Lesson planning

Lesson Planning

Antwuan Stinson, Ed. D.

Assistant Professor

Department of Curriculum & Instruction

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What is a lesson plan

Lesson plans map instructional strategies that ensure student mastery of objectives focused on student achievement, are measurable, and are rigorous

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Lesson Plan 101

Youtube video

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Common Questions

How can I engage with learning standards to inform my vision of students’ success?

How can I design meaningful assessments that will show students have deeply internalized the skills and knowledge I want to teach?

How can I set a challenging but realistic pace of learning in the classroom to reach set goals

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Common Questions (cont.)

How can I differentiate strategies to maximize each individual students’ learning?

What activities should I use to reach student structure and learning effectiveness?

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Purpose of Teaching

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Pedagogy

Preparation Practice

Components of a Generic Lesson Plan

BeginningLesson opening: hook, preview, objective, connection to prior knowledge

Middle (main component of the lesson)

Introduction of new material (“I do”)

Guided practice (“We do”)

Independent practice (“You do”)

EndLesson Closing: review key ideas, check for understanding, bridge to next concepts

8Adopted from Teaching as Leadership, Steven Farr (2010)

Organization of a lesson

OpeningIntroduction of new materialGuided practiceIndependent practiceLesson closing

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Preparation

PlanningDo research before teachingStructure and sequence materialTake into account the culture of the studentsMeet the learners’ needs and expectationsKnow the learners’ prior knowledgeMake sure material is relevant

English example [here]

Digital Storytelling [here]

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Best-Practices

Key Insight Examples to Aim For Examples to Avoid

The best way to ensure an objective is student-oriented is to start with the phrase “The students will be able to..” [SWBAT]

•The student will be able to order fractions with different denominators

•The student will be able to identify and describe the rhythm and rhyme structure for a limerick

•The student will be able to assess and compare strengths of two leaders of the 20th century America

•The teacher will present a lesson on ordering fractions with different denominators

•Reviewing rhythm and rhyme structure of limericks

•Read about historical figures


Best-Practices (cont.)


The verb of an objective is a good indicator of whether it is measurable

•The students will be able to list three ways that bones help the body

•The student will be able to describe the conditions in Europe that led to World War II

•The student will be able to understand that bones help the body

•The student will learn conditions in Europe that led to World War II


Best-Practices (cont.)


The objective’s verb affects the rigor or cognitive level of the objective, which should align with the learning goal from which the objective is derived

An objective that requires students to analyze primary historical data to draw insights about differences between two cultures, when that is what is required by the learning standard

An objective that states that students will be able to “name key historical figures” from each of two cultures is not rigorous enough


Effective teachers devise and search for solutions and learning opportunities that align curriculum with student learning needs

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How do teachers keep students engaged

Material has to be relevant and interesting in order for students to be actively engaged

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The Rigor/Relevance Framework

Rigor

Relevance

Relationship

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Closing The Closing The Achievement GapAchievement Gap

Closing the Achievement Gap

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Measurable Goals

Lesson Plan

Rigorous

Academic Achievement

Relevance

Relationship

RigorIt’s more than… Memorizing Reciting Restating

Students must become adept at…

Deep understanding Applying knowledge Solving problems Analyzing

RelevanceRelates to student

interests and needs

Real-world situations and contexts

Linked to a global economy and democratic life

RelationshipsEnsuring each student feels connected,

each student succeeds Caring, student-

focused environmentSupports for

struggling students

Rigor/Relevance FrameworkRigor/Relevance Framework

1. Awareness2.

Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

1. Knowledge of one discipline

2. Application within discipline

3. Application across disciplines

4. Application to real world predictable situations

5. Application to real world unpredictable situations

Knowledge Application

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC


KNOWLEDGE

A P P L I C A T I O N

StudentStudentThinkThink


StudentStudentThink & WorkThink & Work

TeacherTeacherWorkWork

StudentStudentWorkWork

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2

3

4

5

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1 2 3 4 5

A B

DC


• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

The teaching acts that constitute the core functions of urban teaching are

Giving Information Asking Questions Giving Directions Making Assignments Monitoring Seatwork Reviewing

Assignments Assigning Homework

Reviewing Homework Giving Tests Reviewing Tests Marking Papers Giving Grades Settling Disputes Punishing Noncompliance

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6.6. EvaluationEvaluation5.5. SynthesisSynthesis4.4. AnalysisAnalysis3.3. ApplicationApplication2.2. Comprehension Comprehension 1.1. AwarenessAwareness

Knowledge TaxonomyKnowledge Taxonomy

Bloom’s Taxonomy

Analyze 4Synthesize 5

Evaluate 6

Apply 3Understand 2

Aware 1 ApplicationApplication

KnowledgeKnowledge

Highly effective teachers also realize that they themselves are the most important role model in the room.

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Questions

Education

Lesson planning