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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 …………….
  • Effectivelessonplanning

    2. 2. A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron. Horace Mann
    3. 3. INTRODUCTIONS Name School and position What are the qualities of effective teaching? (What must a teacher know and be able to do?) BRAINSTORM A LIST
    4. 4. 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
    5. 5. 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?
    6. 6. 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
    7. 7. THE DISTRICT POLICY Plans are a legal document Usually required weekly to the supervisor Plan books (district, purchased, self- made notebooks) Substitute plans Must include  CCCS  Objectives  Needed materials  Teacher’s editions pages, student pages  Short description activities
    8. 8. 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
    9. 9. 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
    10. 10. A GOOD LESSON INCLUDES Objectives Pre-assessment List of materials Warm-up and introduction Presentation Practice Evaluation Closure Application
    11. 11. 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.
    12. 12. 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
    13. 13. 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?
    14. 14. 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.
    15. 15. MATERIALS Plan! Prepare! Have on hand!  Murphy’s Law Envision your needs. List all resources. Have enough manipulatives (when needed) for groups or individuals.
    16. 16. 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
    17. 17. 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!
    18. 18. LEARNING ACTIVITIES Graphic organizers Creative play Peer presenting Performances Role playing Debates Game making Projects Cooperative groups Inquiry learning Direct instruction Differentiation Direct Instruction
    19. 19. 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
    20. 20. 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
    21. 21. 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
    22. 22. 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?
    23. 23. 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
    24. 24. A teacher is one who brings us tools and enables us to use them. Jean Toomer