EFFECTIVE LESSON

PLANNING

A teacher who is attempting to teach without inspiring the pupil with a desire to

learn is hammering on a cold iron.

Horace Mann

INTRODUCTIONS

NameSchool and positionWhat are the qualities of

effective teaching?

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

BRAINSTORM A LIST

EFFECTIVE TEACHERS…Know the contentUnderstand the

development of the student

Value the diversity of the students within the class

Plan strategic lessons using

research-based practices

Use multiple assessments to

evaluate progress

Create a suitable learning

environmentAdapt and modify

instruction Use effective

communicationCollaborate with all

members of the learning community

Engage 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 experiences

Plans connect to related learning opportunities

Teaching is based instructional strategies that focus on best practice and research

Teaching is supported by strategies that foster interest and progress

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

A GOOD LESSON INCLUDES

ObjectivesPre-assessmentList of materialsWarm-up and introductionPresentationPracticeEvaluationClosureApplication

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

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 in instruction

might I need to make?

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.

MATERIALS

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

Envision your needs.List all resources.Have enough manipulatives (when

needed) for groups or individuals.

WARM-UP AND INTRODUCTION

Grab 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

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 knowledge

Provides modeling of a new skillA picture is worth a thousand words.I hear, I see………..I do!

LEARNING ACTIVITIES

Graphic organizersCreative playPeer presentingPerformancesRole playingDebatesGame makingProjects

Cooperative groupsInquiry learningDirect instructionDifferentiation Direct Instruction

PRACTICEAPPLYING WHAT IS LEARNED

Provide multiple learning activitiesGuided practice (teacher controlled)

Use a variety of questioning strategies to determine the level of understanding

Journaling, conferencingIndependent practice

Practice may be differentiatedBUILD ON SUCCESS

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

EVALUATIONAssess the learning

Teacher made testIn-class or homework

assignmentProject to apply the

learning in real-life situation

Recitations and summaries

Performance assessmentsUse of rubricsPortfoliosJournalsInformal 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 routinesChildren with special needsFire drill and emergency proceduresHelpful students, helpful colleagues (phone #’s)Classroom scheduleNames of administratorsExpectations for the workPacket of extra activities

A teacher is one who brings us

tools and enables us to

use them.

Jean Toomer