Lesson planning
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The document discusses the importance of effective lesson planning for teachers. It outlines key elements that should be included in a strong lesson plan such as objectives, materials, introduction, presentation of new material, guided and independent practice, closure, and evaluation. A good lesson plan provides structure for teachers and students, keeps all parties on track to meet objectives, and enhances student achievement. Careful planning is important to avoid issues and ensure a successful learning experience.
Lesson planning
- 1. IMPORTANCE, FORMULATION & ELEMENTS Dr. Tahira Nawaz Principal, GGHS Makhdoom Rashid
- 2. CONTENTS ICEBREACKING INTRODUCTION IMPORTENCE STRUCTURE OF LESSON PLAN PRACTICE OF LP
- 3. INTRODUCTIONS/ ICEBREACKING Name School and position What are the qualities of effective teaching? (What must a teacher know and be able to do?)
- 4. IMPORTANCE OF PLANNING WHY DO WE PLAN?
- 5. GOOD PLANNING Keeps us (the teacher and students) on track Achieves the objectives Helps us (teachers) to avoid “unpleasant” surprises Provides the roadmap and visuals in a logical sequence Provides direction to a substitute Encourages reflection, refinement, and improvement Enhances student achievement
- 6. POOR PLANNING Frustration for the teacher and the student Aimless wandering Unmet objectives No connections to prior learnings Disorganization Lack of needed materials A waste of time Poor management
- 7. A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron. Horace Mann PLANNING FOR TEACHING
- 8. PLANNING AND STRATEGIES FOR TEACHERS Plans are developed to provide students with meaningful learning experiences Plans connect to related learning opportunities Teaching is based instructional strategies that focus on best practice and research Teaching is supported by strategies that foster interest and progress
- 9. EFFECTIVE TEACHERS… Know the content Understand the development of the student 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
- 10. GETTING START
- 11. BEFORE PLANNING A LESSON WHAT DO STUDENTS KNOW? HOW CAN LOCAL RESOURSES BE USED? HOW TO BEGAIN? ACTIVITIES FOR ALL
- 12. BEFORE PLANNING A LESSON Identification of relevant standards Transform standards for students: Describe what needs to happen to meet expectations Help students identify what is important Specify (and differentiate) knowledge and learning skills 1. :
- 13. 13 The Lesson Planning Process Objectives Assessment Activities Include practice with feedback
- 14. A GOOD LESSON INCLUDES Objectives/SLOs Pre-assessment List of materials/RESOURSES Warm-up and introduction/opening Presentation of New material Practice Evaluation Closure Application
- 15. A VISION OF TEACHING Connect the dots in the puzzle using only four straight lines without lifting your pen/pencil off of the paper. How does this relate to our teaching?
- 16. LET’S BEGIN… The format of a lesson should.. Go one step at a time Have a picture for every step Have a minimal reliance on words An effective lesson plan is a set of plans for building something – it “constructs” the learning.
- 17. PRE-ASSESSMENT What are the characteristics of the learners in the class? What do the students already know and understand? How do my students learn best? What modifications in instruction might I need to make?
- 18. OBJECTIVES/ SLOs A description of what the student will be able to do at the end of the lesson Use behavioral verbs to describe the expected outcomes (ACTION) No-no’s: appreciate, enjoy, understand, love, etc.
- 19. MATERIALS Plan! Prepare! Have on hand! Murphy’s Law Envision your needs. List all resources. Have enough manipulative (when needed) for groups or individuals.
- 20. Model
- 21. WARM-UP AND INTRODUCTION/Opening Grab the attention of the students PROVIDES THE INTEREST/MOTIVATION factor Set the tone for the lesson connected to the objective A question A story A saying An activity A discussion starter BE CREATIVE
- 22. Introduction to New Material Sets up a step-by-step plan Provides a quick review of previous learning Provides specific activities to assist students in developing the new knowledge Provides modeling of a new skill A picture is worth a thousand words. I hear, I see………..I do!
- 24. LEARNING ACTIVITIES Graphic organizers Creative play Peer presenting Performances Role playing Debates Game making Projects Cooperative groups Inquiry learning Direct instruction Differentiation Direct Instruction
- 25. PRACTICE APPLYING WHAT IS LEARNED Provide multiple learning activities Guided practice (teacher controlled) Use a variety of questioning strategies to determine the level of understanding Journaling, conferencing Independent practice Practice may be differentiated BUILD ON SUCCESS
- 26. Guided Practice Graphic Organizers – http://www.eduplace.com/graphicorganizer Concept Maps - http://olc.spsd.sk.ca/de/pd/instr /strats/conceptmap/index.html Diagrams and Graphs Comprehension Questions Games Other Ideas?
- 28. CLOSURE Lesson Wrap-up: Leave students with an imprint of what the lesson covered. Students summarize the major concepts Teacher recaps the main points Teacher sets the stage for the next phase of learning
- 29. EVALUATION Assess the learning Teacher made test In-class or homework assignment Project to apply the learning in real-life situation Recitations and summaries Performance assessments Use of rubrics Portfolios Journals Informal assessment
- 30. 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?
- 31. THE SUBSTITUTE… NOW WHAT? The Key to substitute success – DETAILED LESSON PLANS Discipline routines Children with special needs Fire drill and emergency procedures Helpful students, helpful colleagues (phone #’s) Classroom schedule Names of administrators Expectations for the work Packet of extra activities
- 32. Evaluating lesson plans assessments? Is there evidence of an “Attention Getters” (anticipatory set)? Are there clear objectives? Will students understand what they are learning and why? To what extent does the lesson plan account for how students are being asked to learn? To what extent does the lesson plan incorporate appropriate technologies? To what extent does the lesson plan incorporate effective
- 33. Presentation Checklist Are you reviewing the previous lesson before you begin a new one? Have you repeated your expectations? Are processes clearly outlined? Are you reinforcing key ideas? Are students practicing new material as they learn it? Do students understand common mistakes and misconceptions about the material? Can students put new learning in context with previous learning?
- 34. Do students see the practical application of the material? Have students completed homework that requires all the material? Have students received feedback that guides them in clarifying their understanding? Can students meet expectations on an assessment? Application Checklist
- 35. 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
- 36. ?