2. What is the BBC and what does it have to do with Lesson Planning? (See Handouts)

3. Multiple Intelligence Lessons (Gardner) Focus on a specific objective Ask key Multiple Intelligence questions file:///C:/Users/nnunnfaron/Downloads /CDH03-Gardner%20(1).pdffile:///C:/Users/nnunnfaron/Downloads /CDH03-Gardner%20(1).pdf Brainstorm instructional activities for each intelligence Select appropriate activities Complete the lesson plan form –Determine the proper sequence of activities

4. Lesson Plan Strategies – Marzano Nine (see handout) http://www.palmbeachschools.org/qa/documents/Hando ut5-MarzanoHighYieldStrategies.pdf http://www.palmbeachschools.org/qa/documents/Hando ut5-MarzanoHighYieldStrategies.pdf

5. Category Average Effect Size Percentile Gain Number of Studies Identifying Similarities & Differences1.614531 Summarizing & Note Taking1.0034179 Reinforcing Effort & Providing Recognition.802921 Homework & Practice.7728134 Nonlinguistic Representation.7527246 Cooperative Learning.7327122 Setting Objectives & Providing Feedback.6123408 Generating & Testing Hypotheses.612363 Cues, Questions, & Advance Organizers.59221251

7. YOUR Objectives: Explain the process of lesson planning Demonstrate the understanding of the skills enhanced through the use of the lesson plans. Learn a skill that will help to define you as a teacher. Understand the concept of thinking of a lesson plan as a way of communicating Help organize content, materials, and methods. OBJECTIVES OF THE DAY

8. Purpose of a lesson plan: To structure the lesson organize its contents/materials determine method of its delivery assess students’ learning evaluate its application/effectiveness

9. FOUR MAJOR ELEMENTS Educational Objectives /Content Standards Content and Appropriate Teaching Activities Preparation of all the Material Monitoring & Assessing Learning

10. : Six Common Mistakes In Writing Lesson Plans (AND WHAT TO DO ABOUT THEM)

11. 1.Poorly written objectives lead to faulty inferences. 2. The lesson assessment is not connected with the behavior indicated in the objective. 3. Prerequisites are not specified or are inconsistent with the lesson requirements. 4.The materials specified in the lesson are irrelevant to those described learning activities. 5.Teacher’s instructions are inefficient 6.Students activities do not contribute effectively to the lesson objective Teacher’s Input: Six common mistakes in LPs

13. Lesson Plan the Easy Way The clearer the structure of a lesson and the more precise the directions on what is to be accomplished, the higher the achievement rate.

14. FIVE LEVELS OF PLANNING 1.Daily planning … Teacher 2.Weekly planning… Teachers-individually as well as in groups 3.Unit planning … Teachers’ Group /Co – ordination) 4.Term planning … 5.Yearly planning …

15. … Lesson Plan The Easy Way Characteristics A Good Lesson Plan is builds upon previous knowledge. caters to the age level of students. includes necessary materials is student centered, flexible, complete, interesting & activity based Uses a variety of strategies has proportionate time allocation includes evaluation process includes all the essential elements of a lesson plan

16. EDUCATIONAL OBJECTIVES …….are the learning outcomes of a lesson i.e. what the students should be able to know or do at the end of the lesson that they could not do at the beginning! SWBAT Specify the new skills that the students will gain as a result of the lesson Focus on student’s (not teacher’s) attainment Determine the degree or criterion for satisfactory attainment of the objectives.

17. … EDUCATIONAL OBJECTIVES Setting Objectives What will the learner be able to: Know (concept…cognitive) Do (skill… psychomotor) Feel (behavior, attitude, appreciation or ideas…affective) Each defined objective is matched with: Teaching Method Learning Activities Type of Assessment Note: Relevance is the essential quality of the educational objectives

18. Teaching Materials / Resources A. COURSE BOOKS B. SUPPLEMENTARY MATERIALS: 1. Teacher’s book 2. Work book 3. Videos 4. Articles 5. Multi media

19. WRITING LESSON PLANS Methodology - Specify Timings of each of these steps: (40/80 minutes)

20. Method Presentation of the Items involves Preparing class making sure the concept is absolutely clear to student giving the model example of the item Practice the Teaching Item involves: Active learning activities Dialogue / discussion Production of the Teaching items: Role play / Games Practicing the item Assessment

21. …WRITING LESSON PLANS Activities: Daily – Life application of the concept Type & nature of activities: –individual / group work –reading –project / art work / model making –role play –presentations –charts / maps –practical work etc.

22. ROLE OF ACTIVITIES source of motivation making learning interesting decrease the anxiety of learner concrete base for abstract learning develop confidence (individually, group work) develop creativity flexible and friendly environment provides students an approach towards learning capture the attention and involve the students in learning situation

23. Madeline Hunter Style

24. Hunter Lessons 1)Anticipatory Set [hook] - Cue Set 2)Objectives and Purpose 3)Instructional Input – Best Shot 4)Modeling 5)Checking for understanding 6)Guided Practice 7)Independent Practice 8)Assessment 1)Formative assessments 2)Correctives 3)Extensions 9)Closure Sometimes order is rearranged

25. The Steps: Anticipatory Set or Cue Set Actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson. To put students into a receptive frame of mind. To connect to student prior knowledge. to focus student attention on the lesson. to create an organizing framework for the ideas, principles, or information that is to follow (the teaching strategy called "advance organizers.” Also think of Piaget and schemas). to extend the understanding and the application of abstract ideas through the use of example or analogy...used any time a different activity or new concept is to be introduced.

26. The Steps: Objectives –What, specifically, should the student be able to do, understand, care about as a result of the teaching? TELL THEM!

27. The Steps: Instruction Input or Best Shot Provide content and information Explain concept State definitions Identify critical attributes Provide examples This can be done through direct teacher instruction, video, demonstration, questioning and discussion, and many other strategies

28. The Steps: Modeling The teacher demonstrates the use of the skill or knowledge

29. The Steps: Checking for Understanding Pose key questions Ask students to explain concepts, definitions, attributes in their own words Encourage students to generate their own examples Use active participation

30. The Steps: Guided Practice (Activities) Initiate practice activities that are under direct teacher supervision Elicit overt response that demonstrates behavior or understanding Provide close monitoring Check for understanding (formative assessment)

31. … Activity Process Input Process Output

32. The Steps: Independent Practice Students continue to practice the use of the skill or knowledge on their own Essential for mastery Should have some elements of different contexts so that the skill/concept may be applied to any relevant situation...not only the context in which it was originally learned

33. The Steps: Assessment Use formative assessments – may be interwoven into the other steps Use correctives for those who do not understand Use extensions for those who need to be challenged Describe how you will determine the extent to which students have attained the instructional objective. Be sure this part is directly connected to the behavior called for in the objective.

34. The Steps: Closure Do not close before giving the students practice Used to help students bring things together in their own minds to make sense out of what has just been taught Closure is the act of reviewing and clarifying the key points of a lesson, tying them together into a coherent whole

35. Some Add On’s

36. Aim: Before Planning a Lesson Questions you need to ask are: What are the inputs? What is the output? What do I expect the student to be able to do by the end of the time available? – What will I do in order to make that possible? – How will I break up the time into main stages? – What will be the main stages be linked? – What materials/aids will I need to achieve these aims?

37. Materials and Equipment: List all materials and equipment to be used by both the teacher and learner and how they will be used. … Materials

38. Devise a 40/80 minute lesson based on the method PPP – don’t forget to set the objective The following headings may assist you: Components of a lesson plan Topic Objective Resource Methodology Activities Homework Assessment Evaluation (Self analysis) … Activity

39. RULE OF THUMB Be sure to provide students with the opportunity to practice what you will be assessing them on.

40. Teachers Should Self-Assess (to be completed after the lesson is presented): Address the major components of the lesson plan, focusing on both the strengths, and areas of needed improvement. Determine here how you plan to collect information that will be useful for planning future lessons. A good idea is to analyze the difference between what you wanted (the objective) and what was attained (the results of the assessment).