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Planning effective lessons training for new teachers

PlanningEffective LessonsTraining for New Teachers

Pontotoc city school district
Pontotoc City School District

We believe LEARNING is a priority,

a need, and a desire.

To be successful, we must nurture a learning community that allows everyone to participate in trusting, respectful relationships.

Together, we are committed to

Reaching Higher Levels of Learning.


Pretest - Alpha Boxes

Introduction – Why Are We Here?

Icebreaker – Just For Fun

Decisions in Teaching


Match Elements with Lesson Planner

Closure – Alpha Boxes

Big ideas
Big Ideas

  • Instruction that is challenging, authentic, experiential and holistic is the most effective way to ensure high levels of learning. (Zemelman & Daniels & Hyde, 2005)

  • A focus on the lesson itself – linked to high standards – provides our best chance to improve student learning and hence improve instruction. (Schmoker, 2006)

  • Research has identified nine broad teaching strategies that have positive effects on student learning. (Marzano & Pickering & Pollock, 2001)

  • Clearly, we want our designs to be engaging. For unless students are provoked, enticed, or intrigued by the work, why would they persist or give their best effort? But engaging work is insufficient. The work must also be effective. In other words, the work must promote and make possible maximum achievement. The bottom line is performance showing that the design makes students achieve the targeted understandings. (Wiggins & McTighe, 1999)

Essential questions
Essential Questions

  • How can decisions in teaching impact student achievement?

  • What factors impact instruction?

  • What constitutes an effective and engaging lesson?

  • What constitutes an effective instructional strategy?

  • What instructional strategies impact student achievement?

  • How can planning and implementing effective lessons impact student achievement?


The design or enhancement of unit lessons and daily lesson plans that are focused on standards, with skills and objectives aligned with effective instructional strategies, that ensures learning for all students.

Who is here
Who is Here?

Just For Fun

Decisions in teaching
Decisions in Teaching

The Teacher Decision-Making Model

  • Emerged from examination of research and from informed observations of successful teaching

  • Incorporates psychological principles, as well as current cognitive research into the functioning of the brain

  • Provides an organization scheme for planning implementing, and analyzing decisions that affect both teaching and learning

The teacher
The Teacher

  • The model is centered on the teacher, who, utilizing research, experience, and intuition, makes and implements decisions in three basic categories.

  • It is important for the teacher to identify consciously and deliberately the decisions they must make in each category and base their decisions on research-validated knowledge. Equally important is the teacher’s ability to “read” signals from students and to assess the learning situation, so necessary adjustments can be made.

  • There is nothing that a teacher must always do except think and teach in a way that maintains the dignity of every learner.


  • Teaching can be defined as a constant stream of professional decisions made before, during, and after interaction with the student; decisions that when implemented, increase the probability of learning.

  • The professional must learn, internalize, and implement with artistry the contributions of science plus one’s own intuition to increase productive functioning.

  • The scientific principles must always be interpreted in light of the needs of the learner in her/his particular life space and modified to accommodate those needs.


  • The synthesis of science and sensitivity to a situation explains why we can’t supply pat answers to teachers. We can, however, equip educators with research-validated principles on which to base their decisions while adapting them to the individuality of students and situations.

  • All teaching decisions can be placed into three categories:

    • Content – what is to be learned

    • Learning Behaviors – what the student will do to learn and to demonstrate learning has occurred

    • Teaching Behaviors – what the teacher will do to facilitate the acquisition of that learning – how the teacher uses the principles of learning to increase the probability of successful outcomes


  • First professional decision – “What do I teach this group of learners today?”

  • Dependent curriculum sequence – prior, simpler learning must have occurred before more complex learning can be achieved

  • Independent sequence - order of learning doesn’t matter

  • Time and energy is in too short supply to be expended on loosely associated material or random exchanges between students and teachers.

  • Disciplining yourself with regard to content adds the professional rigor that leads to successful learning.

Learning behavior
Learning Behavior

  • Second professional decision – the student’s how of learning – student behavior that makes learning possible

  • Input modalities – the channel through which we get information

  • Output modalities – perceivable outcome that validates the acquisition of the knowledge or skill

  • Outputs must be perceivable so the teacher can

    • Know students have achieved mastery and are ready to move on

    • Mastery is not achieved, and teacher must reteach or extend practice of the current learning

Teaching behavior
Teaching Behavior

  • Third professional decision – directed at your own teaching behavior – “What will I do to increase learning?”

  • When teachers use learning principles that research indicates are accelerants to student achievement, they can have dramatic effects.

  • Hallmarks of a master teacher

    • Knowing the principles of learning

    • Deliberately implementing them

    • Artistically using them

  • Teachers’ Sense of Professionalism

    • Knowing what to do

    • Doing it on purpose

    • Finding that is makes a measurable difference in satisfaction and achievement for the student and the teacher


Decisions in Teaching Activity

  • Content

  • Learning Behavior

  • Teaching Behavior

Thomas edison
Thomas Edison

His genius he was quite content in one brief sentence to define; Of inspiration one percent, of perspiration, ninety nine. Thomas A. Edison Read more at


  • Well-directed “planning perspiration” plus inspiration will work wonders in increasing learners’ successful achievement.

  • Skill in planning is acknowledged to be one of the most influential factors in successful teaching.

  • Decisions BEFORE a teacher plans:

    • Teacher will have determined what students need to know (specific content)

    • Teacher will have identified a major target objective and know students’ achievement in relation to that objective (students’ entry behaviors

    • Specific objective for the total groups or subgroup’s subsequent instruction (target objectives)

Planning effective lessons training for new teachers

  • Madeline Hunter – teacher “ decision-making” model

  • ITIP – Instructional Theory into Practice

  • Seven elements

  • Teacher decision making is the basis of this approach to teaching.

  • “Decide, then design” is the foundation on which all successful instruction is built.

Designing lessons
Designing Lessons

  • Teacher must consider the seven elements in a certain order since each element is derived from and has a relationship to previous elements.

  • Teacher must decide which elements to include or exclude in the final design.

  • When this design framework is implemented in teaching, the sequence of the elements a teacher includes is determined by his/her professional judgment.

Itip elements
ITIP Elements

  • Learning Objective/Objective and Purpose

  • Anticipatory Set

  • Input

  • Modeling

  • Check for Understanding

  • Guided Practice

  • Independent Practice

Objective purpose

Bloom’s Taxonomy










That Affect



Instructional strategies activity
Instructional StrategiesActivity

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representation

Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypothesis

Cues, Questions, and Advance Organizers

Instructional strategies
Instructional Strategies

Identifying Similarities and Differences – 45% gain

Summarizing and Note Taking – 34% gain

Reinforcing Effort and Providing Recognition – 29% gain

Homework and Practice – 28% gain

Nonlinguistic Representation – 27% gain

Cooperative Learning – 27% gain

Setting Objectives and Providing Feedback – 23% gain

Generating and Testing Hypothesis – 23% gain

Cues, Questions, and Advance Organizers – 22% gain

Check for understanding
Check for Understanding

Signaled Answers

Choral Responses

Sample Individual Response

Individual Private Response

What have you used

that is effective?

Guided practice
Guided Practice

Graphic Organizers –

Concept Maps -

Diagrams and Graphs

Comprehension Questions


Other Ideas?


  • Not all the ITIP seven elements are included in every lesson. These guides are for planning creative and effective lessons. They are not mandates.

  • It may take several lessons before students are ready for guided and/or independent practice.

  • The mere presence of an element in a lesson does not guarantee quality teaching.

  • The deliberate consideration of these seven element, which can promote effective instruction, constitutes the launching pad for planning effective and artistic teaching to achieve greater student achievement of any objective or goal.

  • Student success results from careful planning of how to bring the standards alive, and through artistic implementation of the plan!


What will I do next to ensure that my students reach a higher level of learning?

Pontotoc city school district1
Pontotoc City School District

We believe LEARNING is a priority,

a need, and a desire.

To be successful, we must nurture a learning community that allows everyone to participate in trusting, respectful relationships.

Together, we are committed to

Reaching Higher Levels of Learning.