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EFFECTIVE LESSONPLANNING
GOALS
To summarize NJ standards-based reform effortsTo describe the value of effective planningTo discuss and utilize various components of effective lesson plansTo provide templates for lesson plansTo give guidance for substitute plans
PROFESSIONAL STANDARDSTHE MODEL FOR GOOD
TEACHING
Provide direction for effective teachingIdentifies the knowledge, skills and dispositions of teachingParallel INTASC and National Board standardsUsed to: Drive all pre-service programs in New
Jersey Guide the mentoring process Influence professional development
EFFECTIVE TEACHERS…
Know the contentUnderstand the development of the studentValue the diversity of the students within the classPlan strategic lessons using research-based practicesUse multiple assessments to evaluate progress
Create a suitable learning environmentAdapt and modify instruction Use effective communicationCollaborate with all members of the learning communityEngage in sustained professional growth experiences
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?
INSTRUCTIONAL PLANNING AND STRATEGIES
Plans are developed to provide students with meaningful learning experiencesPlans connect to related learning opportunitiesTeaching is based instructional strategies that focus on best practice and researchTeaching is supported by strategies that foster interest and progress
GENERAL POLICYPlans are a legal documentUsually required weekly to the supervisorPlan books (district, purchased, self-made notebooks)Substitute plansMust include CCCS Objectives Needed materials Teacher’s editions pages, student pages Short description activities Closing
GOOD PLANNING
Keeps the teacher and students on trackAchieves the objectivesHelps teachers to avoid “unpleasant” surprisesProvides the roadmap and visuals in a logical sequenceProvides direction to a substituteEncourages reflection, refinement, and improvementEnhances student achievement
POOR PLANNING
Frustration for the teacher and the studentAimless wanderingUnmet objectivesNo connections to prior learningsDisorganizationLack of needed materialsA waste of timePoor management
Objective – expected student behaviorWarm –up and introductionProcedureMaterials – worksheets, film, text, etc.PresentationPracticeApplicationClosureEvaluation – test, assignment, teacher observation, etc.CCCS and/or ASK skills covered
•Maximize Instructional Time•Integrate Diverse Teaching Strategies•Have All Students On Task
A GOOD LESSON INCLUDES:
LET’S BEGIN…
The format of a lesson should..
Go one step at a timeHave a picture for
every stepHave a minimal
reliance on words
An effective lesson plan is a set of plans for building something – it “constructs” the learning.
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
A description of what the student will be able to do at the end of the lessonProvides 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.
WARM-UP AND INTRODUCTION
Grab the attention of the studentsPROVIDES THE INTEREST/MOTIVATION factorSet the tone for the lesson connected to the objective A question A story A saying An activity A discussion starter
BE CREATIVE
PRE-ASSESSMENTWhat 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?
MATERIALS
Plan! Prepare! Have on hand! Murphy’s Law
Envision your needs.List all resources.Have enough manipulatives (when needed) for groups or individuals.
PROCEDURES AND PRESENTATION
Sets up a step-by-step planProvides a quick review of previous learningProvides specific activities to assist students in developing the new knowledgeProvides modeling of a new skill A picture is worth a thousand words. I hear, I see………..I do!
LEARNING ACTIVITIES
Graphic organizers
Creative play
Peer presenting
Performances
Role playing
Debates
Game making
Projects
Cooperative groups
Inquiry learning
Direct instruction
Differentiation
Direct Instruction
PRACTICEAPPLYING WHAT IS LEARNED
Provide multiple learning activitiesGuided practice (teacher controlled)Use a variety of questioning strategies to
determine the level of understandingJournaling, conferencing
Independent practicePractice may be differentiated
BUILD ON SUCCESS
CLOSURELesson Wrap-up: Leave students with an imprint of what the lesson covered.Students summarize the major concepts
Displays internalized student knowledge Teacher recaps the main pointsTeacher sets the stage for the next phase
of learning
EVALUATIONAssess the learning-Rubric 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
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?
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
A teacher is one who brings us
tools and enables us to use them.
Jean Toomer
Lesson Plans: Review
Reflection/Open Discussion:
Main components of a lesson plan
Critical thinking skills
Characteristics of a good lesson
Teacher responsibilities
Use daily in questioning to develop higher order of thinking skills...critical thinking skills.
KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
Lesson PlansLesson PlansBloom’s Taxonomy
Lesson PlansLesson PlansBloom’s Taxonomy
KNOWLEDGE •remembering; •memorizing; •recognizing; •recalling identification and •recall of information •Who, what, when, where, how ...? •Describe
COMPREHENSION •interpreting; •translating from one medium to another; •describing in one's own words; •organization and selection of facts and ideas •Retell...
APPLICATION •problem solving; •applying information to produce some result; •use of facts, rules and principles •How is...an example of...? •How is...related to...?•Why is...significant?
Lesson PlansLesson PlansBloom’s Taxonomy
ANALYSIS •subdividing something to show how it is put together; •finding the underlying structure of a communication; •identifying motives; •separation of a whole into component parts •What are the parts or features of...? •Classify...according to... •Outline/diagram... •How does...compare/contrast with...? •What evidence can you list for...?
SYNTHESIS •creating a unique, original product that may be in verbal form or may be a physical object; •combination of ideas to form a new whole •What would you predict/infer from...? •What ideas can you add to...? •How would you create/design a new...? •What might happen if you combined...? •What solutions would you suggest for...?
EVALUATION •making value decisions about issues; •resolving controversies or differences of opinion; •development of opinions, judgments or decisions •Do you agree...? •What do you think about...? •What is the most important...? •Place the following in order of priority... •How would you decide about...? •What criteria would you use to assess...?
GREAT TEACHING starts with GREAT PLANNING
Characteristics of great lesson plans
Clear instructions, explanations, timelines, expectations, and assessmentInteractive; hands on activitiesEngaging and FUN!Allow students to feel a sense of shared exploration and discoveryGive students choices
GREAT TEACHING starts with GREAT PLANNING
Students engaged & motivated
Break assignments into small chunks
Hands-on manipulatives
Ask open ended questions
Make lesson relevant
Allow students to develop own questions to research
Integrate diverse teaching strategies
Talk at appropriate level
Foundational Habits
Be Explicit
Model
Reinforce
SET STUDENT GOALSThey’re all about High
ExpectationsKeys to great goal setting
Regular Routine – “mini goals”- focus on small, immediate, action-oriented
Very Specific Actions-what, when, how??
Level Appropriate
Followed by reflection- students need to evaluate- leads to feeling of accomplishment and future goal setting
The 5 Most Important Things You Can Do For
Your StudentsCARESET HIGH EXPECTATIONSCREATE ORDERLY, STRUCTURED CLASSROOMEARN RESPECT- stay calm, exercise self controlTREAT EACH STUDENT WITH
COURTESY AND RESPECT
LESSON PLAN Preparation Summary:
Do’s… Don’t’s… Always date your
plans Indicate daily plans
(even if carrying over activities)
Indicate open-ended writing and critical thinking activities (daily for LA/Lit., weekly for Math, Science and Social Studies)
When appropriate, indicate specific exercises for Ask
Plan differentiated instruction
Closely correlate NJ Core Curriculum Content Standards.
Indicate where Crisis Management folder can be found
Be overly concise, use verbs and highly descriptive phrases
Hesitate to embrace a
typeset format. Reference Staff Handbook for sample.
Write illegibly, if not
typing.
Optional/Preferred:
Indicate…
1. Homework2. Field learning
experiences3. Guest presentations4. Highlight
interdisciplinary activities
5. Video-aided learning and follow up (reflective) activity
Credits
EFFECTIVE LESSONPLANNING
Presented by Vicki DuffMentor Training Coordinator
Department of Education609-292-0189
Unit Assessment and Instructional Planning:
An Approach to Facilitate Standards-Based
LearningSue Stevens, Tina Scott, Cheryl Gettings
Portions of this power point were taken from the following sources:
