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Lesson Planning - ELEM 4525


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Review of the six-step lesson plan

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Lesson Planning - ELEM 4525

  1. 1. How to Write an Effective Lesson Plan
  2. 2. LESSON PLANNING <ul><li>Lesson Information </li></ul><ul><li>Procedures </li></ul><ul><ul><ul><ul><li>Focus and Review </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Statement of Objective </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Teacher Input </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Guided Practice </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Independent Practice </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Closure </li></ul></ul></ul></ul><ul><li>III. Evaluation/Written Reflection </li></ul>
  3. 3. I. Lesson Information <ul><li>Lesson plan #, Name, clinical teacher, date to be taught </li></ul><ul><li>NCSCOS Goal(s)/objective(s) </li></ul><ul><li>Materials – list all materials used in the lesson and sources where appropriate </li></ul><ul><li>Visuals </li></ul><ul><li>Multiple Intelligences </li></ul>
  4. 4. I. Lesson Information, cont. <ul><li>Lesson Objective – a measurable behavior , what students should know or be able to do as a result of the lesson. Must include: </li></ul><ul><ul><li>A udience – always begin with “the students will” or the “learner will” </li></ul></ul><ul><ul><li>B ehavior – must be measurable use Bloom’s Power Verbs </li></ul></ul><ul><ul><li>C ondition – under what conditions will students perform the behavior </li></ul></ul><ul><ul><li>D egree – to what extent will the student perform the behavior (“5 out of 6”, “with no more than two errors”, etc.) </li></ul></ul>
  5. 5. II. Procedures <ul><ul><li>The Six Steps! </li></ul></ul><ul><ul><ul><ul><li>Focus and Review </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Statement of Objective </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Teacher Input </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Guided Practice </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Independent Practice </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Closure </li></ul></ul></ul></ul>
  6. 6. Step 1: Focus and Review <ul><li>Get the learner’s attention (use a “hook”) </li></ul><ul><li>“ Hook” the students’ attention with a visual or auditory stimulus as well as review their prior knowledge of material to be taught </li></ul><ul><li>Relate new learning to previous learning </li></ul><ul><li>Identify prerequisite skills needed </li></ul><ul><li>Establish relevance of the lesson </li></ul><ul><li>Bring the learners to the edge of their seats. This is the teacher’s opportunity to get them motivated and invested in learning! </li></ul>
  7. 7. Step 2: Statement of Objective <ul><li>A direct statement that informs the students what they are going to learn and do. </li></ul><ul><li>Should be written and stated in “kid- friendly” language. </li></ul><ul><li>Should not be a verbal rendition of the formal written objectives. </li></ul>
  8. 8. Step 3: Teacher Input <ul><li>This is where teaching takes place and remember that children learn best by DOING. </li></ul><ul><li>The “guts” of the lesson can be found in this step. </li></ul><ul><li>Use a variety of teaching strategies/materials to actively engage students and strive to address different learning styles. </li></ul><ul><li>Know the content. </li></ul><ul><li>Provide opportunities, while teaching, to check for understanding (activities, questioning at various levels, etc.). </li></ul><ul><li>This step should be more than a few sentences long in the plan if effective teaching is taking place. </li></ul>
  9. 9. Step 4: Guided Practice <ul><li>Provides opportunities for students to practice new learning while the teacher is closely monitoring. </li></ul><ul><li>Utilize manipulative and concrete materials. </li></ul><ul><li>Utilize partners or groups. </li></ul><ul><li>Should include examples from the teacher. </li></ul><ul><li>Allows the teacher an opportunity to prevent students from “practicing misinformation.” </li></ul>
  10. 10. Step 5: Independent Practice <ul><li>Provides opportunities for students to practice new learning on their own . </li></ul><ul><li>The IP should match your Lesson Objective! </li></ul><ul><li>Provides opportunities to develop speed, accuracy and internalization of new information. </li></ul><ul><li>Should be meaningful- not busy work. </li></ul><ul><li>Strive for activities that require thinking, reasoning, organizing, creating, researching ….not just worksheet after worksheet. </li></ul>
  11. 11. Step 6: Closure <ul><li>Provides a summary of the major concepts taught. </li></ul><ul><li>Ask questions of the students to check for understanding. </li></ul><ul><ul><li>•“ Tell me what you’ve learned” </li></ul></ul><ul><ul><li>•“ Explain what we’ve done so far” </li></ul></ul><ul><ul><li>•“ What can you do now, that you couldn’t do before the lesson?” </li></ul></ul><ul><li>Provides anticipation of what is to come. </li></ul><ul><li>Lesson should not be ‘retaught” here. </li></ul>
  12. 12. III. Evaluation/Reflection <ul><li>Teacher Progress Report and Lesson Plan Reflection Questions </li></ul><ul><li>Student Performance: How did the students react to the lesson? Did they learn the material? How do you know? </li></ul><ul><li>Teacher performance: Reflect on how well you delivered instruction. What went well and what did not? Why? What would you change? What would you keep the same? Which parts of the lesson were confusing and/or not helpful for the students? </li></ul><ul><li>Describe your Classroom Management for this lesson plan. What management issues interfered with the lesson; what management issues supported the lesson. Give evidence. What needs to be changed? </li></ul>