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Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
Effective lesson2
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Effective lesson2

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  • Effective teachers have bellringer/ opening activities Successful people prepare themselves daily for their work
  • ACTIVITY: Brainstorm a list of benefits of well-planned lessons and pitfalls of poorly planned lessons Increase the amount of time a student is working and you increase learning
  • Example: division problem (visual) compare divide multiply subtract compare bring down Compare this to the directions for making a model airplane (marketers have it right)
  • Let the students know your objectives, why they need to know it , and how they will use the learning. Make real-world and cross-curricular connections to help students tap into prior knowledge and experiences, thus making learning easier and more relevant to the wider context. Good objective: Students will be able to illustrate clouds that signal unsettled weather. Poor objective: Students will understand that some clouds signal the approach of poor weather conditions. ACTIVITY: Have groups (2-3) write a behavioral objective for …………….
  • Teachers make 1500 decisions a day… this is where it begins Previous teacher comments and test data Cum folders Classroom observation
  • Integrate technology when possible. Using technology in the classroom is not only a great classroom management tool, but it also allows teachers to reach students with many different learning styles all in one tool. From interactive lessons to independent practice, this is how the current generation learns, and teachers must take advantage.
  • Check for learning frequently. Whether using a simple oral question–answer session or learner response devices (ActiVote or ActivExpression), the most effective teachers check for understanding often. Doing this allows for early intervention and review or acceleration of a concept.
  • Transcript

    • 1. EFFECTIVE LESSON PLANNING Presented by LaVonne McClain, NBCT, M.Ed. Instructional Coach
    • 2. GOALS <ul><li>To describe the value of effective planning </li></ul><ul><li>To discuss and utilize various components of effective lesson plans </li></ul>
    • 3. A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron. Horace Mann
    • 4. EFFECTIVE TEACHERS … <ul><li>Know the content </li></ul><ul><li>Understand the development of the student </li></ul><ul><li>Value the diversity of the students within the class </li></ul><ul><li>Plan strategic lessons using research-based practices </li></ul><ul><li>Use multiple assessments to evaluate progress </li></ul><ul><li>Create a suitable learning environment </li></ul><ul><li>Adapt and modify instruction </li></ul><ul><li>Use effective communication </li></ul><ul><li>Collaborate with all members of the learning community </li></ul><ul><li>Engage in sustained professional growth experiences </li></ul>
    • 5. INSTRUCTIONAL PLANNING AND STRATEGIES <ul><li>Plans are developed to provide students with meaningful learning experiences </li></ul><ul><li>Plans connect to related learning opportunities </li></ul><ul><li>Teaching is based on instructional strategies that focus on best practice and research </li></ul><ul><li>Teaching is supported by strategies that foster interest and progress </li></ul>
    • 6. GOOD PLANNING <ul><li>Keeps the teacher and students on track </li></ul><ul><li>Achieves the objectives </li></ul><ul><li>Helps teachers to avoid “unpleasant” surprises </li></ul><ul><li>Provides the roadmap and visuals in a logical sequence </li></ul><ul><li>Provides direction to a substitute </li></ul><ul><li>Encourages reflection, refinement, and improvement </li></ul><ul><li>Enhances student achievement </li></ul>
    • 7. POOR PLANNING <ul><li>Frustration for the teacher and the student </li></ul><ul><li>Aimless wandering </li></ul><ul><li>Unmet objectives </li></ul><ul><li>No connections to prior learnings </li></ul><ul><li>Disorganization </li></ul><ul><li>Lack of needed materials </li></ul><ul><li>A waste of time </li></ul><ul><li>Poor management </li></ul>
    • 8. LET’S BEGIN… Activating Strategy - Video <ul><li>The format of a lesson should.. </li></ul><ul><ul><li>Go one step at a time </li></ul></ul><ul><ul><li>Have a picture for every step </li></ul></ul><ul><ul><li>Have a minimal reliance on teacher talk </li></ul></ul>An effective lesson plan is a set of plans for building something – it “constructs” the learning.
    • 9. Ingredients of a Good Lesson <ul><li>Objectives </li></ul><ul><li>Essential Question </li></ul><ul><li>Pre-assessment </li></ul><ul><li>List of materials </li></ul><ul><li>Warm-up and introduction (Activating Strategy) </li></ul><ul><li>Presentation </li></ul><ul><li>Practice (graphic organizers) </li></ul><ul><li>Evaluation </li></ul><ul><li>Closure </li></ul><ul><li>Application </li></ul>
    • 10. The greater the structure of a lesson and the more precise the directions on what is to be accomplished, the higher the achievement rate. Harry Wong, The First Days of Teaching
    • 11. OBJECTIVES <ul><li>A description of what the student will be able to do at the end of the lesson </li></ul><ul><li>Provides alignment with district and state goals (Uses SCOS/CCSS) </li></ul><ul><ul><li>Use action verbs to describe the expected outcomes </li></ul></ul><ul><ul><li>No-no’s: appreciate, enjoy, understand, love, etc. </li></ul></ul>
    • 12. “Thin” & “ THICK ” Objectives <ul><li>Avoid vague, unclear tasks, be specific in what you want students to do. </li></ul><ul><li>Thin: Students will research landforms. </li></ul><ul><li>THICK : Students will create representation of a landform of their choice and present statistical data in a manner appropriate for selected audience. </li></ul><ul><ul><li>The Differentiator </li></ul></ul>
    • 13. Curriculum-Framing Questions <ul><li>To target higher-order thinking skills </li></ul><ul><ul><li>To require comparison, synthesis, interpretation, evaluation, etc. </li></ul></ul><ul><li>To ensure student projects are compelling and engaging </li></ul><ul><ul><li>To require more than a simple restatement of facts </li></ul></ul><ul><li>To focus on important topics </li></ul><ul><ul><li>To connect learning to other disciplines and other topics of study </li></ul></ul><ul><ul><li>To ask questions that have been asked throughout human history </li></ul></ul><ul><ul><li>To address compelling questions </li></ul></ul>
    • 14. How Do Essential Questions Help Teachers? <ul><li>They help teachers focus on important topics in their year-long curriculum </li></ul><ul><li>They raise important questions across content areas (Math, Science, Literature, History, etc.). </li></ul><ul><li>They center around major issues, problems, concerns, interests, or themes that also occur in other units. </li></ul><ul><li>They help teachers promote authentic inquiry </li></ul>
    • 15. How Do Essential Questions Help Students? <ul><li>Essential Questions bring meaning and focus to the study of events and topics throughout a project or course, which otherwise may seem arbitrary or unrelated. </li></ul><ul><li>They engage students’ imagination and connect the subject with their own experiences and ideas. </li></ul><ul><li>There is no one, obvious “right” answer, so students are challenged to explore many possibilities. </li></ul><ul><li>They encourage in-depth discussion and research, and set the stage for further questioning. </li></ul><ul><li>They help students compare, contrast, and make analogies. </li></ul>
    • 16. Unit Questions <ul><li>Are open-ended questions that tie directly to a project or unit </li></ul><ul><li>Pose a reasonable challenge </li></ul><ul><li>Require higher-order thinking skills </li></ul><ul><li>Help students construct their own answers and their own meaning from the information they have gathered </li></ul><ul><li>Help answer the Essential Question </li></ul><ul><li>Examples: </li></ul><ul><ul><li>EQ: </li></ul></ul><ul><ul><ul><li>Why do we need others? </li></ul></ul></ul><ul><ul><li>UQ: </li></ul></ul><ul><ul><ul><li>Which of our community helpers is the most important? </li></ul></ul></ul><ul><ul><ul><li>Which community helper would you most like to be? </li></ul></ul></ul>
    • 17. Content Questions <ul><li>Have a narrow set of correct, fact-based answers </li></ul><ul><li>Often relate to definitions, identifications, and general recall of information (example: questions found on a test) </li></ul><ul><li>Help answer the unit questions </li></ul><ul><li>Examples: </li></ul><ul><ul><li>EQ: </li></ul></ul><ul><ul><li>Why do we need others? </li></ul></ul><ul><ul><li>UQ: </li></ul></ul><ul><ul><ul><li>Which of our community helpers is the most important? </li></ul></ul></ul><ul><ul><ul><li>Which community helper would you most like to be? </li></ul></ul></ul><ul><ul><li>CQ: </li></ul></ul><ul><ul><ul><li>Who are some community helpers? </li></ul></ul></ul><ul><ul><ul><li>What do these community helpers do? </li></ul></ul></ul>
    • 18. Matching Curriculum Framing Questions <ul><li>Essential Questions –broad, open ended </li></ul><ul><li>How can I make a difference? </li></ul><ul><li>Unit Questions – project-specific; aid students in understanding concepts of a project </li></ul><ul><li>What can our school do to help save an endangered species? </li></ul><ul><li>Content Questions – fact-based, lower level Blooms </li></ul><ul><li>What makes a species endangered? </li></ul>
    • 19. Think-Pair-Share <ul><li>Work with your table. </li></ul><ul><li>Sort the cards according to Essential, Unit or Content question. </li></ul><ul><li>Discuss the impact of completing this activity. </li></ul>
    • 20. PRE-ASSESSMENT <ul><li>What are the characteristics of the learners in the class? </li></ul><ul><li>What do the students already know and understand? </li></ul><ul><li>How do my students learn best? </li></ul><ul><li>What modifications in instruction might I need to make? </li></ul>
    • 21. MATERIALS <ul><li>Plan! Prepare! Have on hand! </li></ul><ul><ul><li>Murphy’s Law </li></ul></ul><ul><li>Envision your needs. </li></ul><ul><li>List all resources. </li></ul><ul><li>Have enough manipulatives (when needed) for groups or individuals. </li></ul>
    • 22. WARM-UP AND INTRODUCTION <ul><li>Grabs the attention of the students </li></ul><ul><li>PROVIDES THE INTEREST/ MOTIVATION factor </li></ul><ul><li>Sets the tone for the lesson connected to the objective </li></ul><ul><ul><li>A question </li></ul></ul><ul><ul><li>A story </li></ul></ul><ul><ul><li>A saying </li></ul></ul><ul><ul><li>An activity </li></ul></ul><ul><ul><li>A discussion starter </li></ul></ul><ul><ul><li>BE CREATIVE </li></ul></ul>
    • 23. Engage Students With Questions <ul><li>Questions should </li></ul><ul><ul><li>Stimulate students to process content </li></ul></ul><ul><ul><li>Make content relevant to themselves through paraphrasing </li></ul></ul>
    • 24. Cognitive Levels of Questioning Bloom’s Taxonomy <ul><li>Remembering </li></ul><ul><li>Understanding </li></ul><ul><li>Applying </li></ul><ul><li>Analyzing </li></ul><ul><li>Evaluating </li></ul><ul><li>Creating </li></ul>
    • 25. PROCEDURES & PRESENTATION <ul><li>Provide a quick review of previous learning </li></ul><ul><li>(Foundation Building) </li></ul><ul><li>Provide modeling of a new skill </li></ul><ul><ul><li>A picture is worth a thousand words. </li></ul></ul><ul><ul><li>I hear, I see………..I do! </li></ul></ul><ul><li>Provide specific activities to assist students in developing the new knowledge and assess to guide lesson </li></ul><ul><li>Use Relevant Vocabulary </li></ul><ul><li>Limit Lecture Time (max. 15 minutes) </li></ul>
    • 26. LEARNING ACTIVITIES <ul><li>Graphic organizers </li></ul><ul><li>Creative play </li></ul><ul><li>Peer presenting </li></ul><ul><li>Performances </li></ul><ul><li>Role playing </li></ul><ul><li>Debates </li></ul><ul><li>Game making </li></ul><ul><li>Projects </li></ul><ul><li>Cooperative groups </li></ul><ul><li>Inquiry learning </li></ul><ul><li>Direct instruction </li></ul><ul><li>Differentiation </li></ul><ul><li>Direct Instruction </li></ul>
    • 27.  
    • 28. PRACTICE APPLYING WHAT IS LEARNED <ul><li>Provides multiple learning activities </li></ul><ul><li>Supports guided practice (teacher controlled) </li></ul><ul><ul><li>Use a variety of questioning strategies to determine the level of understanding </li></ul></ul><ul><ul><li>Journaling, conferencing </li></ul></ul><ul><li>Encourages Independent practice </li></ul><ul><ul><li>Practice may be differentiated </li></ul></ul><ul><li>Uses Graphic Organizers to categorize information </li></ul><ul><li>Allows students to move to ensure active engagement </li></ul>
    • 29. CLOSURE <ul><li>Lesson Wrap-up: Leave students with an imprint of what the lesson covered. </li></ul><ul><ul><li>Students summarize the major concepts </li></ul></ul><ul><ul><li>Teacher recaps the main points </li></ul></ul><ul><ul><li>Teacher sets the stage for the next phase of learning which may be remediation or extension of activity </li></ul></ul>
    • 30. Assessment - Article <ul><li>Assess the learning </li></ul><ul><ul><li>Teacher made test </li></ul></ul><ul><ul><li>In-class or homework assignment </li></ul></ul><ul><ul><li>Project to apply the learning in real-life situation </li></ul></ul><ul><ul><li>Recitations and summaries </li></ul></ul><ul><ul><li>Performance assessments </li></ul></ul><ul><ul><li>Use of rubrics </li></ul></ul><ul><ul><li>Portfolios </li></ul></ul><ul><ul><li>Journals </li></ul></ul><ul><ul><li>Informal assessment </li></ul></ul>
    • 31. REFLECTION <ul><li>What went well in the lesson? </li></ul><ul><li>What problems did I experience? </li></ul><ul><li>Are there things I could have done differently? </li></ul><ul><li>How can I build on this lesson to make future lessons successful? </li></ul>
    • 32. A teacher is one who brings us tools and enables us to use them. Jean Toomer Time to Practice!

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