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 outcomeMay be very brief or extend over several class periodsBuilt around a single Terminal Leaning Objective or set of closely related TLOs
5 What is a Lesson Plan? Teacher’s written scheme to: prepare fordeliver, andevaluate instructionDetailed enough to provide a clear set of directions for a person knowledgeable about the subjectIncludes teaching aids needed for the classNormally outline - not manuscript
6 What is a Daily Plan?TO DOBrief list of things to do in a particular period or block.Refers to lesson plans, announcements, major activities, etc.Seldom used againWriting it down is a good idea.
7 Phases of a Lesson Set Induction Instruction Closure Those activities intended to prepare the students for instruction.InstructionTeacher and student activities and content intended to provide the opportunity and maximize the probability that the student will accomplish the learning objective(s).ClosureActivities intended to assess student learning and maximize retention
8 Phase 1: Set InductionInterest ApproachContextAdvance Organizers
9 Interest Approach Get students’ attention Promote interest in the lessonPromote a desire to learn the materialFocus 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 tableAsk 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’ livesCheck to be sure students have prerequisite knowledge.
12 Sample ContextYesterday 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 OrganizersFor 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 classRead and interpret labels on insecticidesList and discuss 5 most common garden insecticides used in this areaPoint out and briefly explain the objectives after the review of yesterday’s classAct excited about the subject. If you are not interested, why should they be?
15 ACTIVITYAssume 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 ApproachScheme for providing ContextAdvance OrganizersOne 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 lessonMETHODSHow to deliver the instructionTeacher Activities ANDStudent Activities
17 Content Knowledge (Cognitive) Skills (Psychomotor) Attitudes (Affective)Determined by Enabling ObjectivesContent is inclusive of TLOTLO is inclusive of contentProvides “Learnable bites” of material, one piece at a timeContent
18 Methods Activities in which the teacher engages to teach the class Activities in which the students engage to learn the contentAccounts for diverse learning stylesMaximizes probability that learning will occurMaximizes retentionProvides for partial reviews and application exercises throughout
19 ACTIVITYIn your cooperative work groups, outline the CONTENT of your lesson started earlier.Develop METHODS outlineTeacher ActionsStudent ActivitiesProvide for active learningProvide for application and repetitionOne work group will report results to the class for discussion and critique
21 Review Massed review of content Use questioning to assess student understandingRepetition 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 makeDetermine how well learning has occurredMay be used for normative assessment (improvement)May be used for summative assessment (grading)Sometimes combined with the review in the form of oral questioningEvaluation
25 ContextHow 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 ACTIVITYIn your cooperative work groups, outline for the lesson you started:ReviewSummary/ConclusionApplicationContextOne 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 lessonBody - plan for actual delivery of lesson
28 Lesson Plan Preliminaries Lesson TitlePrepared ByTime Required (Est), Date PreparedTerminal Learning Objective:Enabling ObjectivesReferencesEquipment, Supplies, MaterialsAdministrative AnnouncementsSOL(s) Addressed by This Lesson:
29 Lesson Plan Body Set Induction Phase Instruction Phase Closure Phase Interest ApproachContextAdvance OrganizersInstruction PhaseContentMethodsClosure PhaseReviewSummary/ConclusionsApplicationEvaluationS O U N D F A M I L I A R ? ? ?
30 Plan FormatTo locate the blank lesson plan format and a handout used in this course go to
31 Plan EvaluationTo 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