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EFFECTIVE LESSON
PLANNING
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A teacher who is attempting to teach without inspiring the pupil with a desire to
learn is hammering on a cold iron.
Horace Mann
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INTRODUCTIONS
NameSchool and positionWhat are the qualities of
effective teaching?
(What must a teacher know and be able to do)?
BRAINSTORM A LIST
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EFFECTIVE TEACHERS…Know the contentUnderstand the
development of the student
Value the diversity of the students within the class
Plan strategic lessons using
research-based practices
Use multiple assessments to
evaluate progress
Create a suitable learning
environmentAdapt and modify
instruction Use effective
communicationCollaborate with all
members of the learning community
Engage in sustained professional growth
experiences
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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?
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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
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GOOD PLANNING
Keeps the teacher and students on trackAchieves the objectivesHelps teachers to avoid “unpleasant” surprisesProvides the roadmap and visuals in a logical
sequenceProvides direction to a substituteEncourages reflection, refinement, and improvementEnhances student achievement
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POOR PLANNING
Frustration for the teacher and the studentAimless wanderingUnmet objectivesNo connections to prior learningsDisorganizationLack of needed materialsA waste of timePoor management
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A GOOD LESSON INCLUDES
ObjectivesPre-assessmentList of materialsWarm-up and introductionPresentationPracticeEvaluationClosureApplication
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LET’S BEGIN…
The format of a lesson should..
Go one step at a timeHave a picture for
every stepHave a minimal
reliance on words
An effective lesson plan is a set of plans for building something – it “constructs” the learning.
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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
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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?
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OBJECTIVES
A description of what the student will be able to do at the end of
the lessonProvides 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.
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MATERIALS
Plan! Prepare! Have on hand!Murphy’s Law
Envision your needs.List all resources.Have enough manipulatives (when
needed) for groups or individuals.
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WARM-UP AND INTRODUCTION
Grab the attention of the studentsPROVIDES THE INTEREST/MOTIVATION factorSet the tone for the lesson connected to the
objectiveA questionA storyA sayingAn activityA discussion starter
BE CREATIVE
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PROCEDURES AND PRESENTATION
Sets up a step-by-step planProvides a quick review of
previous learningProvides specific activities to
assist students in developing the new knowledge
Provides modeling of a new skillA picture is worth a thousand words.I hear, I see………..I do!
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LEARNING ACTIVITIES
Graphic organizersCreative playPeer presentingPerformancesRole playingDebatesGame makingProjects
Cooperative groupsInquiry learningDirect instructionDifferentiation Direct Instruction
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PRACTICEAPPLYING WHAT IS LEARNED
Provide multiple learning activitiesGuided practice (teacher controlled)
Use a variety of questioning strategies to determine the level of understanding
Journaling, conferencingIndependent practice
Practice may be differentiatedBUILD ON SUCCESS
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CLOSURE
Lesson Wrap-up: Leave students with an imprint of what the lesson covered.
Students summarize the major concepts Teacher recaps the main pointsTeacher sets the stage for the next phase of
learning
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EVALUATIONAssess the learning
Teacher made testIn-class or homework
assignmentProject to apply the
learning in real-life situation
Recitations and summaries
Performance assessmentsUse of rubricsPortfoliosJournalsInformal assessment
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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?
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THE SUBSTITUTE…NOW WHAT?
The Key to substitute success – DETAILED LESSON PLANS
Discipline routinesChildren with special needsFire drill and emergency proceduresHelpful students, helpful colleagues (phone #’s)Classroom scheduleNames of administratorsExpectations for the workPacket of extra activities
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A teacher is one who brings us
tools and enables us to
use them.
Jean Toomer