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LESSON PLANNINGIMPORTANCE, FORMULATION & ELEMENTS

Dr. Tahira NawazPrincipal, GGHS Makhdoom Rashid

CONTENTSICEBREACKING

INTRODUCTION

IMPORTENCE

STRUCTURE OF LESSON PLAN

PRACTICE OF LP

INTRODUCTIONS/ ICEBREACKING NameSchool and positionWhat are the qualities of effective teaching?(What must a teacher know and be able to do?)

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IMPORTANCE OF PLANNING

WHY DO WE PLAN?

GOOD PLANNINGKeeps us (the teacher and students) on trackAchieves the objectivesHelps us (teachers) to avoid unpleasant surprisesProvides the roadmap and visuals in a logical sequenceProvides direction to a substituteEncourages reflection, refinement, and improvementEnhances student achievement

5ACTIVITY: Brainstorm a list of benefits of well-planned lessons and pitfalls of poorly planned lessons

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

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teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron.

Horace Mann

PLANNING FOR TEACHING

PLANNING AND STRATEGIES FOR TEACHERSPlans 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

EFFECTIVE TEACHERSKnow 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 progressCreate a suitable learning environmentAdapt and modify instruction Use effective communicationCollaborate with all members of the learning communityEngage in sustained professional growth experiences

GETTING START

BEFORE PLANNING A LESSONWHAT DO STUDENTS KNOW?

HOW CAN LOCAL RESOURSES BE USED?

HOW TO BEGAIN?

ACTIVITIES FOR ALL

BEFORE PLANNING A LESSONIdentification of relevant standardsTransform standards for students:Describe what needs to happen to meet expectationsHelp students identify what is importantSpecify (and differentiate) knowledge and learning skills

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13The Lesson Planning Process ObjectivesAssessmentActivitiesInclude practice with feedback

A GOOD LESSON INCLUDESObjectives/SLOsPre-assessmentList of materials/RESOURSESWarm-up and introduction/openingPresentation of New materialPracticeEvaluationClosureApplication

A VISION OF TEACHINGConnect 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?

LETS BEGINThe 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.

16Example: division problem (visual) compare divide multiply subtract compare bring down

Compare this to the directions for making a model airplane (marketers have it right)

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?

17Teachers make 1500 decisions a day this is where it beginsPrevious teacher comments and test dataCum foldersClassroom observation

OBJECTIVES/ SLOsA description of what the student will be able to do at the end of the lessonUse behavioral verbs to describe the expected outcomes (ACTION)No-nos: appreciate, enjoy, understand, love, etc.

18Let the students know your objectives, why they need to know it , and how they will use the learning.Good objective: Students will be able to illustrate clouds that signal unsettled weather.Poor objective: Students will understand that some clouds signal the approach of poor weather conditions.

ACTIVITY: Have groups (2-3) write a behavioral objective for .

MATERIALSPlan! Prepare! Have on hand!Murphys LawEnvision your needs.List all resources.Have enough manipulative (when needed) for groups or individuals.

Model

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WARM-UP AND INTRODUCTION/OpeningGrab the attention of the studentsPROVIDES THE INTEREST/MOTIVATION factorSet the tone for the lesson connected to the objectiveA questionA storyA sayingAn activityA discussion starter

BE CREATIVE

Introduction to New MaterialSets 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 skillA picture is worth a thousand words.I hear, I see..I do!

InputInstructionalStrategiesThat AffectStudentAchievement

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LEARNING ACTIVITIESGraphic organizersCreative playPeer presentingPerformancesRole playingDebatesGame makingProjectsCooperative groupsInquiry learningDirect instructionDifferentiation Direct Instruction

PRACTICEAPPLYING WHAT IS LEARNEDProvide multiple learning activitiesGuided practice (teacher controlled)Use a variety of questioning strategies to determine the level of understandingJournaling, conferencingIndependent practicePractice may be differentiatedBUILD ON SUCCESS

Guided Practice

Graphic Organizers http://www.eduplace.com/graphicorganizer

Concept Maps - http://olc.spsd.sk.ca/de/pd/instr/strats/conceptmap/index.htmlDiagrams and GraphsComprehension QuestionsGamesOther Ideas?

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Independent Practice

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CLOSURELesson 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

EVALUATIONAssess the learningTeacher made testIn-class or homework assignmentProject to apply the learning in real-life situationRecitations and summariesPerformance assessmentsUse of rubricsPortfoliosJournalsInformal assessment

REFLECTIONWhat 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 SUBSTITUTENOW WHAT?The Key to substitute success DETAILED LESSON PLANSDiscipline routinesChildren with special needsFire drill and emergency proceduresHelpful students, helpful colleagues (phone #s)Classroom scheduleNames of administratorsExpectations for the workPacket of extra activities

Evaluating lesson plansassessments? Is there evidence of an Attention Getters (anticipatory set)?Are there clear objectives? Will students understand what they are learning and why?To what extent does the lesson plan account for how students are being asked to learn? To what extent does the lesson plan incorporate appropriate technologies?To what extent does the lesson plan incorporate effective

Presentation ChecklistAre you reviewing the previous lesson before you begin a new one?Have you repeated your expectations?Are processes clearly outlined? Are you reinforcing key ideas? Are students practicing new material as they learn it?Do students understand common mistakes and misconceptions about the material?Can students put new learning in context with previous learning?

Do students see the practical application of the material?Have students completed homework that requires all the material?Have students received feedback that guides them in clarifying their understanding?Can students meet expectations on an assessment?Application Checklist

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

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Now Practice the Lesson Planning