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EFFECTIVE LESSON PLANNING Presented by Vicki Duff Mentor Training Coordinator Department of Education 609-292-0189

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Presentation on theme: "EFFECTIVE LESSON PLANNING Presented by Vicki Duff Mentor Training Coordinator Department of Education 609-292-0189"— Presentation transcript:

1 EFFECTIVE LESSON PLANNING Presented by Vicki Duff Mentor Training Coordinator Department of Education

2 GOALS To summarize NJ standards-based reform efforts To describe the value of effective planning To discuss and utilize various components of effective lesson plans To provide templates for lesson plans To give guidance for substitute plans

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

4 INTRODUCTIONS Name School and position What are the qualities of effective teaching? (What must a teacher know and be able to do?) BRAINSTORM A LIST

5 NEW JERSEY AND NCLB Professional Development Standards Core Curriculum Content Standards The High Quality Teacher and Teaching Standards Mentoring State Assessments Parent Involvement Safe Schools Annual Yearly Progress

6 PROFESSIONAL STANDARDS THE MODEL FOR GOOD TEACHING Provide direction for effective teaching Identifies the knowledge, skills and dispositions of teaching Parallel INTASC and National Board standards Used to: Drive all pre-service programs in New Jersey Guide the mentoring process Influence professional development

7 EFFECTIVE TEACHERS… Know the content Understand 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 environment Adapt and modify instruction Use effective communication Collaborate with all members of the learning community Engage in sustained professional growth experiences

8 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 ?

9 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

10 THE DISTRICT POLICY Plans are a legal document Usually required weekly to the supervisor Plan books (district, purchased, self- made notebooks) Substitute plans Must include CCCS Objectives Needed materials Teacher’s editions pages, student pages Short description activities

11 GOOD PLANNING Keeps the teacher and students on track Achieves the objectives Helps teachers to avoid “unpleasant” surprises Provides the roadmap and visuals in a logical sequence Provides direction to a substitute Encourages reflection, refinement, and improvement Enhances student achievement

12 POOR PLANNING Frustration for the teacher and the student Aimless wandering Unmet objectives No connections to prior learnings Disorganization Lack of needed materials A waste of time Poor management

13 A GOOD LESSON INCLUDES Objectives Pre-assessment List of materials Warm-up and introduction Presentation Practice Evaluation Closure Application

14 LET’S BEGIN… The format of a lesson should.. Go one step at a time Have a picture for every step Have a minimal reliance on words An effective lesson plan is a set of plans for building something – it “constructs” the learning.

15 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

16 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?

17 OBJECTIVES A description of what the student will be able to do at the end of the lesson Provides 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.

18 MATERIALS Plan! Prepare! Have on hand! Murphy’s Law Envision your needs. List all resources. Have enough manipulatives (when needed) for groups or individuals.

19 WARM-UP AND INTRODUCTION Grab the attention of the students PROVIDES THE INTEREST/MOTIVATION factor Set the tone for the lesson connected to the objective A question A story A saying An activity A discussion starter BE CREATIVE

20 PROCEDURES AND PRESENTATION Sets up a step-by-step plan Provides a quick review of previous learning Provides specific activities to assist students in developing the new knowledge Provides modeling of a new skill A picture is worth a thousand words. I hear, I see………..I do!

21 LEARNING ACTIVITIES Graphic organizers Creative play Peer presenting Performances Role playing Debates Game making Projects Cooperative groups Inquiry learning Direct instruction Differentiation Direct Instruction

22 PRACTICE APPLYING WHAT IS LEARNED Provide multiple learning activities Guided practice (teacher controlled) Use a variety of questioning strategies to determine the level of understanding Journaling, conferencing Independent practice Practice may be differentiated BUILD ON SUCCESS

23 CLOSURE Lesson Wrap-up: Leave students with an imprint of what the lesson covered. Students summarize the major concepts Teacher recaps the main points Teacher sets the stage for the next phase of learning

24 EVALUATION Assess the learning Teacher made test In-class or homework assignment Project to apply the learning in real-life situation Recitations and summaries Performance assessments Use of rubrics Portfolios Journals Informal assessment

25 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?

26 THE SUBSTITUTE… NOW WHAT? The Key to substitute success – DETAILED LESSON PLANS Discipline routines Children with special needs Fire drill and emergency procedures Helpful students, helpful colleagues (phone #’s) Classroom schedule Names of administrators Expectations for the work Packet of extra activities

27 A teacher is one who brings us tools and enables us to use them. Jean Toomer


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