EFFECTIVE LESSONPLANNING

Presented by Ms. Geeta StoweBCPS- KKI Partnership Program

Our Goals?

To summarize 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

What do you think?

What are the qualities of effective teaching?

(What must a teacher know and be able to do?)

Make Instructional Time Count!What should students know and be able to

do?

Is the curriculum relevant?

Is the instruction rigorous?

Is the learning enduring?

“Create a culture that embracesthe belief that all students need a rigorous and relevant curriculum and all children can learn.” Willard R. Daggett Presented at June 2005 Model Schools Conference

Did you know?5.6 hours classroom time per day180 days per year13,104 hours classroom time K-1269% of time allocated to instruction, so9,042 hours to teach, reinforce, assess knowledge in average curriculum15,465 hours needed to teach standards and benchmarks in four core areas

6,500 more hours neededPrisoners of Time, National Education Commission on Time and Learning, 1994

More Data Driven??

Professional Development StandardsCommon Core Curriculum Content StandardsThe High Quality Teacher and Teaching StandardsState AssessmentsParent Involvement

Safe SchoolsAdequate Yearly Progress

EFFECTIVE TEACHERS…Know the content and backmap accordingly considering A.R.E at every phaseUnderstand the studentValue student diversity Plan lessons using research-based practicesUse ongoing multiple assessments to evaluate progress

Create a nurturing environmentAdapt ,modify and differentiate instruction Use effective communicationCollaborate

Pyramid of Learning

READING10 %

HEARING20%

SEEING30%

HEARING & SEEING40%

DISCUSS WITH OTHERS70%

TALK/WRITE OR DO/APPLY90%

INSTRUCTIONAL PLANNING AND STRATEGIES

Plans are developed to provide students with meaningful learning experiencesPlans connect to related learning opportunitiesTeaching is based on instructional strategies that focus on best practice and researchTeaching is supported by strategies that foster interest and progress

POOR PLANNING

Frustration for the teacher and the studentAimless wanderingUnmet objectivesNo connections to prior learningsDisorganizationLack of needed materialsA waste of timePoor management

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

Key Ingredients of Good Planning

Four main categories of effective instruction:

11 presentation, 11 practice, 11 assessment, 11 monitoring/feedback

Two, three and four should provide daily opportunities for differentiation through the implementation of an Acceleration, Reteaching, Enrichment (A.R.E) period within each phase.

Flow of A GOOD LESSONEffective, attainable, clear objectives

Pre-assessmentList of materialsReview/connection to prior learningWarm-up , motivation and introductionPresentationPracticeEvaluationClosureApplication

Use 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/differentiation in instruction might I need to make?

Raises students’ mental VelcroEngages students cognitivelyIdentifies current knowledgeEmpowers the learner: “I already know something…”Allows adaptation of lesson plan

Use Clear OBJECTIVESWhat skill or strategy do I want to teach?

cause and effectExactly what do I want students to learn about that skill or strategy?

Identify the relationship between causes and effects.

How will I know that they have learned it?Students will be able to explain the relationship between story events that happened and why they happened.

How Would the Objectives Look?Today we will be able to explain the relationship between story events that happened and why they happened in (title) in order to identify the relationship between causes and effects.

Use MATERIALS for easy access

Plan! Prepare! Have on Hand! Murphy’s Law

Envision your needs.List all resources.Have enough manipulatives (when needed) for groups or individuals.

Use Creative & Relative WARM-UPS & INTRODUCTIONGrab the attention of the studentsPROVIDE MOTIVATION Set the tone for the lesson connected to the objectiveA questionA storyA quoteAn anticipation guideA discussion starter

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!

Providing for Student Processing of the New

Material“Slowing down is a way of speeding up”

Madeline Hunter

10-2 Theory (again)

Wait Time

Summarizing

Providing for Student Processing of New Material-

Example: A,B,C to X,Y,ZLetter off A,B,C, etc.Write one thing you’ve learned so far or had reinforced in this session beginning with your letter of the alphabetBe ready to share

How might you use this in your classroom?

Turn to your table groups and share.

LEARNING ACTIVITIES

Graphic organizersCreative playPeer presentingPerformancesRole playingDebatesGame makingProjects

Cooperative groupsInquiry learningDirect instructionDifferentiation

Direct Instruction!

Graphic OrganizersGraphic organizers make thinking visible.Different graphic organizers represent different kinds of thinking.Students must be taught how to use graphic organizers.The goal is for students to be able to select the appropriate graphic organizer.

Use Strong DIRECT INSTRUCTION

...Name and define the specific events of instruction that would be included in your model of direct instruction and give an example of a teacher behavior and a student behavior for each event.

Developed by W. Huitt (1998)

The Importance of Direct Instruction

In the U. S. the most often used measures of student learning are scores on standardized tests of basic skills. Using this criteria as the desired student

outcome, one set of models, labeled direct or explicit instruction (Rosenshine, 1995), has developed overwhelming research support in the past 25 years.

Rosenshine, B. (1995). Advances in research on instruction. The Journal

of Educational Research, 88(5), 262-268.

Criteria for Strong MULTI-MODAL Direct Instruction!

Rosenshine’s model of direct instruction includes 7 specific teacher or student activities):1. Provide Overview2. Review prior learning- (you can use previous

night’s H.W.)3. Present/Discuss new objective and skills to

be learned. Teacher must model the entire process of objective attainment. (You can include real student model examples)

4. Initial guided practice, checking for understanding, providing strong, specific feedback

5. Independent practice6. Assessment7. H.W and assignments to review for the next

day

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

PRACTICEAPPLYING WHAT IS LEARNED

Provide multiple learning activitiesGuided practice (teacher controlled)Use a variety of questioning strategies

to determine the level of understanding

Vary RIGOR

Independent practicePractice may be differentiated

BUILD ON SUCCESS

Lesson Planning with RigorPlan Backward-Teach Forward

“Begin with the end in mind” Determine the key instructional focus, the BIG question, and the alignment between standards, objectives, instruction, and assessment.“I Do” Intentionally teach, ask questions, and model the thinking behaviors that are expected.“We Do” Engage students in critical thinking, reasoning skills,and problem solving skills that were modeled. Monitor students’ understanding and application of skills and strategies. “You Do” Expect students to analyze, evaluate, critique, synthesize, communicate, and create new knowledge

“Must Do” Expect students to “show what they

know and understand.”

“May Do” Expect students to manage and direct

their own learning

Lesson PlansWith Rigor :

Plan Backward-Teach Forward

Guiding Student Practice

Practice makes permanent not perfectDon’t allow students to practice incorrectlyLearning Sequence I do (teacher models) We do (whole class practice w/teacher) Y’all do (small group or partner practice

while teacher monitors) You do (independent practice)

Checking the Understanding of All Students

What it isn’t….Are there any questions?Are you all with me?Am I going too fast?This is an adverb, isn’t it?Who can tell me?

Checking for Understanding of All Students

What it is: Think-pair-share Whip around Craft sticks Slate/white boards Learning partners Pair-share-squared Quick-writes Tickets to leave Paired Verbal fluency (30-20-10)

Checking the Understanding of All Students

Example: Quick-WriteOn a piece of paper, please take 2 minutes to

answer the following questions.1. Of the Best Practices we’ve examined so

far, which do you feel you consistently implement in your classroom?

2. Which do you need to be more intentional about implementing in the future?

How might you use a quick-write in your classroom?

Preventing Student Misconceptions

Students do not come to school as blank slates

What they think they know greatly impacts their learning

Anticipate confusion

Use specific strategies to bring forth misconceptions

Preventing Student Misconceptions Example: Anticipation Guide

Before Readin

g

After Readin

g

1. Earthquake experts are called meteorologists.

2. Most earthquakes happen along a fault.

3. California has 5-10 earthquakes each year.

“Good” Questions:Align to the VSC at the objective/assessment limit level.Span the three levels of cognitive demand.Must be supported by the text.Can be placed anywhere in a lesson to improve comprehension.Require reading of the text.

Levels of Cognitive Demand

Bloom Barrett

Literal KnowledgeComprehension

RecognitionRecall

Interpretive

ApplicationAnalysisSynthesis

Inference

Critical Evaluation EvaluationAppreciation

CLOSURE

Lesson Wrap-up: Leave students with an imprint of what the lesson covered.Students summarize the major

concepts Teacher recaps the main pointsTeacher sets the stage for the next

phase of learning

ALWAYS END YOUR DAILY LESSON WITH A FINAL PROCESSING ACTIVITYcements the day’s lesson for the studentsprovides immediate assessment to inform next day’s instruction

EVALUATIONAssess the learningTeacher made test In-class or homework assignmentProject to apply the learning in real-life

situationRecitations and summariesPerformance assessmentsUse of rubricsPortfolios Journals Informal assessment

Providing Feedback

RecommendationsFor Classroom Practice

Use various methods of assessment.Feedback should be corrective in nature.Give timely feedback.Feedback should be specific to criterion.Self-assessment tools may be used to gauge progress.

Providing Feedback

“Academic feedback is more strongly and consistently related to achievement than any other teaching behavior. This relationship is consistent regardless of grade, socioeconomic status, race or school setting.”

Bellon, Jerry J. Teaching from a Research Knowledge Base. 1992

HomeworkConsiderations/Recommendations

-Amount 10 X the # of the grade as a guideline

-Parent involvement Parents as facilitators

-Homework policy Feasible & defensible expectations

-PurposeWithout one, it’s “busy work”

-Assignment sheetsClarify what they are doing and why

-Feedback (be specific)Can improve student achievement

In the end, remember…

The format of a lesson should..

Go one step at a time

Have a picture for every stepAn effective lesson plan is a set of plans for

building something – it “constructs” the learning.

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?

SUB PLANS!

The Key to substitute success – easily located DETAILED LESSON PLANS Updated attendance rosters & seating charts Discipline routines Children with special needs Fire drill and emergency procedures Helpful students, helpful colleagues (room phone

#’s) Classroom schedule Names of administrators Expectations for the work Packet of extra activities Tip- Collect & Grade student work