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Creating Effective Lesson Plans

Creating Effective Lesson Plans. August 13th, 2018. Adam Halstrom Department of English Center for Teaching & Learning Excellence adam.halstrom@utah.edu. Objectives. By the end of this session, you should be able to: Explain the importance of developing your own lessons plans.

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Creating Effective Lesson Plans

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  1. Creating Effective Lesson Plans August 13th, 2018 Adam Halstrom Department of EnglishCenter for Teaching & Learning Excellence adam.halstrom@utah.edu

  2. Objectives By the end of this session, you should be able to: • Explain the importance of developing your own lessons plans. • Write and evaluate a learning objective appropriate for a course you plan to teach. • Design a lesson plan to incorporate a variety of teaching methods and to meet objectives.

  3. Outline • What is a “lesson plan” and why should I have one? • Lesson Plan Template & Alignment Grid • Learning Objectives • Active Learning • Wrap-up / Review

  4. What is a “lesson plan” and why should I have one? • Effective models have four parts: • Objectives • Presentation • Practice • Assessment • Review Lesson Plan handout.

  5. What is a “lesson plan” and why should I have one? • Take 1 minute to list at least TWO reasons you think lesson plans are important. 1 minute Start Timer

  6. What is a “lesson plan” and why should I have one? • Group discussion.

  7. Start with Learning Objectives • See Learning Objectives handout. Every learning objective should include: 1. Conditions: how, when, where, with what. 2. Performance statement: stated with an action verb (refer to Bloom’s Taxonomy). 3. Criterion measure: defines the level of performance and product, process, or outcome.

  8. Work Alone or in Pairs! • Write at least ONE learning objective for your lesson. • Focus on: • performance statement • learning level (see Bloom’s Taxonomy) • criterion measure 5 minutes Start Timer

  9. Learning Objectives - Discussion 1. Conditions: how, when, where, with what. 2. Performance statement: stated with an action verb (refer to Bloom’s Taxonomy). 3. Criterion measure: defines the level of performance and product, process, or outcome. Example: By the end of our session, you will be able to writea pedagogically sound learning objective.

  10. Phase III: Assessment • Formative; sometimes part of Phase II. Phase II: Guided Practice & Collaboration • See Active Learning Activities handout.

  11. Work in Pairs! • Pick ONE learning objective between you and your partner. • With your partner, brainstorm TWO activities that are learner-centered and engaging to target your group’s learning objective. 5 minutes Start Timer

  12. Phase II: Guided Practice & Collaboration • Discussion.

  13. Phase I: Presentation • What teaching methods will you use? • Lecture • Class Discussion • Small Groups • Active Learning • Flipped Classroom • Other ideas?

  14. Reflect and Report • What did you learn about creating lesson plans? • What difficulties did you encounter: • as you wrote a learning objective? • as you aligned activities to your objective?

  15. Wrap-up • Muddy points? • Additional Resources • Contact CTLE: • info@ctle.utah.edu or 801-585-1976 • Adam Halstrom (adam.halstrom@utah.edu)

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