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Lesson Planning Methods of Teaching Objectives: §Explain why lesson planning is important. §Define lesson, lesson plan, and daily plan. §List and explain.

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Presentation on theme: "Lesson Planning Methods of Teaching Objectives: §Explain why lesson planning is important. §Define lesson, lesson plan, and daily plan. §List and explain."— Presentation transcript:


2 Lesson Planning Methods of Teaching

3 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.

4 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.

5 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

6 What is a Lesson Plan? §Teachers written scheme to: l prepare for l deliver, and l 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

7 What is a Daily Plan? §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. TO DO

8 Phases of a Lesson §Set Induction l Those activities intended to prepare the students for instruction. §Instruction l 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 l Activities intended to assess student learning and maximize retention

9 Phase 1: Set Induction §Interest Approach §Context §Advance Organizers

10 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.

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

12 Context §REVIEW. l Your class arrived at this lesson from somewhere. l 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.

13 Sample Context §Yesterday we studied insect pests you will encounter in the garden. l What are some of the common garden insects in this area? l How do you recognize them? l 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?

14 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.

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

16 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: l Develop a terminal learning objective for your lesson. l Analyze it to develop enabling objectives. l Outline your: Interest Approach Scheme for providing Context Advance Organizers §One work group will report results to the class for discussion and critique

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

18 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

19 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

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

21 Phase 3: Closure §Review §Summary/ Conclusion §Evaluation §Context

22 Review §Massed review of content §Use questioning to assess student understanding §Repetition improves retention

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

24 Application §In-class exercise §Homework §Project §SAE §FFA event §Use in a lab project

25 Evaluation §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

26 Context §How will this class relate to tomorrows class? To future lessons? To future lab activities? §What will the class be on tomorrow? §What homework is scheduled?

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

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

29 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:

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

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

32 Plan Evaluation §To locate the blank evaluation form for lesson plans go to

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

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