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
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
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…
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?
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
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
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
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
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
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.
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
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.
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
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?
MATERIALS • Plan! Prepare! Have on hand! • Murphy’s Law • Envision your needs. • List all resources. • Have enough manipulatives (when needed) for groups or individuals.
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!
Graphic organizers Creative play Peer presenting Performances Role playing Debates Game making Projects Cooperative groups Inquiry learning Direct instruction Differentiation Direct Instruction LEARNING ACTIVITIES
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
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
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
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?
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
A teacher is one who brings us tools and enables us to use them. Jean Toomer
Lesson Plans: Review • Reflection/Open Discussion: • Main components of a lesson plan • Critical thinking skills • Characteristics of a good lesson • Teacher responsibilities
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
Lesson Plans Bloom’s Taxonomy
Lesson Plans Bloom’s Taxonomy
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
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
Foundational Habits • Be Explicit • Model • Reinforce
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
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
LESSON PLAN Preparation Summary: • Optional/Preferred: • Indicate… • Homework • Field learning experiences • Guest presentations • Highlight interdisciplinary activities • Video-aided learning and follow up (reflective) activity
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 email@example.com Unit Assessment and Instructional Planning: An Approach to Facilitate Standards-Based Learning Sue Stevens, Tina Scott, Cheryl Gettings firstname.lastname@example.org 245-3737