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# Making Lesson Plans

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Slides from a talk on lesson planning I gave for a calculus instructors orientation ten years ago.

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### Making Lesson Plans

1. 1. Making Lesson Plans Calculus Instructors Orientation September 13, 2005 Matthew Leingang Copyright ©2005 The President and Fellows of Harvard College
2. 2. Introduction We need to cover the section on the product rule. Students hate the product rule What to do? This “problem” exists for every topic of every course
3. 3. Why plan lessons? (apologies to Andy Engelward) PPPPPPP Proper Planning and Preparation Prevent Pretty Poor Performance! Be an effective teacher Make yourself look smart
4. 4. Lesson Styles Theorem-oriented Definition Theorem Proof Example QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
5. 5. Lesson Styles (continued)  Problem-oriented  Example  Example  Definition  Theorem  Proof?  Example  Example  Example (repeat as necessary) QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
6. 6. Basic Lesson Planning
7. 7. Start with the end “Students will be able to” (SWBAT) points Context, Big Picture Assessment What class activities will determine if you have met your goals? What homework problems are going to be assigned after this class?
8. 8. Sample Goals “Understand the interplay between logarithms and exponentials” (conceptual) “Use the product rule to take derivatives of elementary functions” (technical) “Recognize when to use logarithmic differentiation” (strategic)
9. 9. Then go to the beginning Introductory Example (Hatsumon) here’s a problem you can’t do now, but will be able to do at the end of the class Big Question that you plan to answer
10. 10. Anticipating Questions What will students find difficult? What examples will illustrate and illuminate? Practice and experience will improve this skill
11. 11. End with the middle Fill in the big idea Proof? Use your knowledge of students backgrounds to fill in your examples.
12. 12. Choosing Examples Wisely  Vary degrees of simplicity and complexity  Try to find ways to involve students  Choose them to be interesting to them  Consider alternatives to you doing them at the board  Work them out ahead of time!!  Make sure they’re not too complicated  Make sure they illustrate your point
13. 13. Scripting your Lesson Consider writing out some parts verbatim Important diagrams can be practiced ahead of time Depends on experience and language skills QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
14. 14. Time Management Know how much of your notes corresponds to how much class time Put a timeline in your lessons “accordion” sections QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
15. 15. Methods (aka Choreography)
16. 16. Group Work Breaking up students Preparing worksheets Big problems/small problems QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
17. 17. Student Board Work Work out an example Races
18. 18. Polling/Discussion organizing Informal PRS Get students to talk to each otherQuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
19. 19. Transitions Moving from one thing to the next Simple Summary Not necessarily delivered by you!
20. 20. Breakouts: Develop a Lesson for your class
21. 21. Debriefing
22. 22. Discuss What ideas did you hear that you hadn’t thought of? What principles of lesson planning did you take away?
23. 23. Assignment Think about your lesson in the next couple of days Fill in the rest Meet in your group and share
24. 24. Postmortem Assess your Class! Analyze What went right What went wrong What you’d do next time Keep for posterity QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
25. 25. Cheats and Hacks Look in (different) textbook Reuse old lesson plans “Borrow” someone else’s lesson plan Collaborate on lesson plans Lesson Study QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
26. 26. Closing Remarks PPPPPPP Ontogeny recapitulates phylogeny The more you teach, the smarter you get, but students stay the same!
27. 27. References First Day to Final Grade: A Graduate Student’s Guide to Teaching (Curzan, Damour) Learning to Teach and Teaching to Learn Mathematics: Resources for Professional Development (Delong, Winter) How to Teach Mathematics (Krantz)