1. Lesson Planning
Methods of Teaching

2. Objectives: Explain why lesson planning is important.
Define lesson, lesson plan, and daily plan.
List and explain the phases of a complete lesson.
Develop a complete lesson plan.

3. Why is Lesson Planning Important?
Forces us to think through WHAT we want the students to learn.
Forces us to think through HOW we will teach it.
Allows us to decide in advance what equipment, supplies, and materials we will need to assemble for the class.
Provides structure for both teacher and students.
Increases likelihood that learning will occur.

4. What is a Lesson? A planned set of learning experiences
Designed to produce a specific learning outcome
May be very brief or extend over several class periods
Built around a single Terminal Leaning Objective or set of closely related TLOs

5. What is a Lesson Plan? Teacher’s written scheme to:
prepare for
deliver, and
evaluate instruction
Detailed enough to provide a clear set of directions for a person knowledgeable about the subject
Includes teaching aids needed for the class
Normally outline - not manuscript

6. What is a Daily Plan?
TO DO
Brief list of things to do in a particular period or block.
Refers to lesson plans, announcements, major activities, etc.
Seldom used again
Writing it down is a good idea.

7. Phases of a Lesson Set Induction Instruction Closure
Those activities intended to prepare the students for instruction.
Instruction
Teacher and student activities and content intended to provide the opportunity and maximize the probability that the student will accomplish the learning objective(s).
Closure
Activities intended to assess student learning and maximize retention

8. Phase 1: Set Induction
Interest Approach
Context
Advance Organizers

9. Interest Approach Get students’ attention
Promote interest in the lesson
Promote a desire to learn the material
Focus students’ minds on the task at hand.
Quick, clean, related to lesson.

10. Sample Interest Approach
For a lesson on insecticides:
Bring a bag into the class and drop it loudly on the table
Ask students “What is the world’s most effective insecticide?”
After a couple of answers, remove two bricks and picture of insect from the bag.
Smash insect between bricks.
Ask, “Is this effective?” Yes. “Is it realistic?” No. “Are there more effective ways to manage insect populations?”

11. Context REVIEW. Relate this lesson to the logical flow of the class.
Your class arrived at this lesson from somewhere.
USE QUESTIONING to provide a quick review to reinforce previous learning.
Relate this lesson to the logical flow of the class.
Explain how the lesson fits into the students’ lives
Check to be sure students have prerequisite knowledge.

12. Sample Context
Yesterday we studied insect pests you will encounter in the garden.
What are some of the common garden insects in this area?
How do you recognize them?
At what level does an insect become economically destructive?
Do any of you have gardens at home?
Why is it important that we study insecticides?

13. Advance Organizers
For a performance-based lesson, this is your objective(s)
For a problem-solving lesson, this is your anticipated questions/problems.
CLEARLY inform students of your objectives.
Promote an understanding of what performance is expected as a result of the lesson.

14. Sample Advance Organizers
Write on board before class
Read and interpret labels on insecticides
List and discuss 5 most common garden insecticides used in this area
Point out and briefly explain the objectives after the review of yesterday’s class
Act excited about the subject. If you are not interested, why should they be?

15. ACTIVITY
Assume you are teaching a unit of instruction -- personal finances for example -- and that you are preparing for your next lesson, such as maintaining a check register.
In cooperative work groups:
Develop a terminal learning objective for your lesson.
Analyze it to develop enabling objectives.
Outline your:
Interest Approach
Scheme for providing Context
Advance Organizers
One work group will report results to the class for discussion and critique

16. Phase 2: Instruction CONTENT METHODS What the student is to learn
Outline for teacher use in lesson
METHODS
How to deliver the instruction
Teacher Activities AND
Student Activities

17. Content Knowledge (Cognitive) Skills (Psychomotor)
Attitudes (Affective)
Determined by Enabling Objectives
Content is inclusive of TLO
TLO is inclusive of content
Provides “Learnable bites” of material, one piece at a time
Content

18. Methods Activities in which the teacher engages to teach the class
Activities in which the students engage to learn the content
Accounts for diverse learning styles
Maximizes probability that learning will occur
Maximizes retention
Provides for partial reviews and application exercises throughout

19. ACTIVITY
In your cooperative work groups, outline the CONTENT of your lesson started earlier.
Develop METHODS outline
Teacher Actions
Student Activities
Provide for active learning
Provide for application and repetition
One work group will report results to the class for discussion and critique

20. Phase 3: Closure
Review
Summary/ Conclusion
Evaluation
Context

21. Review Massed review of content
Use questioning to assess student understanding
Repetition improves retention

22. Summary/Conclusion So what? Why should the student remember this?
What does this have to do with the student’s world?
Where will he or she see & use the information?
What are the most important points to remember?

23. Application In-class exercise Homework Project SAE FFA event
Use in a lab project

24. Sometimes combined with the review in the form of oral questioning
Feedback to determine what changes teacher needs to make
Determine how well learning has occurred
May be used for normative assessment (improvement)
May be used for summative assessment (grading)
Sometimes combined with the review in the form of oral questioning
Evaluation

25. Context
How will this class relate to tomorrow’s class? To future lessons? To future lab activities?
What will the class be on tomorrow?
What homework is scheduled?

26. ACTIVITY
In your cooperative work groups, outline for the lesson you started:
Review
Summary/Conclusion
Application
Context
One work group will report results to the class for discussion and critique

27. What Goes in a Lesson Plan?
Preliminaries - planning items necessary for the lesson
Body - plan for actual delivery of lesson

28. Lesson Plan Preliminaries
Lesson Title
Prepared By
Time Required (Est), Date Prepared
Terminal Learning Objective:
Enabling Objectives
References
Equipment, Supplies, Materials
Administrative Announcements
SOL(s) Addressed by This Lesson:

29. Lesson Plan Body Set Induction Phase Instruction Phase Closure Phase
Interest Approach
Context
Advance Organizers
Instruction Phase
Content
Methods
Closure Phase
Review
Summary/Conclusions
Application
Evaluation
S O U N D F A M I L I A R ? ? ?

30. Plan Format
To locate the blank lesson plan format and a handout used in this course go to

31. Plan Evaluation
To locate the blank evaluation form for lesson plans go to

32. Go forth and write lesson plans…
So What?
Go forth and write lesson plans…
Plan 1 (Draft) is due