EFFECTIVE LESSON PLANNING Teacher Academy 2016-17

What is this “Common Core” thing? Common Core State Standards (CCSS) that all schools (who have accepted Govt funding) must adopt Standards tell teachers what to teach, but not how to teach it Math and English/ELA only / K-12 Common Core Explained

Common Core (CCSS) Documents Full Common Core Documents ELA: Common Core – ELA Math: Common Core – Math SmartBalance testing- Done in April now Common Core is what you teach from/about Lessons you create come from the CCSS

GOALS OF A LESSON PLAN

EFFECTIVE TEACHERS… Know the content Understand the development of the student (PIES) Use multiple assessments to evaluate progress Adapt and modify instruction Use effective communication Collaborate with all members of the learning community

GOOD PLANNING Keeps the teacher and students on track Achieves the objectives Provides the roadmap and visuals in a logical sequence Encourages reflection, refinement, and improvement Enhances student achievement ACTIVITY: Brainstorm a list of benefits of well-planned lessons and pitfalls of poorly planned lessons

A GOOD LESSON INCLUDES Standards Learning Objectives Materials and Resources Learning Activity Warm-up / Introduction Whole Class? Small Group? Independent? Activities? Assessment / Evaluation Wrap-Up / Closure Reflection

1. Standards What will you teach? Align lessons with the Common Core State Standards Let the students know your objectives, why they need to know it , and how they will use the learning. Let the students know your objectives, why they need to know it , and how they will use the learning. Good objective: Students will be able to illustrate clouds that signal unsettled weather. Poor objective: Students will understand that some clouds signal the approach of poor weather conditions. ACTIVITY: Have groups (2-3) write a behavioral objective for …………….

2. Learning Objectives Develop clear, measurable objectives to guide what will be taught and how learners will be evaluated. Should tell what the student is going to do. Communicate objectives to students at beginning of class – list on board. D. Align lessons with the Common Core State Standards. Let the students know your objectives, why they need to know it , and how they will use the learning. Good objective: Students will be able to illustrate clouds that signal unsettled weather. Poor objective: Students will understand that some clouds signal the approach of poor weather conditions. ACTIVITY: Have groups (2-3) write a behavioral objective for …………….

Decide whether or not these are well-written objectives: Here is an objective written by an ESL teacher. Study it and decide if it is well written or poorly written. OBJECTIVE: In this lesson I will teach the students to pronounce /s/ and /z/ correctly. Discuss with your table: What do you think? Is this a well written objective, or does it have problems? Let the students know your objectives, why they need to know it , and how they will use the learning. Good objective: Students will be able to illustrate clouds that signal unsettled weather. Poor objective: Students will understand that some clouds signal the approach of poor weather conditions. ACTIVITY: Have groups (2-3) write a behavioral objective for …………….

Well… You're right. This objective has at least one serious problem… The major problem with this objective is that it specifies what the teacher will do. Objectives are more effective when they specify what the students will do. How about this: In this lesson the students will learn to pronounce /s/ and /z/ correctly. Better! 

Decide whether or not these are well-written objectives: Here is an objective written by an ESL teacher. Study it and decide if it is well written or poorly written. OBJECTIVE: Through this lesson, the students will improve their understanding of American culture. Discuss with your table: What do you think? Is this a well written objective, or does it have problems?

Well… You're right again. This objective has at least one serious problem… The major problem with this objective is that it is too general. (American culture is a BIG topic.) Is it measurable? Objectives are more effective when they specify what the students will do. How about this: Students will learn the culturally acceptable way to greet a new acquaintance in a formal situation in the United States, and they will demonstrate what they have learned in a role play during the second part of class. Better! 

3. Materials /Resources Plan! Prepare! Have on hand! Murphy’s Law Envision your needs List all resources Have enough manipulatives (when needed) for groups or individuals. At all times, try to include authentic materials Menu, job application, food 

4. Learning Activity Be creative Determine a step-by-step plan of the activity/lesson and approximately how long it will take Create activities that are clear in focus, engaging, and relate to the learner’s interests and assist in developing new knowledge How? Start with an introductory activity such as: A question A story A saying An activity A discussion starter Be creative

4. Learning Activity cont’d… After an engaging introduction, design a learning activity appropriate for the objective being taught. Introduce new vocabulary Always keep the “P.I.E.S.” in mind when designing an activity Provide modeling of a new skill A picture is worth a thousand words. I hear, I see………..I do!

LEARNING ACTIVITIES Project-Based Learning Game Making Creative play Peer presenting Performances Role playing Debates Game Making Collaborative groups Inquiry-based learning Differentiation Direct instruction Real objects/materials Stations / Rotations

Practice… APPLYING WHAT IS LEARNED Provide multiple learning activities A. Guided practice (teacher led) Use a variety of questioning strategies to determine the level of understanding B. Small Group practice C. Independent practice **** Do students see the practical application of the material?

5. Assessment/ Evaluation Check for understanding – did the students learn what the objectives set out for them to learn? Check all along the way! Two types of Assessment: Used for different reasons - Summative Formative

5. Assessment/ Evaluation Formative Assessment – Goal is to provide ongoing feedback, monitor student learning and allow teachers to instantly adjust their teaching. Example: Homework, journal reflection, exit card, thumbs up, teacher observation, etc. Summative Assessment – Goal is to evaluate student learning at the end of an instructional unit by comparing it against the objectives taught. Example: Exams, final projects, portfolios, ACT/SAT/MEAP, thesis paper, etc.

6. Wrap-up / Closure What did the lesson cover? Can students summarize the major concepts Teacher or students recaps the main points Teacher sets the stage for the next phase of learning “Next time…”

7. 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?

Tell me and I forget. Teach me and I remember. Involve me and I learn. Benjamin Franklin

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