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EFFECTIVE LESSON PLANNING Presented by  LaVonne McClain, NBCT, M.Ed. Instructional Coach
GOALS ,[object Object],[object Object]
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 … ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
INSTRUCTIONAL  PLANNING AND STRATEGIES ,[object Object],[object Object],[object Object],[object Object]
GOOD PLANNING ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
POOR PLANNING ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
LET’S BEGIN… Activating Strategy -  Video ,[object Object],[object Object],[object Object],[object Object],An effective lesson plan is a set of plans for building something – it “constructs” the learning.
Ingredients of a Good Lesson ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
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
OBJECTIVES ,[object Object],[object Object],[object Object],[object Object]
“Thin” & “ THICK ” Objectives ,[object Object],[object Object],[object Object],[object Object]
Curriculum-Framing Questions  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How Do Essential Questions Help Teachers? ,[object Object],[object Object],[object Object],[object Object]
How Do Essential Questions  Help Students?  ,[object Object],[object Object],[object Object],[object Object],[object Object]
Unit Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Content Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Matching  Curriculum Framing Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Think-Pair-Share ,[object Object],[object Object],[object Object]
PRE-ASSESSMENT ,[object Object],[object Object],[object Object],[object Object]
MATERIALS ,[object Object],[object Object],[object Object],[object Object],[object Object]
WARM-UP AND INTRODUCTION ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Engage Students With Questions ,[object Object],[object Object],[object Object]
Cognitive Levels of Questioning  Bloom’s Taxonomy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
PROCEDURES & PRESENTATION ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
LEARNING ACTIVITIES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
PRACTICE APPLYING WHAT IS LEARNED ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
CLOSURE ,[object Object],[object Object],[object Object],[object Object]
Assessment - Article ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
REFLECTION ,[object Object],[object Object],[object Object],[object Object]
A teacher is one who brings us tools and enables us to use them. Jean Toomer Time to Practice!

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Effective lesson2

  • 1. EFFECTIVE LESSON PLANNING Presented by LaVonne McClain, NBCT, M.Ed. Instructional Coach
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  • 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
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  • 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
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  • 32. A teacher is one who brings us tools and enables us to use them. Jean Toomer Time to Practice!

Editor's Notes

  1. Effective teachers have bellringer/ opening activities Successful people prepare themselves daily for their work
  2. 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
  3. 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)
  4. 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 …………….
  5. Teachers make 1500 decisions a day… this is where it begins Previous teacher comments and test data Cum folders Classroom observation
  6. 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.
  7. 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.