EFFECTIVE LESSON
PLANNING
EFFECTIVE TEACHERS
Know the content Create a suitable learning
environment
Understand the development of Adapt and modify instruction
the student
Use effective communication
Value the diversity of the
students Collaborate with all members of
the learning community
Use multiple assessments to Engage in sustained
evaluate progress professional growth experiences
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
IF YOU FAIL TO
PLAN, YOU PLAN
TO FAIL…..
BENJAMIN FRANKLIN
GENERAL POLICY
Plans are a legal document
Usually required weekly to the supervisor
Plan books (district, purchased, self-made
notebooks)
Substitute plans
Must include
K12 Alligned
Objectives
Needed materials
Motivation
Procedures
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:
Text
Objective – expected student behavior
Warm –up and introduction
Procedure
Materials – worksheets, film, text, etc.
Presentation
Practice
Application
Closure
Evaluation – test, assignment, teacher observation, etc.
•Maximize Instructional Time
•Integrate Diverse Teaching Strategies
•Have All Students On Task
LET’S BEGIN… Constructivist teaching is based on the
belief that learning occurs as learners are
actively involved in a process of meaning
and knowledge construction as opposed to
The format of a passively receiving information. Learners
are the makers of meaning and knowledge.
lesson should..
Go one step at a time
Have a picture for
every step
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 DepEd goals
(K12)
Use behavioral verbs to describe the Andersons
expected outcomes (ACTION) /Blooms
No-no’s: appreciate, enjoy, love, etc. Revised
Taxonomy
Let the students know your objectives, why they need to know it , and
how they will use the learning.
Good objective: Students will be able to illustrate clouds that signal
unsettled weather.
Poor objective: Students will understand that some clouds signal
the approach of poor weather conditions.
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?
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 do, We do, You do!
MATERIALS
Plan! Prepare! Have on hand!
Murphy’s Law
Envision your needs.
List all resources.
Have enough manipulatives
(when needed) for groups or
individuals.
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
LEARNING ACTIVITIES
Graphic organizers Cooperative groups
Creative play Inquiry learning
Peer presenting Direct instruction
Performances Differentiation
Role playing Direct Instruction
Debates
Game making
Projects
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 assignments
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
KNOWLEDGE COMPREHENSION APPLICATION
•remembering; •interpreting; •problem solving;
•memorizing; •translating from one •applying information to
•recognizing; medium to another; produce some result;
•recalling identification •describing in one's own •use of facts, rules and
and words; principles
•recall of information •organization and •How is...an example
•Who, what, when,
selection of facts and of...?
where, how ...? ideas •How is...related to...?
•Retell... •Why is...significant?
•Describe
Lesson Plans
Bloom’s Taxonomy
ANALYSIS SYNTHESIS EVALUATION
•subdividing something to •creating a unique, •making value decisions
show how it is put original product that may about issues;
together; be in verbal form or may •resolving controversies
•finding the underlying be a physical object; or differences of opinion;
structure of a •combination of ideas to •development of opinions,
communication; form a new whole judgments or decisions
•identifying motives; •What would you •Do you agree...?
•separation of a whole into predict/infer from...? •What do you think
component parts •What ideas can you add about...?
•What are the parts or to...? •What is the most
features of...? •How would you important...?
•Classify...according to... create/design a new...? •Place the following in
•Outline/diagram... •What might happen if you order of priority...
•How combined...? •How would you decide
does...compare/contrast •What solutions would you about...?
with...? suggest for...? •What criteria would you
•What evidence can you use to assess...?
list for...?
GREAT TEACHING STARTS WITH GREAT
PLANNING
CHARACTERISTICS 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
PLANNING
STUDENTS 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 GOALS
THEY’RE ALL ABOUT HIGH EXPECTATIONS
KEYS 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:
S Optional/Preferred:
M Indicate…
1. Homework
2. Field learning
A 3.
4.
experiences
Guest presentations
Highlight
interdisciplinary
R 5.
activities
Video-aided learning
and follow up
T (reflective) activity
CREDITS
Portions of this power point were taken from the
following sources:
EFFECTIVE LESSON
PLANNING
Presented by Vicki Duff
Mentor Training Coordinator
Department of Education
609-292-0189
Unit Assessment and
[Link]@[Link]
Instructional Planning:
An Approach to Facilitate
Standards-Based Learning
Sue Stevens, Tina Scott, Cheryl Gettings
suestevens@[Link]
245-3737
