Our Proprietary PISPA lesson delivery model combines the blooms revised taxonomy with the gradual release of responsibility
PAPSI / PISPA Unit & Lesson Planning
It ALL starts with PURPOSE
Planning – PAPSI
PURPOSE
When the lesson is complete, what should they be able to do/identify?
Must be demonstrated and measurable by the assessment(s)
ASSESSMENT
Must be directly tied to the purpose and lesson(s)
Can be directly tied to a standard (TEKS)
PRACTICE
Can be completed individually, in pairs or small groups
Problems to solve, diagram to complete, poster to create, questions to answer,
Student should have ample opportunity to practice the concepts before being assessed
Can be questions, projects,
STUDY
Compile one or more resources for students to read/review to learn about the new concept
Reading passage, video, audio, picture, interactive program, manipulatives, etc.
INTRODUCTION
Tell the students what the purpose of their time in your class is
Complete a model concept (or similar, if you have only one type to complete) to display
Complete a list of expectations and/or rubric of the completed assessment(s)
Teaching – PISPA
PURPOSE
Identify the objective / goal / learning outcome for the students: What should they be able to do or identify when they leave the lesson (over one or multiple days)?
Present as an “I can” statement
INTRODUCTION
ME – Modeling Effectively: teacher models what the student should be able to do/know (a completed piece, walking through the necessary steps) when the lesson is complete.
A new concept or new step or piece of the concept in the lesson is presented
Expectations and/or a rubric presented
STUDY
WE – Welcoming Engagement: class engages in conversation about the topic and students ask clarifying questions
Students first attempt to understand the concept in class
Students read for new information/learning purposes
Class / group conversations
PRACTICE
TWO – Thinking With Others: opportunity for students to work in pairs/small groups to clarify understanding and practice (pairs/groups not necessary)
Students second attempt to demonstrate the ability to identify or complete the concept
Assessment should be based on participation only, not on ability to successful complete task/concept
Science – LAB time (write, produce, someone else replicates)
ASSESSMENT
YOU – Your Own Understanding: students demonstrate their “ability to identify”
