EFFECTIVE LESSON PLANNING Teacher Academy Fall 2013

GOALS OF A LESSON PLAN

EFFECTIVE TEACHERS… Know the content Understand the development of the student (PIES) 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

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 Encourages reflection, refinement, and improvement Enhances student achievement

POOR PLANNING  Frustration for the teacher and the student  Aimless wandering  Unmet objectives  No connections to prior learnings  Disorganization  A waste of time

A GOOD LESSON INCLUDES 1. Learning Objectives / Standards 2. Materials and Resources 3. Learning Activity a. Warm-up / Introduction b. Independent / Small Group 4. Assessment / Evaluation 5. Wrap-Up / Closure 6. Reflection

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

1. Learning Objectives A. Develop clear, measurable objectives to guide what will be taught and how learners will be evaluated. B. What is the “Big Idea”? C. Communicate objectives to students at beginning of class. D. Align lessons with the Common Core State Standards.

Choose which choice you think is a well-written objective: A.Students will be able to illustrate clouds that signal unsettled water. B.Students will understand that some clouds signal the approach of poor weather conditions.

2. 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

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

3. 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.” Developmental areas 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 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 controls)  Use a variety of questioning strategies to determine the level of understanding B. Group practice C. Independent practice **** Do students see the practical application of the material?

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

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

5. Assessment/ Evaluation Summative 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. Formative 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. Reflection A. What went well in the lesson? B. What problems did I experience? C. Are there things I could have done differently? D. 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