Effective lessonplanning
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Effective Lesson PLanning

Effective Lesson PLanning

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  • ACTIVITY: Brainstorm a list of benefits of well-planned lessons and pitfalls of poorly planned lessons
  • 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)
  • Teachers make 1500 decisions a day… this is where it begins Previous teacher comments and test data Cum folders Classroom observation
  • Let the students know your objectives, why they need to know it , and how they will use the learning. 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 …………….

Effective lessonplanning Effective lessonplanning Presentation Transcript

  • EFFECTIVE LESSON PLANNING
  • A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron. Horace Mann
  • EFFECTIVE TEACHERS…
    • Know the content
    • Understand the development of the student
    • Value the diversity of the students within the class
    • Plan strategic lessons using research-based practices
    • Use multiple assessments to evaluate progress
    • Create a suitable learning environment
    • Adapt and modify instruction
    • Use effective communication
    • Collaborate with all members of the learning community
    • Engage in sustained professional growth experiences
  • A VISION OF TEACHING
    • Connect the dots in the puzzle using only four straight lines without lifting your pen/pencil off of the paper.
    How does this relate to our teaching ?
  • INSTRUCTIONAL PLANNING AND STRATEGIES
    • Plans are developed to provide students with meaningful learning experiences
    • Plans connect to related learning opportunities
    • Teaching is based instructional strategies that focus on best practice and research
    • Teaching is supported by strategies that foster interest and progress
  • GOOD PLANNING
    • Keeps the teacher and students on track
    • Achieves the objectives
    • Helps teachers to avoid “unpleasant” surprises
    • Provides the roadmap and visuals in a logical sequence
    • Provides direction to a substitute
    • Encourages reflection, refinement, and improvement
    • Enhances student achievement
  • POOR PLANNING
    • Frustration for the teacher and the student
    • Aimless wandering
    • Unmet objectives
    • No connections to prior learnings
    • Disorganization
    • Lack of needed materials
    • A waste of time
    • Poor management
  • A GOOD LESSON INCLUDES
    • Objectives
    • Pre-assessment
    • List of materials
    • Warm-up and introduction
    • Presentation
    • Practice
    • Evaluation
    • Closure
    • Application
  • LET’S BEGIN…
    • The format of a lesson should..
      • Go one step at a time
      • Have a picture for every step
      • Have a minimal reliance on words
    An effective lesson plan is a set of plans for building something – it “constructs” the learning.
  • 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
  • PRE-ASSESSMENT
    • What are the characteristics of the learners in the class?
    • What do the students already know and understand?
    • How do my students learn best?
    • What modifications in instruction might I need to make?
  • OBJECTIVES
    • A description of what the student will be able to do at the end of the lesson
    • Provides alignment with district and state goals (Uses CCCS)
      • Use behavioral verbs to describe the expected outcomes (ACTION)
      • No-no’s: appreciate, enjoy, understand, love, etc.
  • MATERIALS
    • Plan! Prepare! Have on hand!
      • Murphy’s Law
    • Envision your needs.
    • List all resources.
    • Have enough manipulatives (when needed) for groups or individuals.
  • WARM-UP AND INTRODUCTION
    • Grab the attention of the students
    • PROVIDES THE INTEREST/MOTIVATION factor
    • Set the tone for the lesson connected to the objective
      • A question
      • A story
      • A saying
      • An activity
      • A discussion starter
      • BE CREATIVE
  • PROCEDURES AND PRESENTATION
    • Sets up a step-by-step plan
    • Provides a quick review of previous learning
    • Provides specific activities to assist students in developing the new knowledge
    • Provides modeling of a new skill
      • A picture is worth a thousand words.
      • I hear, I see………..I do!
  • LEARNING ACTIVITIES
    • Graphic organizers
    • Creative play
    • Peer presenting
    • Performances
    • Role playing
    • Debates
    • Game making
    • Projects
    • Cooperative groups
    • Inquiry learning
    • Direct instruction
    • Differentiation
    • Direct Instruction
  • PRACTICE APPLYING WHAT IS LEARNED
    • Provide multiple learning activities
    • Guided practice (teacher controlled)
      • Use a variety of questioning strategies to determine the level of understanding
      • Journaling, conferencing
    • Independent practice
      • Practice may be differentiated
    • BUILD ON SUCCESS
  • CLOSURE
    • Lesson Wrap-up: Leave students with an imprint of what the lesson covered.
      • Students summarize the major concepts
      • Teacher recaps the main points
      • Teacher sets the stage for the next phase of learning
  • EVALUATION
    • Assess the learning
      • Teacher made test
      • In-class or homework assignment
      • Project to apply the learning in real-life situation
      • Recitations and summaries
      • Performance assessments
      • Use of rubrics
      • Portfolios
      • Journals
      • Informal assessment
  • REFLECTION
    • What went well in the lesson?
    • What problems did I experience?
    • Are there things I could have done differently?
    • How can I build on this lesson to make future lessons successful?
  • THE SUBSTITUTE… NOW WHAT?
    • The Key to substitute success – DETAILED LESSON PLANS
      • Discipline routines
      • Children with special needs
      • Fire drill and emergency procedures
      • Helpful students, helpful colleagues (phone #’s)
      • Classroom schedule
      • Names of administrators
      • Expectations for the work
      • Packet of extra activities
  • A teacher is one who brings us tools and enables us to use them. Jean Toomer