This presentation breaks down the bell-to-bell teacher instructional deliver for those following the Common Core Standards.

1. T H E N E W A G E O F T E A C H I N G
B E L L - T O - B E L L
B Y B E R N A R D P I E R O R A Z I O

2. U N L I K E T H E A N T I Q U AT E D S T Y L E O F T E A C H I N G W H E R E I N T H E PA S T A T E A C H E R
C A N S TA N D I N F R O N T O F A C L A S S R O O M A N D L E C T U R E F O R A N E N T I R E H O U R , T H E
N E W S U P P O RT I V E I N S T R U C T I O N A L D E L I V E RY H A S TA K E N A M O R E I N T E R A C T I V E
S TA N C E O F W H AT I S R E Q U I R E D B Y B O T H T H E T E A C H E R A N D T H E I R S T U D E N T S .

3. A lot of this is shaped by the new Common Core State Standards that
require teachers to rethink and reflect the way in which they support
their student each and every day.

4. W H E N C R E AT I N G Y O U R L E S S O N P L A N , Y O U N E E D T O T H I N K O F T H E
O V E R A L L B I G G E R P I C T U R E . S I M P LY P U T I T, P L A N O U T Y O U R G O A L S .
T O D O T H I S , Y O U N E E D T O L O O K AT T H E E N T I R E C U R R I C U L U M A N D
W H AT Y O U WA N T T O A C C O M P L I S H AT T H E E N D O F E A C H A C A D E M I C
Q U A RT E R .
T H I S I S W H AT W E C A L L , B A C K WA R D S P L A N N I N G .

5. B A C K WA R D S P L A N N I N G , A L S O R E F E R R E D T O A S B A C K WA R D S M A P P I N G , I S T H E P R O C E S S
T H AT A N E D U C AT O R U S E S T O D E S I G N I N S T R U C T I O N A L T E C H N I Q U E S A N D L E S S O N P L A N S I N
O R D E R T O A C H I E V E A S P E C I F I C L E A R N I N G G O A L .
B Y C O N C E P T U A L I Z I N G A N D F R A M I N G Y O U R D AY- T O - D AY L E S S O N S A S T H E S E N E C E S S A RY
B U I L D I N G B L O C K S , Y O U W I L L B E A B L E T O T R U LY T R A N S F O R M T H E I M PA C T Y O U C A N H AV E
O N Y O U R S T U D E N T S I N J U S T A F E W M O N T H S .
I N A D D I T I O N , B A C K WA R D S P L A N N I N G A L L O W S Y O U T O F O R E S E E A N Y F U T U R E P R O B L E M S
S U C H A S D I F F I C U LT L E S S O N S O R C H A L L E N G I N G C O N C E P T S T H AT W I L L B E N E C E S S A RY F O R
T H E G R O W T H O F Y O U R S T U D E N T S .

6. Once you develop your goals (quarterly, weekly, and daily), you
will be able to begin planning your day-to-day instructions. With
the new instructional initiatives, you will see your day broken
down into five parts:
1. Bell Ringer: review or preview
2. I-DO: teacher led instructions
3. We Do: group work and class work
4. You Do: Independent work
5. D.I.: differentiated instructional groups

7. B E L L R I N G E R :
R E V I E W O R P R E V I E W
To begin the day, start by giving your students a quick
assignment that can be easily accomplished within a five to
seven minute span.
While essentially you can provide any type of assignment,
you want to make sure you pick a task that is beneficial and
strategic to your lesson and your objectives.
You can do this by either optimizing a review assignment or
previewing a task for your current lesson.

8. I - D O – T E A C H E R
L E D D I S C U S S I O N
F O R T H I S P O RT I O N , Y O U W I L L B E D O I N G
M O S T O F T H E TA L K I N G .
A S Y O U L E C T U R E , M A K E S U R E Y O U P R O V I D E
E A S I LY U N D E R S T O O D I N F O R M AT I O N A N D
E X A M P L E S S O T H AT Y O U R S T U D E N T S C A N
C O M P R E H E N D A N D R E P L I C AT E F O R T H E L AT E R
S E C T I O N S .
T O E N H A N C E E N G A G E M E N T, T RY A N D U T I L I Z E
V I S U A L TA C T I C S T H R O U G H O U T Y O U R
P R E S E N TAT I O N S U C H A S T E A C H E R M O D E L I N G ,
G E S T U R E S , A N D T E A C H E R E X A M P L E S .
I N A D D I T I O N , P R O V I D E Y O U R S T U D E N T S
W I T H T H E N E C E S S A RY N O T E S T H AT T H E Y W I L L
U T I L I Z E L AT E R O N I N T H E D AY O R C O U R S E .

9. W E - D O –
G R O U P W O R K
• With the ‘We Do’ portion, group your
students in either pairs or table groups so
that they can collaborate and discuss with
one another.
• This is the portion where students are able
to interact and learn from one another.
• One helpful hint is to keep your ‘teacher-
led’ example up on the board so that they
can reference your example if they are
having any troubles.
• While the students are working together,
move around the classroom. Sit in on some
groups and discuss a variety of ideas and
how they came about with that answer.
• Afterwards, bring the class together and
give them the opportunity to share their
group answers with the rest of the class.

10. Y O U - D O –
I N D E P E N D E N T W O R K
O N C E Y O U H AV E F I N I S H E D T H E
‘ W E - D O ’ P O RT I O N O F T H E
C L A S S , H AV E T H E S T U D E N T S
AT T E M P T T H E A S S I G N M E N T
Q U I E T LY A N D I N D E P E N D E N T LY.
P R O V I D E T H E M W I T H A N E W
P R O B L E M O R T O P I C .
W H I L E T H E Y A R E W O R K I N G B Y
T H E M S E LV E S , C O N T I N U E T O
WA L K A R O U N D T H E R O O M A N D
W O R K W I T H S T U D E N T S Y O U S AW
S T R U G G L I N G T H R O U G H O U T T H E
L E S S O N .
T H I S W I L L G I V E Y O U A N
O P P O RT U N I T Y T O P R O V I D E
T H E M W I T H T H AT N E C E S S A RY
O N E - O N - O N E T I M E T O T R U LY
L E A R N T H E M AT E R I A L .

11. D I F F E R E N T I AT E D
I N S T R U C T I O N S
G R O U P
• This is often the section where many
teachers overlook.
• As much as they can cut this out of their
lessons, you need to understand the
importance and benefit that this can have
on your students.
• A differentiated instruction begins with
students moving into their specific
groups, usually based on their statewide
scores.
• By meeting with these groups, you will be
able to work with the students who most
need the help.
• Remember, the students entering your
classroom are not all on the same level. To
make that a reality, you need to provide
the extra time, dedication, and support to
get them to where they need to be.