Classroom Instruction that works

Intentional Lesson Planning

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Narrative Summary (Provided by ASCD)

Classroom Instruction That Works Webinar Series All webinars are presented by the authors of Classroom Instruction That Works, 2nd Edition. Sessions will be archived.
This webinar focuses on the intentional use and integration of the nine categories of instructional strategies from Classroom Instruction That Works, 2nd Edition into your lesson plans.

You will learn
- The importance of intentionally planning lessons.
- How to incorporate research-based instructional strategies in lesson plans to create the environment for learning, help students develop understanding, and help students extend and apply knowledge.
- How to use our template that structures lesson planning to the nine categories.

May 21, 2013, 3:00 p.m. ET
(Link to session archive below)

ITEC7330 Professional Development: Megan E. Morris

Lessons Learned ("take-aways")

  • No instructional strategy works equally well in all situations.
  • Lesson planning must be intentional – adaptive to individual learners/differentiated instruction
  • Know the how, why, and when to use strategies is just as important as using the proper strategy. Strategies are very important tools in the educators’ instructional toolkit and should not be used at random
  • In my opinion, this has strong connections to andragogy, noting positive interdependence and individual accountability


The overall presentation was professional with an articulate speaker and clear audio/video quality. The presentation format webinar itself well laid out incorporating engaging polling, response requested questions at appropriate points. These points included: at the beginning to initiate interest and allow to tailor presentation based on role identification data obtained; around the midpoint to refocus participants, formative assessment of the respective school districts represented/how content can be applied, ensuring they remain on track; and overall seemed lengthier than what seemed necessary as the presenter had to communicate/cue to person actually conducting the polling to obtain results.

There was a good use of graphics/visual aids to convey meaning, as discussed, in multiple formats, supported by instructional strategy discussed. At 13:21 – 14:33, there was a great visual connection to verbal presentation connecting what is going on in the classroom during instruction. For instance, the presenter cited an example of how a music teacher connected these instructional strategies to music notes [11:50 -13:21] “instruments of instruction.” The webinar at 56:22 minutes seemed excessively longer than required but the presentation ended around 48:41 for questions.

The content was educationally relevant as it focused on the use of instructional planning, specifically integrating what the referenced book identified as the 9 categories of instructional strategies in classroom instruction that works. The presentation activated prior knowledge and scaffold from that knowledge to expand on how the framework of strategies can involve more intentionality in design. Initially, the presentation began slow, making it feeling drawn out or taking more time than what should be involved in initiating webinar topic. There was no initial summation of topic, started with polling question, but what caused it to feel drawn out was the actual length of time from webinar start to actual purpose of webinar.

The speaker’s vocal rhythm was at an even, consistent tone, which towards the ending of the webinar became dry, lacking any inflection. The speaker implemented the use of pauses well allowing emphasis and participants to keep pace.

Connection to online teaching:

  • Offers a refined framework of instructional strategies
  • Hubbell (2011) states she when transitioning to teaching online she reflected on her first teaching experience and noted the need to refer back to these strategies in order to best teach online.

Connection to Universal Design of Learning (UDL) and Understanding by Design (UbD):

The instructional strategies ameliorated in webinar are similar to Universal Design for Learning (UDL) and Understanding by Design (UbD) instructional planning. This lesson template divides learning objectives section into three separate components [24;31]: know, understand, and be able to do. This separation is explained as objectives that require learners to know and understand is best supported by providing multiple representations, and when involving a skill must involve practice opportunities, similarly to UDL learning principles, for deep knowledge to be developed and fluency with concept.

Supplemental Instruction/Resources

Resource 1: Video Tutorial

Two of the four co-authors presented material during this video. This video serves as a brief synopsis of the content covered in the webinar. It highlights what high-quality instruction looks like, as articulated in the book, by summarizing research on how, when, and why to use these instructional strategies. The second speaker (co-author) tailored her points to answering and providing specific tip or effective strategy commonly asked.

McREL - Classroom Instruction That Works (2nd Ed.) Cooperative Learning
Resource 2: Study Guide
This study guide is written to enhance understanding and application of the information contained in Classroom Instruction That Works. This study guide provide a broad overview of the book edition. It is not meant to serve in lieu of the book edition but rather reinforce specific ideas.
Resource 3: Reflective example of integration
I found this resource to be informative with tangible examples of application. The blog articulates reflective stance on why Classroom Instruction That Works is helpful when transitioning to the online learning environment. There is emphasis on the significance of instructional strategy in designing lessons. It is noteworthy that the author of the is blog is also one of the book edition authors.
Resource 4: Book review/summary (2012)
Summary parallels book (2nd) edition to 1st edition (2001) version. It delivers a comprehensive outline of each book chapter with terminology. There is the potential for bias view in comparing the book editions.
Image 1: Framework
This image provides educators with a graphic to assist them in developing their instructional strategies for each lesson. This graphic conveys meaning in a different format than verbal communication with arrows indicating actionable direction. The most significant aspect of these image is the direction of the arrows all ending up going into the "Extend & Apply Knowledge" figure clearly marking the significance of all factors on the learner/learning overall.
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Image 2: Process Overview
This is an educator support. This image supplements the webinar by providing a graphic display of the instructional strategies. The image provides an overview of the proposed instructional strategies. These strategies are outlined in a process format with arrows indicating the direction and action needed for success.
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Dean, C. B., Hubbell, E. R., Pitler, H. & Stone, B. (2013). Classroom instruction that works: Intentional Lesson Planning [webinar] Retrieved from,AAAAAmGjiRE~,escbD3Me8-wT_coVb7sTe18vG6vv3Oyk&bctid=2404913128001

Dean, C. B., Hubbell, E. R., Pitler, H. & Stone, B. (2012). An ASCD study guide for classroom instruction that works. Retrieved from

Dean, C. B., Hubbell, E. R., Pitler, H. & Stone, B. (2012). Wall chart for classroom instruction that works, 2nd edition. [image]. Retrieved from

Hubbell, E. (2009). [image] Retrieved from

Lade, K. (2012). Book summary: Classroom instruction that works, 2nd edition. Retrieved from

McRel. (2012). McREL - Classroom Instruction That Works (2nd Ed.) Cooperative Learning. Retrieved from

Unknown (n.d.). [image] Retrieved from