestures, and ending with critical thinking, for example, are all parts of this lesson plan that make it so amazing. here is one example of how I put it to use in my sixth-grade science class.

Step 1: Question
In this first step of the five step lesson plan, you present the students with a question. You want to engage students in the content and get them excited about what they are going to learn about.
EXAMPLE:
Class-Yes. Pose a question to the class: What is a biome? Students tell their partner how excited they are to learn about biomes! Do a Teach-OK and tell your table partner everything that you know about the Earth, ecosystems, biomes, and the environment.

Step 2: Answer
In this step you want to give students a short, consice answer to the question. You will expand on it late, but here you give the basics. This would be a great place to introduce a Power Pix. You can have students mirror or mirror with words as you explain this short chunk of information.
Example:
Class-Yes. As a review from the day before, explain that an ecosystem is a group of living and nonliving things that interact. Mirror with words. Give gestures to show the sun being used by plants, plants being eaten by animals, animals being eaten by other animals, plants and animals using water, climate affecting all living things, etc. Teach-OK. Assess during the teach-ok, if students don't completely understand the definition of an ecosystem, go ack and review again. When students are ready, move on to step 3.

Step 3: Expand the answer
This step gives students the bulk of the details for this concept. For complex concepts, you may have several chunks of info to explain. If you do have multiple chunks, explain one piece and then do a Teach-OK for students to process the information.
Example:
Class-Yes. Have students close their eyes and imagine themselves as a forest. They are made of trees with leaves that turn color every fall, squirrels, insects, and coyotes, with warm summers and cold winters. Tell them that all of the living and nonliving things inside them are in a perfect balance. There are enough resources in your forest to keep all of the living things happy. Now have students open their eyes and look around. Tell them that each person is an ecosystem Ask students who is a forest in Illinois? Who is a forest in California? In Canada? In Australia? (When they raise their hand doesn't matter, this is just showing that similar forests can be found all over the world) Whose forest ad ten trees? Whose as a thousand trees? (Again, it doesn't' matter when they raise their hand, this is just showing that some ecosystems are small and some are big). Have students look all around the room, at each person, imagining that they are looking at similar forests from all around the world, some big, others small, but all with similar characteristics. With gestures, explain that a biome is made of separate ecosystems from all over the world that have similar climate, animals, plants, etc. So if each student represents a deciduous forest from a different place in the world, then all of the students in the class together make a biome. Teach-OK. Assess, reteach, and move on to step 4 when ready.

Step 4: Assess
There are several variations to this assessment step. The key is to do it quickly so that you get information quickly as to whether or not your class has learned the concept. Stand up/sit down, thumbs up/down, and whiteboards are all great low-tech ways to assess. SMART response clickers are another great way to assess quickly if you have them in your classroom.
Example:
Class-Yes. Use thumbs up for true, thumbs down for false. Give 5-8 statements and ask students to thumbs up/down for each statement. You may have students put heads down during this step. If reteaching is necessary, go back to step 3. When students are ready, go on to step 5.

Step 5: Critical Thinking
This is, arguably, the most important step. It is in this step that students take the concept and internalize it. They make it their own. This is a great time to do writing (oral or on paper).
Example:
Class-Yes. Have pairs of students complete a because clapper sentence on a small whiteboard. Deserts are a biome because... The pond in my backyard is not a biome because... When pairs finish, have them decide on roles (one partner plays Smarty, the other plays Doofus) and have a conversation about the question "what is a biome". When students are all finished, pair two groups up to work together, assign one group to be a "one" and the other would be a "two". One's read their because clapper to the the two's. Two's then need to come up with an example popper to go with the sentence that the one's just shared. Then groups switch. Twos read their because clapper, one's give an example popper.

Sarah
You are definitely one of our rising stars. Outstanding post ... very detailed and lovely, creative version of critical thinking WBT style at the end. Here's 75 sweet CP for you!
Coach B

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Not Your Mama's 5 Step Lesson Plan
Webinar - 5 Step Lesson Template (505)

If your teacher training program was anything like mine, it stressed a certain lesson plan format. Ours was THE 5 Step Lesson Plan... turns out there are multiple 5 step lesson plans with completely differently steps. Who knew? Whole Brain Teaching's 5 Step Lesson Plan is much more streamlined than any other lesson plan I've seen before. Even better... it seems like it will work well.

Most lesson plan templates focus on the content. How will you convey the content? How will students practice the content? How will you assess their retention of the content?

WBT's lesson plan does not focus only on the content, but it also focuses on the question/answer (call/response) format.

Here are WBT's 5 Steps:

1. Question. This is almost like your objective or enduring understanding, but in much simpler, student-friendly language. For example, I'm teaching students how to solve for the midpoint of a line segment tomorrow. My objective will be something like I CAN use the midpoint formula to solve for the coordinate point located exactly between two segment endpoints. (Maybe a little shorter - I got carried away). My WBT question, however, will simply be "What is the midpoint?" I can Class-Teach this (get them to repeat the question to their partners), then move on to the second step. (Note: WBT does not use Do Nows or Bellringers - very similar to the suggestion of Dr. Harry Wong.)

2. Answer. Here is where I answer my question. Don't let them guess or try to draw on past experiences (this is what WBT says) because you're always putting out too many fires and quickly trying to rid the room of incorrect answers. My answer will be that the midpoint is the point exactly in the middle of a segment. You answer should be accompanied by a gesture (and a post on your Power Pix wall - featured in a coming post!).

3. Expand. This is where your traditional lesson components come into play. Chris Biffle, the gentleman behind WBT, is a college professor, and he uses this format for his classes. It will work for you, too. Don't dismiss it because it seems "too elementary". The more complex your content, the more detailed/lengthy step 3 will be.

4. Test. The test is your check for understanding. WBT teaches silents CFUs. I use only the the thumbs up/ thumbs down method accompanied by a written exit check. In my classroom, I use "Yes" "No Way" in a different fashion. Teachers understand the idea of CFUs... use what works for you.

5. Critical Thinking. One of WBT's critical thinking strategies is an idea called "Prove It". Students are given a test question from the state lesson that is aligned with the day's lesson. Students use whiteboards to (a) write their answer and (b) prove their answer - explain why. Students should also be able to defend why an incorrect answer is incorrect (How did they arrive at this incorrect answer? Multiple choices should be carefully thought-out so as to include common errors students make.)

I love this format. I have been using for several lessons now, and it works. I only have one problem. My school requires that we use bellringers, and it seems to be a difficult and awkward transition from the quiet "Do Now" period to the Whole Brain Teaching lesson. How can I make the required bellringer time more Whole Brain friendly?

Great post, Kelly! The Five Step Lesson template is a universal plan that can be used at every grade level and every subject. I hope you share some more of your specific lessons and student responses to critical thinking tasks!

Here are your new CP!


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