DRAFTING A LESSON PLAN

Louis Cabuhat, BS M.Ed.

National Director of Faculty Development and Training

AT THE END OF THIS LESSON, YOU SHOULD BE ABLE TO:

Discuss the purpose of a well-written lesson planOutline Eleven Key Areas of the Unitek College Lesson Plan

Connect ‘Block Scheduling’ with Planning a Lesson

Define the Acronyms S.M.A.R.T. and S.W.B.A.T. Discuss a System of Organization for Creating Lesson Plans

PURPOSE OF A LESSON PLAN

Guide and map for organizing your instructional materials, delivery and assessment practices Communicate intended learning outcomes

Hours: Topic: Instructor:

Learning Objectives: (Students will be able to) Textbook:

Mode(s) of Instruction:

  Open-Ended Questions:

Anticipatory Set: Problem ORQuestion OR Challenge

Adaptation for Students with Special Learning Needs (MISSSr)Materials,

Instruction,

Setting,

Scheduling,

and Student

response

 

Method(s) of Evaluation: (Summative or Formative)

Required Materials:

Verification Activities:(Check for student understanding)

  Schedule of Activities/Lesson Sequence:

Active Learning Strategies:

  Closure:  

VOCATIONAL NURSING PROGRAMVNSG 100 FUNDAMENTALS OF NURSING

KEY AREAS OF THE UNITEK COLLEGE LESSON PLAN

Learning ObjectivesMode(s) of Instruction

Anticipatory Set (AS)Method(s) of Evaluation

Verification Activities

Active Learning Strategies Open-ended Questions Adaptation for Students with Learning Needs

Required MaterialsSchedule of Activities/Lesson Sequence

Closure

BLOCK SCHEDULING/ROAD MAP

A formal process of planning activities to occur at specific points-in-time

Forces the instructor to anticipate time-demands ahead of the actual lesson

Consider the ‘big picture’ To effectively plan for instruction, you will need to consider the curricular requirements, different learning styles, effective instructional techniques and assessment strategies.

Visual example on next slide

Plan for each

moment

LEARNING OBJECTIVES THAT ARES.M.A.R.T

S: Specific

M: Measureable

A: Achievable

R: Realistic

T: Time-bound

USE OF LEARNING OBJECTIVES

Learning objectives are always stated in terms of what a learner is expected to accomplish.

Learning objectives are always written with S.W.B.A.T. as the opening. For example, ‘Students will be able to…’

S: StudentsW: WillB: Be A: Able T: To

RELY ON A SYSTEM OF ORGANIZATION:

FIVE STEP PROCESS Start the lesson planning process by becoming organized

Gather necessary documents Blank Unitek College lesson plan template Publisher-created lesson plans (as applicable; Evolve®) List of approved Learning Objectives (as applicable) Course/program calendar displaying lesson duration (as applicable) Education methodology reference material (Active Learning Strategies) Guide to Creating Effective Lesson Plans Text books (as applicable) Example of one completed Unitek College lesson plan

Familiarize yourself with each of the documents before beginning the writing process

Step One

Step Two

CONNECT THE LEARNING OBJECTIVES TO SPECIFIC MODE(S) OF INSTRUCTION

Ask yourself: How do you see the information being delivered? Lecture? Video? Discussion? Debate? Role play?

Spend some time brainstorming the different modes of instruction that appropriately support the delivery of required content within the allotted time. Remember, the learning objectives drive the instruction/teaching process for the lesson.

Step Three

VERIFY LEARNING/ASSESSMENT OF LEARNING

An essential part of the overall lesson planning process is to draft activities that allow an instructor to VERIFY that learning actually occurred

Take this activity back to the learning objectives. For example, if the learning objective states: “SWBAT discuss….” Ask yourself

1. Are the students able to DISCUSS?

2. What activities will I (the instructor) use to assess for learning?

Step Four

FORMATIVE VERSUS SUMMATIVE ASSESSMENT

The goal of FORMATIVE ASSESSMENT is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.

More specifically, formative assessments: help students identify their

strengths and weaknesses and target areas that need work

help faculty recognize where students are struggling and address problems immediately

The goal of SUMMATIVE ASSESSMENT is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:

A midterm exam

A final project

Final exam

WRITE YOUR PLAN!

Now that you have completed steps 1 – 4, proceed to write your plan.

Start from the top of the plan and move from box to box, saving your work frequently.

Helpful Hint: Reference lesson plan(s) that are written by text book publishers or other instructors to prompt ideas

Step Five

Hours: Topic: Instructor:

Learning Objectives: (Students will be able to) Textbook:

Mode(s) of Instruction:

  Open-Ended Questions:

Anticipatory Set: Problem ORQuestion OR Challenge

Adaptation for Students with Special Learning Needs (MISSSr)Materials,

Instruction,

Setting,

Scheduling,

and Student

response

 

Method(s) of Evaluation: (Summative or Formative)

Required Materials:

Verification Activities:(Check for student understanding)

  Schedule of Activities/Lesson Sequence:

Active Learning Strategies:

  Closure:  

VOCATIONAL NURSING PROGRAMVNSG 100 FUNDAMENTALS OF NURSING