This document outlines the key elements of an effective lesson plan: 1. Conduct formative assessments like CATs to check understanding and provide feedback. 2. Do pre-assessments to identify gaps in background knowledge and adjust pacing. 3. Use clear learning objectives (WALT) and success criteria (WILF) to motivate students and promote self-regulation. It then details additional best practices like using motivators, real-world examples, differentiated activities, rubric-based self and peer assessment, and conclusion activities to check understanding. A variety of teaching strategies and resources are recommended to be selected based on learning objectives.

1. Teaching for effective learning
by Saleena Jayaprakash

2. At the end of this presentation, the
participants will be able to:
WALT
Plan and Execute an effective lesson
WILF
• List the basic elements of an effective lesson
• Sequence them in the correct order
• Explain the process involved
• Justify the importance of each element in
imparting an effective lesson

3. 1. Your response to CAT (Time:__)
Importance:
a) Provides feedback about the entire class’s level of
understanding
b) feedback to inform instruction, such as speeding up or
slowing the pace of a teaching learning
Process:
1. Communicate the results to the students so that they know
• What you learned from the assessment(SWOT)
• they can identify specific difficulties of
their own.
2. Close gaps through teacher explanation
(corrective instruction)or student explanation
(peer tutoring)

4. 2. Check Background knowledge,
Pre-assessment (Time:__)
Importance:
a) gives overview of students’ preparedness
b) identify areas of weakness and misconceptions
c) adjust the pace of the course
Methods: (Tabs/ Paper)
a) Fill in the blanks
b) True/ false
c) Short answers
Process:
a) Analyse the assessment data, to identify misconceptions and gaps in
learning.
b) Close gaps if any and ensure that every student is thorough with the
previous knowledge
c) Alternatively, include 1 question, which they will be able to answer only
after the lesson.

5. 3.Walt & Wilf
Importance:
1. Motivation and
2. Challenge
3. Self-efficacy and
Self-regulation
4. Engagement
5. Depth of learning
WALT (Understanding of learning target) WILF (understanding of the criteria for
success)
1. We are learning to
2. Very similar to a Learning objective
1. What I am looking for
2. How a student can demonstrate that
he/she has met Success criteria

6. 3.Walt & Wilf (Time____)WALT
Learning Intension
WILF
Success Criteria
What they will learn
Describe the structure of
Earth
How they will demonstrate
the learning
• Draw and label a diagram
to show the structure of
Earth
• Sequence them in the
correct order
• Name the layers and
describe their relative size
and structure

7. 4.Motivator Time_____
Importance:
• Creates interest in the
topic/concept to be taught
Process
1. Use stories,
games,
current news items,
simple experiments,
videos, pictures,
role play etc.
2. Relate the importance of
topic to real life

8. Real Life &CCL
Advantages
1. Deeper understanding
2. Enhances and gives substance to what is
being taught.

9. 5. Some common Teaching & Learning
strategies
Lecture method-
• Large amount of information can be communicated to
the learners
• As there is less involvement of learners, information is easily
forgotten
Collaborative method-
• Students work in groups to achieve a common goal.
• Encourages the skills of communication, collaboration,
problems solving and creativity.
Enquiry and research based-
• they arrive at an understanding of concepts by
themselves(they construct knowledge)
• They are responsible for their learning
• Builds their research skills
• Helps retention of knowledge
Flipped Classroom
• Engage with the learning resource at their own pace
• Explore the topic in a deeper manner
• Extended learning and application can be effectively differentiated under teachers
guidance in the classroom

10. Selection of instructional
materials/resources
• Videos
• Pictures
• Simple experiments
• Models, Coloured clay, Lego, articles available in classroom.
• Books
• Newspaper clippings or articles
• Tablets and their applications
• E-learning through-Destination success and Britannica
online
• Assessments through Kahoot, Socrative, that quiz
• Edmodo and blendspace for collaboration

11. 6.Learning activities- Differentiated& Personalised
(Time- )
Learning tasks and activities should :
1. Help in achieving the objectives
2. Interesting, engaging, meaningful and useful
3. Challenging
4. On familiar or unfamiliar context
5. Differentiated or personalized
Process:
a) Pre-task activity- provide instructions to students
b) Actual task
c) Post-task activity- students present their work ( Skit, story, song, video, ppt, Poster etc. ),
which can be followed by self & peer assessment ( use classroom management/ Edmodo
wherever possible)
Differentiation is
‘the process by which differences between learners are
accommodated so that all students in a group have the
best possible chance of learning’.
Differentiation works on 3 aspects:
1. Learner readiness
2. Needs/ability of the learners
3. Interests(music, sports, Art, technology,
Drama, Writing skills)

12. Learning activities- Differentiated
& Personalised contd.
Methods of differentiation
1. By task: setting different tasks with varying resources and difficulty level
for students of different abilities/interests
2. By grouping: Homogenous/ Heterogenous groups.
Personalization:
1. Revolves around the learners.
2. Learning focuses on developing skills,
not just accumulating knowledge
3. Independent learning, taking responsibility
for their learning and self management
are direct byproducts
4. He decides how he will learn (tasks, resources
and technology to be used )based on his interests, talents, passion and
ability
6. He is self-directed and along with teacher’s guidance, he is able to
identify learning goals and benchmarks as he progresses.

13. 7.Self & Peer assessment (Time___)
ADVANTAGES
• Provides venue for students to convey their depth of
understanding.
• responsibility for their own learning
• student input in the assessment process
• Encourages students to do their best work
• Helps students set realistic goals based on their accomplishments
• Offers personalized feedback to teachers
• students pay attention to the presentation of their classmates
Modes
a) Rubrics for Self assessment of learning
b) Rubrics for Self & Peer assessment of
activities/tasks/project
c) 1 or 2 stars and a wish (Peer assessment)

14. Self & Peer Assessment Template
RUBRICS FOR SELF & PEER ASSESSMENT OF TASK/ACTIVITY:
NAME: ________________________ GRADE: 7 SECTION:
List down 4 important criteria, after discussion with your peers. Then assign points 4-0 based on their
performance.
4-Excellent, 3- Good , 2-Satisfactory, 1- Needs improvement
What I would do differently in future ______________________________________________________
Please refer to the below given descriptors before assigning points to yourself and to your peers
Criteria SELF Peer/ GR1 GR2 GR3
1.
2.
3.
4.
CRITERIA Excellent Good Satisfactory Needs improvement
4 3 2 1
Relevance of
Content
Cited all sources of
information and
extracted all relevant
information.
Cited most sources of
information and extracted
mostly relevant information.
Cited few sources of
information and extracted
little relevant information.
Created citations which were
incomplete or inaccurate and
extracted irrelevant
information
Presentation
of
information
in Bar graph
Excellent presentation
of all required
information along with
different colour codes in
the Bar graph.
Good presentation of all
required information along
with different colour codes
in the Bar graph
Good presentation of most of
the required information
along with different colour
codes in the Bar graph.
Mostly inaccurate
presentation of information
in the Bar graph.
Analysis of
data
Analyze the pattern
accurately
Analyze the pattern almost
accurately
Analyze the pattern partially Incorrect analysis of the
pattern
Neatness of
work
Neat, systematic and
methodical work.
Neat and methodical work. Work is neat but not
methodical.
Very untidy work.

15. 8. Plenary- Summary
Teachers uses student lead closure/Plenary to:
• Check for understanding and inform subsequent
instruction
• Tie up loose ends and Correct misunderstandings
Students find SUMMARY helpful for:
• Summarizing, reviewing, and demonstrating their
understanding of major points
• Consolidating and internalizing key information

16. 9. CATs
Importance:
a) Provides feedback about the entire class’s level of understanding
b) feedback to inform instruction, such as speeding up or slowing
the pace of a lecture or explicitly addressing areas of confusion
Methods
a) 1 or 2 minute paper: Students list the
important concepts learnt that day
a) Muddiest point : They list the most difficult
topics of the day
a) Problem recognition tasks: Students list a few problems which can
be solved by the topic/ concept that they learnt today
b) Application cards: They explain how the concept can be applied/
related to everyday experiences/ current news events
c) Opinion polls: (2-4 item questionnaires) through tabs/ paper
about the most difficult/easy concepts of the day or their opinions
about course-related issues

17. The Magic Triangle
1
2