1. Lesson Planning Why is it important?

2. Importance of Lesson Planning  Keeps teachers organized & on task  Able to teach more  Lesson foci  Students focus in on learning objectives with less focus on unimportant information  Extra planned so if students are understanding or curious  Students will learn more if teacher is more prepared and knowledgeable in the subject area  Gathering materials & research  Ensures main concepts are taught  Timing

3. Lesson Outline  Warm-up/Intro  Background information, objectives  Core lesson  Lecture, seminar, teaching  Tasks  Student work  Concluding  Checking for understanding, main concepts reiterated

4. Lesson Planning Hints  Prepare more than you will need  Be aware of your timing of delivery  Think about transitions  From writing to speaking, for example  Lesson flow is important for student focus  Variety & multimodal delivery  Everyone will learn and students stay engaged  Introduce learning outcomes at the beginning and conclude the lesson at the end to remind students of what they have learned  Lesson plans are guides – go with the flow!

5. Steps of Planning  Start big and get more specific:  1. Year plan  2. Block plans & weekly plans  3. Daily lesson plans

6. Year Plan  Beneficial to know what you want to accomplish during the year  Can be flexible  Provides a guideline to work with  The following year plan is an example from Princess Margaret Secondary School in Penticton, BC, Canada

7. Retrieved from: http://sd67.bc.ca/school s/pmss/Physical%20Educ ation/outlines/PE%209%2 0Double%202010- 2011.doc Basic Year Plan: Unit number, name & duration

8. Block Plans  Map out the units in the order you have created in the year plan  Establish a lesson focus  Provides a guideline to work with, and makes lesson planning much easier to do  The following slide is our example from the Integral I original block plan we created for the first four classes

9. Block Plans

10. What do you need to know about your learners?  Experience  How are they in the subject area? What do they already know?  Why they are there  Where they want to be at the end of the semester  Related life experiences  Sometimes beneficial to know and can make content more relatable for students

13. Lesson #, unit, grade, lesson length Equipment/Materials needed Double check one or two nights beforehand Main concepts Concepts that are repeated throughout the semester Useful for preparation of final exam Skill focus Writing, listening, problem-solving, essay writing, test taking, presentation skills, critical thinking, interpreting information, etc.

14. IRP#  Learning outcomes that are listed under your course curricula (in BC, Canada these are called IRP’s) Ensures that all LO’s are covered throughout the semester Gives lesson plan more significance Lesson Objectives  **Most important part of the lesson plan Ensures that all LO’s are covered in the semester Gives lesson plan more significance Takes the focus from the block plans and elaborates on their importance

15. Progression and Time Lists the main parts of the lesson (Warm-up, Skill Development, Cumulating Activity) Shows approximately how long should be spent on each section Organization Details how students and equipment will be organized (ie. in groups or lines, how the equipment will be set up)

16. Tasks Basic: explains the basic components of the task/ activity that the instructor will be leading Simplifying: adds adaptions to make the task easier for the learner Extending: adds adaptions to make the task harder for the learner Applying: relating the activity or task to a different subject or expanding on it Example B: Students will participate in a game of freeze tag S: Increase the boundaries, have students walk instead of run E: Make the boundaries smaller, have students hop instead of run A: Incorporate biology and talk about how a puffer fish can paralyze a person. The people who are “it” are puffer fish and the rest are humans that do not want to be paralyzed.

17. Teaching cues Specific and prescriptive feedback Further provides a focal point for students Checking for understanding (CFU) Questioning that focuses on student learning Formative assessment Do the students know what they are meant to be doing? Have the students learned the lesson objectives? How do you know? Objective or learning outcome # Proof that you have actually integrated your lesson learning outcomes in the day’s activities Lesson activities are purposeful: not just time-fillers

18. Set Induction Give students an overview of the day Use it for announcements and anything else important Provide a “hook”, something to get the students interested in the lesson Closure Give a quick overview/wrap up on the lesson Provide questions to students to check for understanding Discuss what will happen next class and throughout the rest of the unit Ask students if they have any questions

19. Lesson learning outcomes are assessed Examples: written exam, handouts, presentation, essay, etc. Formative assessments (checking for understanding) or summative assessments (work for marks) can be planned out here Notes on how students learned are a great way to keep in mind learning cues for the next class or to adapt the lesson structure to meet the needs of the learners

20. It is important as educators to reflect on our lessons that we have taught and think about what we could improve upon.

21. Depending on your class, other areas may need to be planned for In PE, a student might be injured and considered a ‘non- participant’. How can we include this student in the cognitive portion of the lesson? What can they do? Some students may need a modified lesson or part of a lesson to succeed More time, audio/visual/kinesthetic help, etc. Interdisciplinary themes may help tie information together for the students In PE, you can talk about how the length of an arm will affect the distance of a throw, just as the length of a lever affects the force acted upon an object in Physics.

22. Questions/Preguntas/Comments?