Leslie Owen Wilson/Updated Fall 2002
Hunter Model Lesson Plans Index
This informational page has been updated at Dr. Wilson's new site -
However, sample plans offered by former UWSP students will remain at this address.
Links to Sample Plans written using the Hunter Format
|Brad Heltsen - Junior High Math||Jamie Daggett - FCE - Preparing a Resume|
|Kate Boesch - Communicative Disorders Plan||Shawn Lee - Exploring Self Space in Basketball|
|Brooke Groeschel - Communicative Disorders Plan||Kamie Englebert - Junior High Physical Education|
The Hunter Model or Drill That Skill
These are highly structured plans devised using the classic, repetitive lesson model developed by the late school principal and long-time educator Madeline Hunter. The traditional steps of the Hunter Model were designed for the explicit purpose of having students get it right the first time through. Erroneously some school administrators have used the model to analyze teaching performances. Please note that during her lifetime, Hunter was emphatic that it was never her intention that her model should have been used in this way.
Principal Hunter developed the model using the science and knowledge of her time. She wanted to assure that teachers gave learners little or no opportunity to “get it wrong.” She did this because the research at the time indicated that relearning materials or skills took much more time than learning it right the first time. Learning lays down a neural pathway, and every time you practice that skill you strengthen the pathway. Thus, to correct mislearned material or skills the learner must first eradicate that which was wrong or wrongly done, and then relearn the material or skill correctly.
Hunter developed specific steps that combined this knowledge about how the brain learns, and married it to the classic form of direct instruction making hers a “hybrid” model. Her model has a number of advantages and an equal number of disadvantages.
For instance it is a great drill and practice model. However, without considerable thought, revision, and artful manipulation, the model's repetitive structure it is not appropriate for open-ended, discovery learning sessions, or exploratory educational experiences requiring divergent thinking skills, creative problem solving, or higher level thinking skills. The model is an excellent one for content or processes that benefit from repetition, and it is more readily suited for lessons which emphasize the lower tier of Bloom's taxonomy -- knowledge, comprehension, and application.
The model is also not particularly well suited for use with gifted students. This population becomes easily bored with repeated applications, especially if they are not challenging. Gifted students may also resent tightly, teacher-controlled learning settings where learning patterns are readily apparent from the very beginning.
1) Anticipatory Set – Getting students ready and/or excited to accept instruction. (Please note that giving directions may be part of the procedural dialog of a lesson, but in and of themselves directions are NOT an Anticipatory Set !!!!! The key word here is "anticipatory" -- do something that creates a sense of anticipation in the students -- an activity, a game, a discussion, view a film or video clip, field trip, reflective exercise, etc.. )
2) Stated Objectives – Letting students know where they are going.
3) Input Modeling/Modeled Practice – Making sure students get it right the first time by showing and demonstrating.
4) Guided Practice - Making sure students have it right! Can they replicate what you want them to do?
5) Independent Practice - Doing it by themselves.
6) Closure - Bringing it all to a close - one more time. What did they accomplish? What did they learn?
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