The document discusses the importance of effective lesson planning for teachers. It outlines key elements that should be included in a strong lesson plan such as objectives, materials, introduction, presentation of new material, guided and independent practice, closure, and evaluation. A good lesson plan provides structure for teachers and students, keeps all parties on track to meet objectives, and enhances student achievement. Careful planning is important to avoid issues and ensure a successful learning experience.
3. INTRODUCTIONS/ ICEBREACKING
Name
School and position
What are the qualities of
effective teaching?
(What must a teacher know
and be able to do?)
5. GOOD PLANNING
Keeps us (the teacher and students) on track
Achieves the objectives
Helps us (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
6. 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
7. A
teacher who is attempting to teach
without inspiring the pupil with a desire
to learn is hammering on a cold iron.
Horace Mann
PLANNING FOR TEACHING
8. PLANNING AND STRATEGIES FOR
TEACHERS
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
9. 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
11. BEFORE PLANNING A LESSON
WHAT DO STUDENTS KNOW?
HOW CAN LOCAL RESOURSES BE USED?
HOW TO BEGAIN?
ACTIVITIES FOR ALL
12. BEFORE PLANNING A LESSON
Identification of relevant standards
Transform standards for students:
Describe what needs to happen to meet
expectations
Help students identify what is important
Specify (and differentiate) knowledge and
learning skills
1. :
13. 13
The Lesson Planning Process
Objectives
Assessment
Activities
Include practice
with feedback
14. A GOOD LESSON INCLUDES
Objectives/SLOs
Pre-assessment
List of materials/RESOURSES
Warm-up and introduction/opening
Presentation of New material
Practice
Evaluation
Closure
Application
15. 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?
16. 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.
17. 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?
18. OBJECTIVES/ SLOs
A description of what the student will be able to
do at the end of the lesson
Use behavioral verbs to describe the expected
outcomes (ACTION)
No-no’s: appreciate, enjoy, understand, love, etc.
19. MATERIALS
Plan! Prepare! Have on hand!
Murphy’s Law
Envision your needs.
List all resources.
Have enough manipulative (when needed) for
groups or individuals.
21. WARM-UP AND INTRODUCTION/Opening
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
22. Introduction to New Material
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!
24. LEARNING ACTIVITIES
Graphic organizers
Creative play
Peer presenting
Performances
Role playing
Debates
Game making
Projects
Cooperative groups
Inquiry learning
Direct instruction
Differentiation
Direct Instruction
25. 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
26. Guided Practice
Graphic Organizers –
http://www.eduplace.com/graphicorganizer
Concept Maps -
http://olc.spsd.sk.ca/de/pd/instr
/strats/conceptmap/index.html
Diagrams and Graphs
Comprehension Questions
Games
Other Ideas?
28. 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
29. 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
30. 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?
31. 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
32. Evaluating lesson plans
assessments? Is there evidence of an “Attention
Getters” (anticipatory set)?
Are there clear objectives?
Will students understand what they are learning and
why?
To what extent does the lesson plan account for
how students are being asked to learn?
To what extent does the lesson plan incorporate
appropriate technologies?
To what extent does the lesson plan incorporate
effective
33. Presentation Checklist
Are you reviewing the previous lesson before you
begin a new one?
Have you repeated your expectations?
Are processes clearly outlined?
Are you reinforcing key ideas? Are students practicing
new material as they learn it?
Do students understand common mistakes and
misconceptions about the material?
Can students put new learning in context with
previous learning?
34. Do students see the practical application of
the material?
Have students completed homework that
requires all the material?
Have students received feedback that
guides them in clarifying their
understanding?
Can students meet expectations on an
assessment?
Application Checklist
35. 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