An Introduction to the

EEI Instructional Model

Chuckles LaRue

Welcome to Teaching!
Congratulations on becoming a brand new

teacher!
The purpose of this presentation is to
acquaint you with the basics of how Madeline
Hunter's EEI instructional model applies to
lesson planning.

Standards and Objectives

It is here that your lesson plan describes what

specifically the students will learn in that lesson.

You must also list the state standards that your
lesson plan is fulfilling.
The objective should be known and understood
by all students.
Students learn and teachers teach more
effectively when all understand exactly what is
being taught and how the students are being
assessed.

Giving each Lesson

Purpose
Students need to have a clear understanding

of what they are learning and why.

Every lesson needs to be well grounded in its
objective statement and standards. Refer to
these during each lesson.

Anticipatory Set
The hook for the lesson. This is where you

engage the students interest and foster

active participation.
It may take the form of vocabulary, examples,
models, questions, demos, etc.
A good place to activate the prior knowledge
of your students.

What is Active Participation,

Anyway?
Active Participation means that everyone in

your classroom is engaged and taking part in

the lesson.
If there are students that arent taking part in
the lesson, you do not have active
participation.
A single head on the desk means that you
have a student whose needs arent being met.

Teaching Input
This is the instruction phase, where we pass

new learning on to the students.

It is most effective when the information is
broken down into small, easily digestible
chunks.
Good input must take into account each
students needs, strengths, and weaknesses.

Modeling
Students often benefit

from a demonstration of a
skill or technique.
This is where you can
show the applications of
your lesson directly to the
students.
Modeling can sometimes
stifle creativity; to avoid
this, use multiple
examples showing many
perspectives on the
subject.

Check for Understanding

You must compile data on how your students

are progressing through the class by carefully

examining responses and explanations given
by the students.
You must gauge understanding frequently and
competently.
Be sure to adapt your input to match the data
compiled. Data is useless unless it is utilized.

Guided Practice
Students need to have time to practice new

learning on their own.

However, learning at this stage of the process
can be easily derailed. Mistakes can be
persistent and difficult to unlearn.
The best solution to this problem is to provide
highly structured, closely guided time to
solidify new ideas and prepare for more
independent practice.

Closure
Closure is the process of

reviewing new learning,

reiterating the important
points and giving the
students a chance for selfreflection.
Closure does not necessarily
take place at the end of each
lesson; closure should
happen in transitional stages
to help secure critical
concepts with each student.
Think of it as tying the knot
around the lesson.

Independent Practice
The final stage of learning. Independent

practice is where a student utilizes their skills

free of assistance.
Must be done only when you are reasonably
certain that they are unlikely to make major
mistakes and are likely to do well.
Successful independent practice is morale
boosting. Failed independent practice can be
crushing. So be careful!

References
Burden & Byrd (2015). Methods for Effective
Teaching.
Queens University: Madeline Hunter's Lesson
Plan Format
Pennsbury School District, PA: Best Practices of
EEI Lesson Design