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EFFECTIVE LESSON PLANNING

EFFECTIVE LESSON PLANNING. GOALS. To summarize NJ standards-based reform efforts To describe the value of effective planning To discuss and utilize various components of effective lesson plans To provide templates for lesson plans To give guidance for substitute plans.

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EFFECTIVE LESSON PLANNING

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  1. EFFECTIVE LESSONPLANNING

  2. GOALS • To summarize NJ standards-based reform efforts • To describe the value of effective planning • To discuss and utilize various components of effective lesson plans • To provide templates for lesson plans • To give guidance for substitute plans

  3. PROFESSIONAL STANDARDSTHE MODEL FOR GOOD TEACHING • Provide direction for effective teaching • Identifies the knowledge, skills and dispositions of teaching • Parallel INTASC and National Board standards • Used to: • Drive all pre-service programs in New Jersey • Guide the mentoring process • Influence professional development

  4. 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 toevaluate 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 EFFECTIVE TEACHERS…

  5. 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?

  6. INSTRUCTIONAL PLANNING AND STRATEGIES • 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

  7. GENERAL POLICY • Plans are a legal document • Usually required weekly to the supervisor • Plan books (district, purchased, self-made notebooks) • Substitute plans • Must include • CCCS • Objectives • Needed materials • Teacher’s editions pages, student pages • Short description activities • Closing

  8. 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 • Provides direction to a substitute • Encourages reflection, refinement, and improvement • Enhances student achievement

  9. 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

  10. A GOOD LESSON INCLUDES: • Objective – expected student behavior • Warm –up and introduction • Procedure • Materials – worksheets, film, text, etc. • Presentation • Practice • Application • Closure • Evaluation – test, assignment, teacher observation, etc. • CCCS and/or ASK skills covered • Maximize Instructional Time • Integrate Diverse Teaching Strategies • Have All Students On Task

  11. 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.

  12. 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

  13. OBJECTIVES • A description of what the student will be able to do at the end of the lesson • Provides alignment with district and state goals (Uses CCCS) • Use behavioral verbs to describe the expected outcomes (ACTION) • No-no’s: appreciate, enjoy, understand, love, etc.

  14. WARM-UP AND INTRODUCTION • 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

  15. 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?

  16. MATERIALS • Plan! Prepare! Have on hand! • Murphy’s Law • Envision your needs. • List all resources. • Have enough manipulatives (when needed) for groups or individuals.

  17. PROCEDURES AND PRESENTATION • 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!

  18. Graphic organizers Creative play Peer presenting Performances Role playing Debates Game making Projects Cooperative groups Inquiry learning Direct instruction Differentiation Direct Instruction LEARNING ACTIVITIES

  19. PRACTICEAPPLYING 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

  20. CLOSURE • Lesson Wrap-up: Leave students with an imprint of what the lesson covered. • Students summarize the major concepts Displays internalized student knowledge • Teacher recaps the main points • Teacher sets the stage for the next phase of learning

  21. EVALUATION • Assess the learning-Rubric • 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

  22. 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?

  23. 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

  24. A teacher is one who brings us tools and enables us to use them. Jean Toomer

  25. Lesson Plans: Review • Reflection/Open Discussion: • Main components of a lesson plan • Critical thinking skills • Characteristics of a good lesson • Teacher responsibilities

  26. Lesson Plans Bloom’s Taxonomy • Use daily in questioning to develop higher order of thinking skills...critical thinking skills. • KNOWLEDGE • COMPREHENSION • APPLICATION • ANALYSIS • SYNTHESIS • EVALUATION

  27. Lesson Plans Bloom’s Taxonomy

  28. Lesson Plans Bloom’s Taxonomy

  29. GREAT TEACHING starts with GREAT PLANNINGCharacteristics of great lesson plans • Clear instructions, explanations, timelines, expectations, and assessment • Interactive; hands on activities • Engaging and FUN! • Allow students to feel a sense of shared exploration and discovery • Give students choices

  30. GREAT TEACHING starts with GREAT PLANNINGStudents engaged & motivated • Break assignments into small chunks • Hands-on manipulatives • Ask open ended questions • Make lesson relevant • Allow students to develop own questions to research • Integrate diverse teaching strategies • Talk at appropriate level

  31. Foundational Habits • Be Explicit • Model • Reinforce

  32. SET STUDENT GOALSThey’re all about High ExpectationsKeys to great goal setting • Regular Routine – “mini goals”- focus on small, immediate, action-oriented • Very Specific Actions-what, when, how?? • Level Appropriate • Followed by reflection- students need to evaluate- leads to feeling of accomplishment and future goal setting

  33. The 5 Most Important Things You Can Do For Your Students • CARE • SET HIGH EXPECTATIONS • CREATE ORDERLY, STRUCTURED CLASSROOM • EARN RESPECT- stay calm, exercise self control • TREAT EACH STUDENT WITH COURTESY AND RESPECT

  34. LESSON PLAN Preparation Summary: • Optional/Preferred: • Indicate… • Homework • Field learning experiences • Guest presentations • Highlight interdisciplinary activities • Video-aided learning and follow up (reflective) activity

  35. Credits Portions of this power point were taken from the following sources: EFFECTIVE LESSONPLANNING Presented by Vicki Duff Mentor Training Coordinator Department of Education 609-292-0189 victoria.duff@doe.state.nj.us Unit Assessment and Instructional Planning: An Approach to Facilitate Standards-Based Learning Sue Stevens, Tina Scott, Cheryl Gettings suestevens@cutting-edge-consulting.com 245-3737

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