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Lesson Plan

How to make a lesson plan

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0% found this document useful (0 votes)

146 views38 pages

Lesson Plan

How to make a lesson plan

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We take content rights seriously. If you suspect this is your content, claim it here.

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Teaching For Success presents

A+ Faculty Training and Development

Planning a Successful Lesson

A Teaching For Success Focalite

Pentronics Publishing 2006

How to Create A+ Lessons

A TFS Focalite

Chapters (Click to Go) 1. Whats in It for Me? 2. Plans?Why Bother? 3. Being Objective 4. Thinking Like Bloom? 5. An Engaging Format. 6. Boxed in. 7. Reality Check 8. Preparation and Input 9. Effective Explorations 10. Pedal to The Metal 11. Clinging to The Cliff. 12. End in Sight Appendix A. Objectives Template B. Lesson Plan Template C. References D. Knowledge Test E. Afterword

Planning a Successful Le ss on
Written by: Jack H. Shrawder, Publisher/Editor, Teaching For Success South Lake Tahoe, CA <[email protected]> David Warner Roane State Community College Harriman, TN, [email protected] Edited by: Jack H. Shrawder, Publisher/editor, Teaching For Success, South Lake Tahoe, CA <[email protected]>.

ithout lesson plans, eective course presentation is at best suspect and at worst a gamble. If you refuse to gamble with your students learning outcomes, apply the advice and principles explained in this Focalite to your course.

Whats in It for Me?

f you value good teaching and achieving optimum learning results for your students, then this Teaching For Success Focalite is for you. It will help you develop and rene a critical teaching skillcreating eective learning objectives and formulating lesson plans that will achieve the outcomes you desire. Building successful lessons is where the rubber meets the road in education. This is the key to developing eective teaching and learning sessions. This Focalite is especially for those who believe, as we do, that just talking isnt teaching.

If you are new to teaching, youll rst want to know: What are lesson plans, and why should I know how to generate them? If you are an experienced instructor and can list and dene Blooms six levels of thinking and know how to write a learning objective, you may wish to move ahead to Chapter 5, An Engaging Format. TFS Focalites are self-paced, self-study learning resources for faculty who want to improve their skills. A knowledge test is provided at the end of this course s you can see if you understood the basics of each section. In addition, you will nd a Learning Objective form and a Lesson Plan Activity template to help you more quickly and easily plan your next lesson or course using the information presented here. The goal of this Focalite is to give you the tools to plan a series of eective lessons that can be combined into a course that will help your students master the learning outcomes you desire. The fact that you are reading this means you are already in the top 10 percent of instructorsthose who care enough to improve their knowledge and skills. The knowledge and tips in this Focalite will boost your career eectiveness and make teaching a rewarding experience for you and learning more ecacious and satisfying for your students.

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

A TFS Focalite

Plans? Why Bother?

good lesson plan helps you carry out the allimportant task of setting goals and describing how you will reach them. A lesson plan is the road map or framework used to plan and conduct every class from rst meeting to nal exam. In addition, lesson plans ensure you have created a logical, systematic learning process essential to making sure your students achieve the most learning in the least time. Sure, you can walk into class without any forethought or lesson plans and talk your way through a class session or two, but fairly soon the lack of organization will become apparent to your students. Winging it will soon reduce your students interest and motivation to study and participate in your class. After all, they reason if you arent going to put much eort into creating a rst-class learning experience, why should they put much eort into learning? Its your time When you make an eort to become comfortable creating lesson plans, you save yourself a great deal of time and reduce the stress of dealing with confused and sometimes angry students whose poor performance is a direct result of poorly designed lessons. You owe it to yourself and to your students to learn the fundamentals of lesson planning and put them to use each time you prepare for a class meeting or construct an entire course. Richard Pregent (1994) observes that professors who have carefully prepared lesson plans save an enormous amount of time when you teach a course again; you have a written record of everything you have done (p. 97). Without plans, eective 3

ne way to look at lesson planning is to consider how a stone mason would build a cathedral. After reviewing the architectural plans, the mason expertly begins shaping each block and then positions these blocks in an appropriate sequence to complete the architects vision.

course presentation is at best suspect and at worst a learning gamble. Cathedral metaphor One way to look at lesson planning is to consider how a stone mason would build a cathedral. After reviewing the architectural plans, the mason expertly begins shaping each block and then positions these blocks in an appropriate sequence to complete the architects vision. Similarly, do what the expert lesson planners do: rst review all available course documents. Particularly, look for documents that have recorded the following for the course: q Objectives. q Description. q Syllabus. You will use the information in these documents along with a working knowledge of learning objectives, lesson components, and instructional design gleaned from this course to create a series of optimized learning experiences for each class session. If you do this, the learning activities you create will work together to function like the rows of blocks that form the most elaborate stone structures. Just as a mason needs many kinds of blocks to realize a construction design, you will often need a variPentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons ety of lessons to fulll a single course objective. Taken together, your series of lessons should complete each course objective to produce the nished, cohesive course, like the individual blocks that make up a beautifully crafted cathedral wall. Taking the analogy one step further, a students academic career success is built on a sound educational foundation, comprised of interwoven courses, and it all begins with the quality of each lesson block. Thus, each of your lesson plans constitutes a crucial part of your students success. Thats what lesson plans are all aboutstudent success and achievementand thats why you should care greatly about learning the tips, strategies, and techniques presented in this course. Before you begin Before you begin the process of creating lesson plans, obtain the course outline and syllabus. Without these two planning resources your only recourse is to shoot from the instructional hipsubstantially reducing the likelihood of creating successful lesson plans. How can you obtain a course outline and syllabus? If you are new to teaching, you need to know that a traditional college or university is usually divided into departments coordinated by department chairs, or if the departments are small, a division dean may administer a group of related departments. If your college has neither department chairs or division deans, then academic matters such as course forms will be the responsibility of a provost, vice president or dean of instruction or academic aairs. Contact the appropriate administrative oce at your college or university and ask for a course outline, syllabus, and course catalog description for the course(s) you will teach. Some institutions also can provide you with a faculty or instructor handbook. 4

A TFS Focalite

lthough not always possible, try to schedule a meeting with your coordinator, department chair, or dean to review additional course requirements and to learn about institutional expectations for faculty performance.

In addition, ask if a course specication sheet is available that includes information on course objectives and expected student performance outcomes and/or competencies. Also, read the ocial course catalog or bulletin to understand the ocial description of your course. This is important, because this statement is the one your students use to make course selections. In summary, at the very least, you need the course topics outline and list of instructional objectives (also called outcomes or competencies) and information on textbooks that may have already been chosen for you or from a text that you have chosen. Although not always possible, try to schedule a meeting with your coordinator, department chair, or dean to review additional course requirements and to learn about institutional expectations for faculty performance. After a thorough review of all the supporting documents, you are ready to develop your lesson plans. But what are you really trying to create, and how can you do it easily? These questions will be examined in detail in upcoming chapters. Action without thinking is the cause of every failure, says Peter Drucker. Planning your classes without giving them much thought is not for you. The next chapter will introduce learning objectives.
Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

A TFS Focalite

Being Objective

here is one foundational concept you must understand in order to create successful lesson plans: learning objectives and their variant, learning outcomes. These two terms refer to concepts used at all levels of education. If you want to discuss instruction and lesson planning intelligently with your colleagues and administrators, its necessary to develop a working knowledge of these common terms. Learning objectives are statements, usually of a behavioral nature, that specify what a student will be able to do after the lesson is completed. The theory is that learning produces measurable or demonstrable changes in learners thinking skills, physical capabilities, or attitudes. Therefore, lessons can be constructed to reach one or more specic learning objectives. The formal learning objective was created by those who believed it was not good enough to create a lesson plan in which the major stated goal was to cover the material. They felt learning could be enhanced by greater specicitybasing lesson plans on clearer, more focused learning objectives. Unfortunately, the learning objective concept was at times taken to extremes, and if one learning objective was good, then ten even more specic objectives subdividing a major objective were even better. Teachers in the 1960s and 70s sometimes felt they were spending all their time writing lists of learning objectives and not paying enough attention to actual instruction. According to the work of Ralph Tyler and Benjamin Bloom in the 1950s, mental or cognitive learning can be understood as a hierarchy beginning at the concrete level and moving to the 5

earning objectives are statements, usually of a behavioral nature, that specify what a student will be able to do after the lesson is completed. The theory is that learning produces measurable or demonstrable changes in learners thinking skills, physical capabilities or attitudes.

more abstract. Arranging their cognitive skill structure from the simplest to the most complex, it looks like this: q Knowledge. q Comprehension. q Application. q Analysis. q Synthesis. q Evaluation. Including cognitive learning, three domains or taxonomies of learning have been developed for each of the major types of learning: q Cognitive learning relates to knowledge and mental skills. q Aective learning involves feelings and emotions; this type of learning relates to the attitudes, beliefs, interests, or values the student will acquire as a result of the lesson, such as developing appreciation for a particular musical style or placing ethics above prot. q Psychomotor learning involves the acquisition of physical skills, either kinesthetic or tactile. Successfully executing basketball free throws and performing a specic brush stroke are examples of psychomotor skills.
Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons To keep this course at a reasonable length, well limit this discussion to a brief explanation of the categories that describe the cognitive domain of learning. You may wish to expand your knowledge to the other two domains by doing an Internet search. One site with information on all three domains can be found at: <http://www.olemiss.edu/depts/educ_school2/docs/ stai_manual/manual10.htm>. Next, youll learn how to use these categories to create learning objectives. The fuel gauge in a car is oered as an example to crystallize the meaning of each of the levels that comprise the cognitive domain. Well start with the most basic and easiest level and then work toward the most complex. Knowledge Knowledge refers to the remembering of basic facts, terms, labels, methods, principles and, concepts. For example, knowing that a fuel gauge displays the volume of fuel in a tank is rudimentary knowledge. At the knowledge level, thinkers: q Dene. q Name. q Match. q Select. Comprehension Comprehension is about understanding what knowledge means. For example, learning what information a fuel gauge displays is a form of knowledge, but when a student estimates the amount of fuel left in the tank from the gauge reading and know whether or not the reading requires the operator to take action, he or she is comprehending the meaning of the gauge reading. 6

A TFS Focalite

he fuel gauge in a car is offered as an example to make clear the meaning of each of the levels that comprise the cognetive domain of learning. Well start with the most basic and easiest level and then work toward the most complex.

Therefore, at the comprehension level, students: q Estimate. q Predict. q Explain. q Summarize. Application Application describes using the knowledge and comprehension skills in new or practical situations. At this level the student can take the fuel gauge data along with an odometer reading and calculate miles per gallon. At the application level, learners: q Compute. q Demonstrate. q Use. q Prepare. Analysis Analysis is about dividing the whole into parts and identifying the components and relationships between the parts that make up a system or larger item. At this level, the student learns that there are electronic, fluid, and mechanical fuel gauges. He or she learns the parts that make up the fuel gauge system from the measuring and
Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons sending unit in the tank to the display unit on the dashboard or instrument panel. At the analysis level, students: q Diagram. q Outline. q Subdivide. q Discriminate. Synthesis Synthesis is the inverse of analysis: combining the parts into a new whole. At this level the student has learned sucient knowledge and gained adequate comprehension, application, and analysis skills to learn how to put together a fuel measuring system from components. The student is thinking at the system level, and could well design and build a dierent type of structure from what currently exists. At the synthesis, level the student: q Categorizes. q Rearranges. q Combines. q Composes. Evaluation Evaluation is the pinnacle of cognitive learning and is concerned with the ability to determine the value or worth of something. The student at this level could critique a fuel gauge design and recommend improvements, or determine that is not a costeective solution to the fuel measurement problem at hand.

A TFS Focalite

t the synthesis level, the student has learned sucient knowledge, and gained adequate comprehension, application and analysis skills to learn how to put together a fuel measuring system from components.

At the evaluation level, the student: q Compares. q Criticizes. q Justies. q Supports. In many classes, there tends to be an overabundance of teaching to the knowledge and comprehension levels and a dearth of eort applied toward application, analysis, synthesis, and evaluation. Yet these top four levels comprise the bulk of thinking needed to solve problems and to implement solutions. Furthermore, students who are adept at problem solving and building innovative solutions will nd their careers advancing faster and to higher levels than students who know a lot but cannot readily apply their knowledge. To learn to apply what this chapter teaches about learning objectives, you must learn to think like Bloom, and thats coming up next.

In all human aairs there are eorts, and there are results, and the strength of eort is the measure of the result. James Allen
7
Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

A TFS Focalite

Thinking Like Bloom

he easiest way to become further acquainted with Blooms taxonomy of cognitive skills is to work a practical example through all the levels, from comprehension to evaluation. In this chapter, well create a set of learning objectives for teaching a module on fuel gauge systems to automotive technicians at each of the six levels of cognitive learning. Now, admittedly, the human brain does not precisely support such a breakdown of thinking skills into these compartments, but the system will help you plan lessons that contain more complex learning. Knowledgegiven an instrument panel comprising several gauges and indicators, the student correctly locates and labels the fuel gauge. Comprehensiongiven a fuel gauge reading three-quarters full, the student predicts whether the vehicles engine will start and run. Applicationgiven the miles a vehicle is driven and the fuel gauge reading at the start and end of the trip, the student will calculate the fuel eciency of the vehicle in miles per gallon. Analysisgiven the vehicles repair manual, the student can identify the wiring and parts of the fuel gauge system. Synthesisgiven the voltage readings at various points of the fuel gauge system, the student identies the defective part. Evaluationgiven the design specication for a new vehicle, the student describes the most cost-eective fuel gauge system design and the design trade-os among accuracy, reliability, maintainability, and installation cost. 8

earning objectives help you walk through any complex subject in a clear and balanced fashion. They should be phrased in any way that makes sense to you and is easily communicated to your students your supervisor.

Learning Outcomes Lesson plans, then, are created from an organized set of specic learning objectives. If you nd that Blooms taxonomy doesnt t how you think about your subject, you may prefer to create a set of learning outcomes. What is a learning outcome? A more modern term, learning outcome refers to a statement in your own words of how your students will demonstrate that they have mastered the material. A learning outcome for a class on automotive fuel gauges might read like this: After completing the chapter on fuel systems, the successful student will work with a project group whose task it will be to prepare a ve-minute class presentation on the various types of fuel gauges, how they function, and the strengths and weaknesses of each design. A learning outcome can be phrased in any way that makes sense to you and communicates the learning intentions to you, your students and your administrator. Now its your turn: On page 10 you will nd the rst planning form, designed to help you sit down with your textbook and syllabus and create a set of learning objectives based on Blooms taxonomy of thinking skill levels. The goal here is to ensure that you create learning objectives at the higher levels of thinking skills. Without this planning sheet,
Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons and referring to Blooms levels, you will have a tendency to create learning goals at the lowest levels, such as knowledge and comprehension, thus depriving your students of development at the higher thinking levels of learning. The chart youll nd on the next page illustrates how to use Blooms taxonomy of thinking skills to create learning objectives for a typical concept-centered classand what better class to use as an example than a class covering Teaching For Success concepts? First, browse through the examples (in red type) at each level and note how simple and concise learning objectives can be. Space is provided at the top of the form to write a general learning or, if you like, performance objective for a single class session or unit of instruction. Then, subordinate objectives can be created at as many specic thinking skill levels as is appropriate to the content, as demonstrated in this example. A blank copy of this form is provided for you to print according to your needs in the Lesson Plan Template section at the end of this course. If this form is not to your liking, take a few minutes and create a form that better supports the way you think and work. The important point here is to stress the advantages of working with learning objectives and guard against any tendency to go overboard with too much complexity. The bottom line is, use Blooms taxonomy to create learning objectives that ensure students learn and practice at the highest levels of thinking skills in each topic.

A TFS Focalite

T
9

hings should be made as simple as possible but no simpler. Albert Einstein.

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons TFS Lesson Planning Form 1: Create Thinking-Level Learning Goals (Objectives)
Chapters (Click to Go) 1. Whats in It for Me? 2. Plans?Why Bother? 3. Being Objective 4. Thinking Like Bloom? 5. An Engaging Format. 6. Boxed in. 7. Reality Check 8. Preparation and Input 9. Effective Explorations 10. Pedal to The Metal 11. Clinging to The Cliff. 12. End in Sight Appendix A. Objectives Template B. Lesson Plan Template C. References D. Knowledge Test E. Afterword Evaluation
Judge, prioritize, value, evaluate, conclude, design approach Thinking level What students do Lesson Number: 1.1 Class Date: 1/18/05

A TFS Focalite

EXAMPLE

Page 1 of 17

Lesson or Chapter Title: Teaching for SuccessIntroduction

Write the General Lesson Objective (Goal or Outcome)The student will build a fundamental understanding of teaching and learning in higher education. The principle of critical success factors will be introduced and the student will be challenged to apply the concept to the learners role.

Describe exactly what students will do to demonstrate mastery at the thinking skill level indicated.

Knowledge

Name, describe, select, define, match, state, etc.

Define Teaching and Learning. Define Success.

Comprehension

Summarize, explain, provide examples, predict, estimate.

Provide an example of teaching for success.

Application

Solve problems, construct charts, demonstrate usage.

Construct a chart of critical success factors applicable to college teaching.

Analysis

Divide, distinguish categorize, infer, separate.

Distinguish between teaching and learning.

Synthesis

Combine, revise, organize, create new perspective.

Create new perspective by combining critical success factor of teaching with accelerated learning principles.

Judge the value of using critical success factors as component of good teaching.

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

A TFS Focalite

An Engaging Format

learning outcome of this Focalite should be for you to nish having an easy-to-use lesson planning format with an optimal learning structure and an understanding of how to ll out each section. In order to realize this goal, you will benet from considering a unique lesson format recommended by Teaching For Success. The lesson format you ultimately select should be the one that helps you easily prepare and organize each lesson, and the one that is most eective in helping your students achieve their learning goals. At very least, the format you choose should have a logical sequence of components that provide your students with the activities and resources they need for optimum learning results. An important question to consider when selecting a lesson plan format is this: are you the one responsible for specifying the content and sequence of learning in your course? If youre not responsible, you may be required to use lesson plans that have been created by another instructor. Or, you may be expected to rely totally on a textbook to specify all learning activities. If either of these latter cases applies to you, dont quit now, because this Focalite can provide you with valuable insights into the future design and organization of eective lessons. But whatever your teaching situation, the bottom line with lesson planning is this: plan on paper! Then you can make changes and improvements and communicate whats happening in your course to all involved. Donald Greive (1998) makes this observa-

t the very least, the format you choose should have a logical sequence of components that provide your students with the activities and resources they need for optimum learning results.

tion: The format for the lesson plan may vary. Probably the only thing universally agreed upon is that the lesson plan should be written down. It should have a denite purpose indicating the main thoughts for the lesson, and it should be numbered and arranged as part of the total plan for the course (p. 23). Because so much has been discovered about the teaching and learning process during the past decade, its well worth your time to take an in-depth look at the six-part teaching and learning system adapted from the recommendations oered by Colin Rose as a handbook, Accelerated Learning Action Guide, published by Nightingale-Conant (Niles, IL). This action guide accompanies the Accelerated Learning Techniques audio learning program also sold by NightingaleConant. For more information on obtaining this excellent program, call Nightingale-Conant at 880-323-5552. TFS recommends this resource purely on the quality of the ideas presented and not because we have any business relationship with this company. At TFS, we have adapted this model of personal learning to the classroom setting and have called it the PIE-R3 model, pronounced pie-R-cubed for easy memorization. The next chapter will explain this lesson format and its components in detail.

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

A TFS Focalite
wo good inside-the-box questions are: can these steps be accomplished in any order and can a step be deleted or skipped? Ideally you should go through each step in the lesson sequence in order, but there are always exceptions. You are the

Boxed in

ometimes thinking within the box is helpful when you are learning the basics of a new concept. That said, its time to explain each of the steps in this accelerated lesson format in detail. Again, these lesson steps are discussed in the sequence that they would be presented to students. Two good questions are: Can these steps be accomplished in any order? And, can a step be deleted or skipped? Ideally you should go through each step in the lesson sequence in order. However, there are always special teaching circumstances that call for innovation and change. But unless there is a good reason for deviation, you should strive to present each of the following steps: PrepareBegin lesson planning with the end in mind, and devote time to learning warm-upsthis will save you and your students time. InputPresent the content in visual, auditory, and hands-on learning experiences; teaching genius means knowing how to reduce the complex to a simple yet accurate expression of the same knowledgefor example, E=mc2. Be sure students formulate questions they are interested in answering. ExploreYour students learn the most in the least time when they are encouraged to explore the material using their preferred learning styles, intelligence sets, and modes of expression. RecallLearning retention is signicantly increased when students personalize and emotionalize the material. 12

RetainTeach self-testingthe best students know the value of reviewing early and often and self-testing their knowledge and skill acquisitions. ReectBoth instructor and learner must constantly gather performance observations, and then reect on improvement action steps. An easy way to remember the steps in this lesson model is to remember the formula for the area of a circle, A=r2. Changing that common formula slightly to the mnemonic PIE-R3 will help you remember the sequence of instructional events. This system is built on the learners needs. It endeavors to provide in sequence the learning activities that make the most instructional sense: Prepare. Input. Explore. Retain. Reconrm. Reect. Lets look now at the details of each of the PIE-R3 lesson-plan steps. A good rule of thumb in lesson planning is to use Albert Einsteins planning principal, Everything should be made as simple as possible, but not simpler.

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons Prepare: PIE-RRR Preparing to learn is the natural, common-sense starting point of learning, and therefore should be the rst teaching activity. But its a step too often ignored in the hurry to cover as much material as possible in each class meeting. The PIE-R3 learning model begins with the preparation phase because its crucial for good teaching and optimized learning. Accelerated learning experts contend that taking time to prepare to learn increases the rate of learning by two to three times. Skipping this vital step only slows and hampers learning in the long run and is very expensive in terms of increased time to learn and lowering Learning Return On Energy (LROE). This is the point in your class planning to think about how you can encourage your students to arrive on time. If the rst order of business in your class is to take attendance, return assignments, hand out new study sheets, announce the date of the next unit test, and remind students there will be no class meeting next Monday because of a holiday, you have failed to provide any activities designed to prepare students to learn the lesson.
Preparation activities

A TFS Focalite

Repeating condence-building assertions before starting a study session, such as, Im a terric learner. It works wonders in keeping energy high. Adopting strict time-management practicessuch as working on the most dicult learning task rst. Maintaining peak levels of self-motivation by suggesting students set some post-class rewards such as enjoying a coee break, instant messaging a friend or shopping for the latest music releases on-line. Input: PIE-RRR After youve helped your students prepare to learn, move up to the second rung in the lesson ladder, input. Accelerated learning gurus such as Colin Rose suggest that multisensory input is a crucial component of good instruction. A fundamental precept of accelerated learning is this: The more senses that are involved in the learning, the more rapid and memorable the learning will be, and the more quickly the specied learning outcome can be achieved. 13
Pentronics Publishing 2006: teachingforsuccess.com

Some possible activities that creatively prepare students for new learning include: Creating a positive, expectant attitude of successful learning and learning outcomes. Forming and maintaining a creative, relaxed, resourceful mindset with brief meditation, imaging, or breathing exercise breaks. Writing learning goals and reviewing these before each study session.

How to Create A+ Lessons Lets consider a student who completes several of the recommended Preparation steps. This student is now more relaxed, focused, motivated, and ready to learn. But, now what? Sure, it might be easiest from your point of view to plan a traditional lecture for the entire class period, but how many senses will be engaged? How will the students participate?
Activating the input stage

A TFS Focalite

o achieve multisensory input, a good lesson design should be more than a traditional lecture, and it should encompass some active learning concepts to engage the minds of the students more effectively then a lengthy lecture.

To achieve multisensory input, a good lesson design should be more than a traditional lecture, and it should encompass some or all of the following concepts: Connect the subject to the learner in terms of students prior experience, current academic skills, and learning goals. Pose tough questions and point up debates, dilemmas, and dichotomies inherent in your subject area. Provide applications, applications, applications overcome the Ill-never-use-that syndrome; make learning concrete, practical, useful. Picture the problem or concept; challenge students to portray the idea visuallyuse metaphors; ask, If this concept were a famous painting, which one would it be and why? Convert the concept or problem you are studying to one of the other senses: ask students, What would this feel, taste, or sound like? Take a kinesthetic learning breakask a multiplechoice survey questionone about which you know students will have a range of opinions; then ask students to quickly get up from their seats and stand in a line by the choice they prefer; a human chart results.

Web sites and commercial media outlets provide a wealth of audio and video material, and today you can burn your own audio CD-ROM and even produce excellent amateur video presentationsApples iDVD program makes producing videos an enjoyable task.

How to organize knowledge

Students need structure, variety, challenge, application, and activity. There are ve common ways to structure knowledge for presentation during the input stage of the lesson. It would be a good idea to memorize these so you have them instantly recallable: Complexitysimple to intricate. Ageforward or reverse chronological order. Distancenear to far. Solidityconcrete to abstract. Viewbig picture to details. Use one or more of these structures to make multisensory input follow a meaningful pattern. Too many instructors fail to choose a logical approach. This lack results in their students complaining about the diculty of learning the material. To help all your students learn more quickly and retain more course content, shape your teaching so that students have the opportunity to see, hear, and use the core facts, principles, and concepts central to your course. 14
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How to Create A+ Lessons Exploration: PIE-RRR Exploration is the term used to describe the custom-tailoring and personalization necessary for eective learning. When exploration is planned into a lesson, learning becomes accelerated, fun, authentic, and eective. Learning outcomes are more readily reached when you help your students personally explore the landscape of new material through their various intelligence sets, rather than in lock-step, mono-mode, learning activities. Explorers of all types usually have a say in how they plan to reach their destination, and so should your learners in the exploration stage. Your students need coaching and an opportunity to have their learning problems diagnosed, rather than having a content expert tell them everything they need to know. They thrive on learning choices; not everyone needs to take the same exploratory learning path. Your students will feel put o and alienated if you only present material in one intelligence mode, such as linguistic, or one sensory mode, such as audio. Traditional teaching assumes everyone learns the same way and pure lecture is good enough for everyone.

A TFS Focalite

n addition to teaching content, you should design a range of challenging lessons and assignments to help learners explore the material in a manner consistent with their special weave of intelligences.

exercises needed to build specic physical skill. A skilled physical trainer or coach can analyze ones current physical skill level and create a program to move her or him to a new level of adroitness and competence. The same process works in cognitive learning. The teacher as coach assesses the current level of each students academic skill and then creates an activity program to optimize learning. Therefore, in addition to teaching content you should design a range of challenging lessons and assignments to help learners explore the material in a manner consistent with their special weave of intelligences. You can use Dr. Gardners intelligence categories as a guide to planning a wider variety of lesson content that will reach more students: Multiple intelligences? Linguistic. According to the theory championed by Dr. Howard Gardner Mathematical/Logical. of Harvard University in his Frames of Mind: The Theory of Mul Visual/Spatial. tiple Intelligences, (1985) students learn better when they explore Musical. a subject using multiple intelligences. Interpersonal. For example, when working on ones physical development, Intrapersonal. a person cannot rapidly develop without employing the best Bodily/Physical.

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How to Create A+ Lessons Besides recognizing multiple intelligences, you can improve the Exploration phase of learning by asking your students to: Identify assumptions. Discern the evidence of credibility. Create metaphorical visuals and examples. Focus on whats important. Select and solve key problems. Retain: PIE-RRR Modern brain research conrms what outstanding teachers have known all along: learning retention takes place when the material is relevant and meaningful, processed by many senses, and emotionally stirring. A good lesson plan answers the question: How can I ensure that students will retain the material long after the class is over? Eective studythat which is meaningful, concise, an successorientedis the key to establishing excellent recall. To maximize recall, students need to have the following components incorporated into each lesson: Adequate practice with improvement feedback from the instructor; for example, homework assignments evaluated and returned with improvement suggestions listed. Personalization of the contentan opportunity to take knowledge apart, reassemble it, and then express it in ones own thoughts and terms. Time and encouragement to express doubt and direct questions to learning peers, the instructor, and real-world practitioners.

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ETENTION TIP

Though eschewed by many educators, there is still a great need for learning how to rapidly and accurately memorize definitions, facts, formulas, and procedures. For some tips in this area we recommend The Memory Bible by Gary Small, M.D. Dr. Small recommends using the look, snap, and connect memorization system. Briefly, Look means to carefully observe the thing to be remembered. Note the details: color, shape texture, smell, weight, etc. Next, Snap is a series of mental pictures of the object or data to be remembered. Snapping a colorful, detailed, and vivid mental image will improve the likelihood of recalling it later. Keep in mind that the more wild and fanciful the snapshot image, the easier it is to remember. Lastly, Connect the images with a story that correctly sequences the snapshots and makes them easily recallable. Optionally, you can create a single visual that contains all the snapshots in a meaningful pattern, or create an acronym to remember the first letter of the title of each snap. Why not teach your students to look, snap and connect?

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How to Create A+ Lessons

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Visualization of the content by creating charts, graphs, and symbols. Emotionalizing the content by acting out learning concepts using the elements of basic theater. The experience of accomplishment by comparing learning goals to learning achievement.
Homework length and complexity issues

Homework is essential to learning, and should be a part of your lesson plan. You may feel the expectation from yourself, other instructors, and your students to assign a hefty amount. But how much homework is optimal? Here are some points about homwork to consider when developing a lesson plan: Lengththe time an average student is expected to spend to complete the assignment; dont give more practice problems than needed. Dicultyeach practice assignment should include easy, medium, dicult, and challenging problems. Contextare the practice activities meaningful? Are they in terms that connect with the students reality in some way? Feedbackhow will student responses and answers be critiqued and improvement suggestions be transmitted to them? Varietydoes the assignment give the student a thorough workout of all mental muscles? Gagn, Briggs and Wagner, in their Principles of Instructional Design, stress adding variety to homework and in-class practice sessions to help students apply knowledge to new situations or retain and transfer learning from the classroom to the real world.

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omework is essential to learning, and should be a part of your lesson plan. You may feel the expectation from yourself, other instructors, and your students to assign a hefty amount. But how much homework is optimal? Simulations and realworld case problems often provide needed practice in critical thinking.

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How to Create A+ Lessons Reconfirm: PIE-RRR All students must periodically reconrm what they have learned in order to transfer the new knowledge and skills into long-term cognitive and muscle memory, depending of the type of learning involved. Here are some specic, active reconrmation strategies that you can build into your lesson plan to help your A students learn faster, your B students become A students, and your C, D, and F students improve. Reconrmation activities require discipline and eective study skills that some students master early in their academic career while others struggle into their college years before it all comes together for them. The misguided study goal for many students is to complete the assigned work as soon as possible. However, just completing the work does not necessarily lead to retention. The most important retention technique for underachieving students to learn is adopting a regular review schedule both in and out of class. Adequate review time and activities must comprise part of your lesson plan. Most poor students fail to review often enough. Heres a very eective pattern that will produce terric results. For maximum retention, students should review after: One hour. One day. One week. One month. End of course. Teaching your underperforming students how to review is as important as providing them with time to review. One of the simplest yet most powerful strategies is to ensure students verbalize learning in their own words.

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econrmation activities require discipline and effective study skills that some students master early in their academic career and some struggle into their college years before it all comes together for them.

At home, they can even record these explanations on audio tape or digitally as a computer sound le. Then, they can add music (classical works best but this musical style may not be the favorite of your students) to another track. Finally, if they play this voicemusic recording when relaxed before sleeping or upon rising, they will tap both sides of the brain and review is accelerated. In addition, have your students list comparisonsanother dynamic active review. They rst make a list of the main points, writing them in their own words. Then, they study them for a short time, put the list away and attempt to recreate this list from memory. A comparison of the two lists will quickly reveal what theyve missed. This list comparison process continues until the original and nal lists match perfectly. The ultimate purpose of this Reconrmation stage in your lesson is for students to show they know, validating mastery of skills, knowledge, and attitudes. To this end, you should also provide in your lesson plan test reviews and practice tests to prepare students for a graded exam. Here are three more instructional principles that go to work in the well-designed Reconrmation step in an A+ Lesson Plan: q Outstanding students achieve more because they continually reconrm their subject mastery.

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How to Create A+ Lessons q Struggling students, on the other hand, may fail because they havent developed good self-test skills. q To assist your students, help them make self-testing a priority, unbreakable habit during learning . At the bottom line, your lesson plan must have a stage where proof of learning is conrmed by a written test, oral exam, evaluation of a practical demonstration, log, journal, paper, project, or learning summary. Give students an chance to show they know. Reflect: PIE-RRR At TFS, we modify the adage, If you cant measure it, you cant manage it, to read, If you dont reect on it, you wont improve it. Reection is the sixth, last, and most crucial phase of the PIE-R3 model. Unfortunately, the Reect step in teaching and learning is often just as neglected in the rush to cover the material and call it a day. In the face of demanding schedules some instructors decide that this is a step can be easily left for the odd moment. However, for you to improve your teaching via an A+ Lesson Plan and for your students to improve their learning skills, its imperative that you and they reect on what has or has not been accomplished in the last unit, chapter, class meeting, or learning activity before proceeding to the next topic. Be sure to add the following two-question thought exercisestep one of an eective Reection learning eventat the conclusion of each lesson you plan. Using a computer or pad of paper, prepare a two-column sheet. Head the columns with the following questions: What went well? (Reect) What could I have done better? (Correct)

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nfortunately, the Reect step in teaching and learning is often just as neglected in the rush to cover the material and call it a day. Reection is the sixth, last and most crucial phase of the PIE-R3 model.

A second Reection step is completed when you create an ongoing self-reection Success Contract. Such a contract results from answering the following questions: The most important thing I learned about teaching or learning is . I will apply what I have discovered to my next learning activity, class meeting, unit, or course by . When I encounter obstacles, I will overcome them by . I will track my results by . If I need assistance to reach my goals, I will seek assistance from (person) or consult this reference or resource . I will reward myself by when I reach my goal! As Arturo Toscanini, the noted Italian symphonic and operatic conductor, once wrote, Nobody knows what is the best he can do. When you regularly stop to reect and generate a modied lesson plan from the old one, you teach for success, and great improvement is possible. Now you have at least two lesson formats to pick from, or you may choose a format that blends well with your own training and experience. But do pick a format you will use routinely.

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How to Create A+ Lessons

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he A+ Lesson Plan is one that communicates very clearly to you and to your students the intended specic learning objective(s) or outcome(s), and the strategy and resources you will employ to help learners reach the stated goal(s).

Reality Check

efore going on, lets look at reality. The perfect A+ Lesson Plan is not one that creates the perfect lesson. Teaching and learning is part art and part science, and when the variables are factored in for a group of students from one class to the next, you will nd that a lesson that works beautifully one term may cause confusion and exasperation among a new group of students the very next time the lesson is taught. The steps of the PIE-R3 lesson format we have discussed are available in a table format you can print and refer to during the rest of this course, and to use for actual lesson planning at the end of this course. Click here to see these tables now. The A+ Lesson Plan is one that communicates very clearly to you and to your students the intended specic learning objective(s) or outcome(s), and the strategy and resources you will employ to help learners reach the stated goal(s). Also, the A+ plan is one that meshes well with the preceding and succeeding lessons to form an organized set of lessons that will form the successful course. An A+ Lesson Plan retains exibility and states some back-ups or alternatives and some instant feedback processes that can be used to receive immediate feedback from students on the lessons actual eectiveness. (See Classroom Assessment Techniques by Thomas Angelo and K. Patricia Cross.) More about topics A standardized departmental course outline may include lists of objectives or a general topic list, often in chronological order.

If there is no standard course outline or topic list, review course objectives. Develop a chronological list of general topics to be addressed in order to achieve each objective. For example, a speech or composition departmental topic of Purpose precedes Organizational Principles and follows Topic Selection. Without a topic, a purpose cannot be considered. Until students formulate purposes, decisions about organizational presentation cannot be made. List specic topics necessary to an understanding of each general topic. One or more specic topics comprise a lesson, and more than one lesson may be required to explain a general topic. Lesson plan topics are what will be presented during a class meeting in a single planning block of time. one-hour or 50-minute planning blocks are convenient beginnings, since the shortest classes generally t this time frame. Another way to look at a topic is knowledge-based rather than time-based. For example, a topic could be the smallest coherent piece of knowledge that answers a question, provides a procedure to solve a problem, or allows two or more previous topics to be synthesized into a larger whole.

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How to Create A+ Lessons Time is of the essence In traditional models of instruction, time is of the essence and is held xed. Achievement standards are variablea student may pass with any grade from a D to an A. If you teach in a mastery learning institution, time is made exible and mastery standards are xed. When lesson planning to t the classic model of instruction, consider carefully the time actually required for presenting and learning. In one case a topic may require an average of 30 minutes, yet another requires only 10 minutes. A single topic, or a series of topics, may be considered during one class meeting. Chronologically, list the topics that are necessary for developing an understanding of the general topic. To do this, gure out which topic is prerequisite to another. For example, an understanding of specic purposes must be established before thesis statements are discussed. Thesis statements identify what an audience must understand in order to achieve a purpose. Thus, student understanding of specic purpose is prerequisite to thesis statements. Assign each lesson plan a sequence number. Use text chapters, course objectives, or competencies. Numerically, identify the general topics with a number and assign each lesson a sequence number, i.e., 4:1, 4:2, and 4:3, where 4 is the general topic and the following numbers are individual lesson blocks. Textbook chapters or competency numbers are advisable when instructing multiple sections of varying lengths. Finally, write a lesson headline or title to advertise the lesson in a course calendar. Be creative. Which title stimulates your thinking: Purpose or Determining Your Purpose? Make your titles t the personal interests of your students.

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ith great lesson plans and intelligent teaching and learning activities, you can be part of the success story of each of your students!

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How to Create A+ Lessons

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Preparation and Input

ou have a problem when students ask themselves, Why should I listen and participate in this class session? Therefore, lesson introductions or advance organizers should be constructed to answer the following question from the students point of view: What is the value of todays lesson for me? This is the purpose of the Preparation component, the rst step of any lesson. So what can you do to overcome student doubt and lack of interest? Try one or more of the following to gain attention and better prepare your students to learn: q Open with a startling fact, question, or issue designed to capture the audiences attention. q Ask an overt-response question to gauge their knowledge, experience, or attitudes about the coming topic, or pose a rhetorical question that invites thought and mental engagement. q Emotionally, relate a short story to establish a specic mood conducive to student involvement in a portion of the topic to be studied, or relate a quotation (with feeling) from a familiar source to capture the essence of the lesson. q Chronicle a personal experience to your students to illustrate some aspect of the lesson for the day. This technique also demonstrates a personal expertise and knowledge of the topic. Thus, students know what they learn comes from a reliable source.

ou have a problem when students ask themselves, Why should I listen and participate in this class session? Designing lucid, meaningful lessons that connect with learners is the answer to this tough teaching challenge.

Prepare by connecting We all listen for personal benet, especially in a class. Therefore, prove the relevance of your class by relating: q Generally, how this lesson applies beyond passing an examination q Specically, when and how this knowledge or skill will aect their lives in the future. You may nd it eective to connect your lessons objective to one or more of Maslows ve categories of human needs: survival, safety, belonging, esteem, and self-actualization. Determine, which of these needs most closely correlates with lesson outcomes. Also, consider all the possible family, social, educational, community, and professional contexts that can be connected to the present, past, or future lesson outcomes. Input styles One aspect of the Input phase of a lesson that is sometime overlooked is the students preferred learning style. Students usually prefer to learn by one of three methods of encountering new material: q Verbalhearing. q Visualseeing. q Kinesthetictouching and manipulating. 22
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How to Create A+ Lessons There are tests that can be given to help determine the learning style of each student, but this is often impractical for you to accomplish in the already jam-packed college course. The best solution is to plan to teach using all three modes of learning. Analyze the content of your course to determine how you can introduce new knowledge visually, auditorily, and by a hands-on approach. By carefully mixing all three learning modes in your classes, you will be oering something in the preferred style of all your students. Ensuring that you oer many kinds of learning activities will greatly enhance and speed learning. Lecture Probably the rst method that comes to mind when you think about how to introduce new knowledge during a lesson is to lecture. Today, lectures range from the traditional, formal lecture (instructor talks and the students take notes) to the more modern and interactive style lecture that makes use of small group discussions and other processes. For more details on new lecture techniques and strategies, see the TFS Focalite, How to Activate Your Lectures. More involvement and action Case Study Presentations include presentation of a case by the instructor with questions and answers; this is often followed by small group analysis and discussions. This approach provides opportunities to examine theory in relation to an actual event, while combining lecture and discussion features. Groups of students may examine a case report and discuss the groups observations in a classroom discussion. Demonstrations are variations of the more informal, question-and-answer-based lecture. Demonstrations draw students

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ase Study Presentations include an introduction of a case by the instructor with questions-and-answers. This is often followed by a in-depth discussion.

interests and attention to the subject under study. Demonstrations require preparation to ensure they proceed without glitches and interruptions from equipment problems. Demonstration can also be virtual using multimedia equipment. Laboratory Sessions and Field Trips may follow lecture or include lecture during the session or trip. They often include ongoing question-and-answer investigations. This method bridges lecture and group-learning techniques. Students may work together in pairs or small teams to gain hands-on experience in a laboratory or shop. Field trips bring the energy of new learning environment and the chance to see, feel, smell, and touch the subject as it applies to real-world situations. Groups Class Discussion, the most basic form of group discussion, requires careful planning to be a success. Initiating classroom discussion requires careful formulation of thought-provoking, objective questions, an understanding of questioning techniques, and the communication of the purpose and benets of the discussion to the students. Group learning can be accomplished by breaking your class down into active learning units. For great ideas on managing small groups, see the TFS Focalite, Making Small Group Learning Work. 23
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How to Create A+ Lessons Implementing group learning will allow more students to become actively involved, encourage reticent students to participate, and pool more experience and ideas. Small groups may complete their learning task, then relate their ndings to the class. Want more? Additional group possibilities, as discussed by Ne and Weimer (1989), are: q Brainstorming generates ideas, information, or solutions in short, specic amounts of time. q Buzz Groups are usually 3-5 members who meet in class for 10-15 minutes, discuss a single question, and report their ndings to the entire class. The primary feature is the short amount of time. q Case Study is a written document about a real problem that a student studies. A guide is supplied the student, usually with a list of suggested reading. After one or two weeks of analysis, students present ndings and analysis for group discussion. A written paper accompanies the presentation. q Concentric Circles place a small circle of participants inside a large circle. The inner circle discusses a topic while the outer group listens. The discussion roles then reverse. q Debate/Discussion uses pro and con participants who consider a controversial subject. The goal is to convince the audience, not attack the opponent. q Panel/Discussion is a small group discussing an idea among themselves, in front of the class, who then join in later. q Phillips 66 uses six people who discuss their views, opinions, or experiences on a topic for 6 minutes.

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aboratory sessions and eld trips may follow lecture or include lecture during the session or trip. They often include on-going question-and-answer investigations.

q Picture-Making Groups highlight a principle or idea related to a topic by drawing a simple sketch on a board or large piece of paper to illustrate the groups thinking. q Reverse Thinking assigns group members opposite views from their own for discussion purposes. q Role-Play is the spontaneous acting out of a situation, after which there is a discussion of situation context and underlying feelings. q Symposium/Discussion includes breaking a topic down into parts, presented in brief speeches by members of the group. After the speeches, a class discussion is used. q Seminars are best suited for small classes of 10-15 students and have small-group and individual-based learning dimensions. Each student specializes in one area of a broad subject. Reading is assigned, reports are written, and students present their analysis to the entire group. Copies of each paper often accompany a presentation. The instructor serves as the expert and guides discussion.

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How to Create A+ Lessons

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Effective Explorations

earning explorations should be personalized, exciting, and diverse so that students can apply their learning skills most eectively to the subject at hand. Therefore, the heart of any lesson is an intelligent, creative oering of learning activities best suited to producing the learning objectives you specify and making the learning personal to each student. In short, you need a variety of ways to help learners explore each topic for themselves. In addition, planning for a variety of exploration activities is benecial because each requires the use of dierent cognitive or thinking abilities, often referred to as ways of knowing (Lazear, 1991). Exploration activities usually concentrate or accentuate one or more ways of knowing. The seven ways of knowing are : q Verbal/linguistic, encompassing written and spoken words, memory, and recall. q Logical/mathematical, knowing includes reasoning, abstractions, and relationships. q Visual/spatial, including acute visualization, mental imagining, graphics, and manipulation of space. q Body/kinesthetic, relating to bodily movement and mime activities. q Musical/rhythmic, entailing sensitivity to sounds, tones, and rhythms. q Interpersonal, encompassing eectiveness in interpersonal and group verbal and nonverbal communication. 25

ow would you devise a series of explorations of such a simple yet so complex idea as the relationship between matter and energy? How could this concept be studied using all seven ways of knowing? Be sure to write your approaches into your lesson plans.

q Intrapersonal, involving a sense of self, awareness of feelings, and the ability to concentrate. Here are some quick ideas to jog your learning exploration creativity: q Read a speech and analyze its reasoning in a minipaper or small-group discussion. q View a video of the speech and analyze its inuence on your thinking and attitude; then identify the key images, messages, and sounds that made the most lasting impression and explain why. q Discuss in small groups the relationship between the structural elements of a movie clip; listen for the actors vocal rhythm patterns; mark sections that contained key body movements supporting or detracting from the characters message; explore congruency of verbal and nonverbal messages in dierent passages. q Have students evaluate the eectiveness of a media clip. q Ask each small group to quickly create an ad in 10 minutes that attempts to sell a specic point of view of a controversial issue just presented in a lecture; then have each group act out the ad while the other groups analyze the message and identify its point of view. Compare original intent with actual perception.
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How to Create A+ Lessons

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Pedal to the Metal

earning accelerators refer to the entire range of resources that help students achieve lesson objectives. These are not methods or techniques, but tools chosen to clarify and simplify the content of a presentation, activity, or lesson topic. Todays instructors arent expected to be the comprehensive source of knowledge for their classes. You dont have to know everything there is to know about the body of knowledge that you teach. However, you must decide how best to use the knowledge resources available to you and your students. Knowledge resources that teachers and students share in common are the textbook, the institutions library collection, public media, and the Internet. Knowledge sources that are unique to you are your education, work, and life experiences. Likewise, students bring their previous education, work, and life experiences to their current learning endeavors. Part of building an A+ Lesson Plan is selecting the most eective set of knowledge resources available to make learning as rapid, memorable, and meaningful as possible. Osborn and Osborn (2000, p.247) observe that presentation aids [visual, audio, and concrete objects] give your audience sensory contact with your messagewords simply represent objects and ideas. Modifying a phrase on a board to demonstrate alliteration or playing a selection of bluegrass music to demonstrate the contribution of a mandolin are richer learning experiences than hearing a verbal explanation alone. Osborn and Osborn (2000, p.248) noted these benets, in particular:

earning can indeed be accelerated by a range of fascinating techniques. Creating A+ Lesson Plans is an important rst step to making time spent on learning more ecient and enjoyable for you and your students. Beware of the nay sayers who are convinced that it cant be done and therefore never try.

Presentation aids enhance understanding; they are better than words at conveying meaning. Presentation aids add variety to sustain interest and attention. In addition, aids can create a lasting impression and assist recall. As shortcuts to better learning, these materials can make long, complicated explanations unnecessary. Choosing good aids will accelerate learning for your students because these materials involve more of the students senses and intelligences in the learning process. And anything that accelerates learning is well worth the time and eort that goes into the selection, preparation, and display of these materials. So the bottom line here is to analyze each learning objective you create to see if there are one or more aids that could accelerate learning. If you decide there are materials available, describe the aid you will need in your lesson plan. Having each aid listed will jog your memory as you review your lesson plan before each class. Types of learning aids With the wonderful variety of media equipment and information resources available today, you have the rather fun and pleasurable job of matching learning aids to the learning task 26
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How to Create A+ Lessons at hand. Being able to see, hear, smell, feel, and manipulate an object speeds learning. Lets look at a brief list of the common learning aids used to enhance the Input and Exploration phases of a lesson. Show the object, and whenever feasible, use the object itself instead of a substitute. Objects stimulate the senses. Models work well as presentation aids when the object is too large, rare, dangerous, valuable, or fragile to have in the classroom. Or a live model may be appropriate when the subject is a study of movement, as in sports, dance and acting. Graphic presentation aids include maps, charts, sketches, and graphs. Maps illustrate movements, boundaries, and relationships. Charts illustrate organizational hierarchy, steps in a process, periods, or visual representations of a projection. Sketches are useful when simplied representations are sucient. Finally, graphs illustrate proportions or relationships. Chalk or marker boardsare best suited for brief writing and sketches. Information requiring more time is best presented using another medium. Spend time talking with the students, not the board. Handouts are useful if a topic is complex, detailed, or full of many new terms or numerical data, that would require excessive writing. Handouts can provide information to reinforce and aid recall. Transparencies or slides in digital for lm format can convey structure through outlines or owcharts to aid understanding of relationships and promote retention. Slides are useful if photographs are too small or when color or detail is important. Flip charts are easy to prepare, use, and modify on the y while teaching. Complex concepts can also be presented using a series of ip-chart pages. In combination with an easel, ip charts are

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s a lesson more than the sum of its parts? And what learning aids will be most benecial? Both are tough questions, but one to be wrestled with when designing each class meeting. Through the process of trial end evaluation, you will ultimately learn what works best in your unique teaching situation.

particularly useful when a class meets in a remote location that does not have Internet access or media equipment available. Posters have fallen into disfavor since the arrival of overhead projections and computer-assisted presentations, but they are still useful when other media are unavailable. Flip charts and posters work well as products of learning when using small group processing techniques. Audiotapes provide the means to examine sounds or patterns, while videotapes allow students to view scenes that would, otherwise, be unavailable because of distance, time, expense, or danger. Computer-assisted presentations require a range of skills to produce and may require extensive time and resources to complete. They do, however, oer great exibility and power. How else could you eectively study two galaxies colliding but by incorporating the powerful media elements, including graphics, text, sound, and video into a meaningful simulation? Sometimes the most overlooked learning opportunity comes at the end of each class session. Research shows recall peaks at this time. What can you do to take advantage of this fact? The next chapter will give you a unique idea worth remembering.

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How to Create A+ Lessons

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Clinging to the Cliff

peeches and class sessions should not end atly with a Thats all, folks, or Im done for today. Studies prove that retention actually goes up at the end of the class session. The beginning and end times of a lesson are extremely valuable in terms of learning and recall, so plan the end of each lesson with positive intention and thoughtful strategy. Next, lets look at some eective ways to end a lesson including our personal favorite, the Cli Hanger. Summarize, connect, apply Summarize the main points of the lesson. Connect the lesson just concluded with the next lesson by pointing out relationships and an application to a real-world problem. Short and simple Your nal words should stay with the students, and remind them of their next assignment. Planning a lasting impression can supply a sense of closure. Here are some tips: q Stories reinforce and are often remembered long after facts are forgotten. q Quotations capture the essence of your message. q Rhetorical questions invite further thought. q Challenge the students to apply the days lesson.

he beginning and end times of a lesson are extremely valuable in terms of learning and recall; so, lets look at some eective ways to end a lesson which include my personal favorite, the Cli Hanger.

Brings em back every time Heres a novel idea that won rst prize in a recent Teaching For Success Super Ideas Contest. It was written by Howard Rosenthal, Ed D, a professor and Human Services program coordinator, St. Louis Community College at Florissant, St. Louis in Missouri. This idea was rst published in Teaching For Success, August 2001 edition. Dr. Rosenthal explains how to keep attendance high with his unique and very eective class-closing method. The impetus to share this highly eective technique dawned on me after an unusually bright student approached me. I had just completed my last class on a Friday and my student said, Darn it. You did it to us again. Did what? I asked with total sincerity. You always leave us with some sort of cli-hanger lecture or class experience that intrigues us so that we have to come back to the next class. Its sort of like when you go to a movie and you dont want leave before the ending. Now Ill need to wait the entire weekend to nd out what happens. I merely smiled. Many teachers do roughly the opposite of what I am going to suggest herein. For example, an instruc28
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How to Create A+ Lessons tor might end a typical lecture with, Okay, now that Ive covered the material related to World War I, Ill begin talking about World War II in our next class. While this strategy is certainly acceptable, I believe that you can often generate massive motivation by not giving your students the punch line until the next class period. This is no small feat in terms of todays problems with class retention and attendance. Newscasters routinely use this strategy. Here are some of the cli-hanger statements that I heard as I watched my local news last evening: If you think that eating fruits and vegetables is healthy just wait until you hear the results of an amazing new study. Of course, a commercial break follows that statement. (Yes, Im not immune to the powers of this strategy, hence, I stayed tuned like Im certain thousands of other viewersmany of whom are studentsdid!) The nal words I encountered prior to the next commercial were, Dont even think about heading out to the ballpark until you hear what Sam the weatherman says is in store for us tonight. Here are just a few actual examples of cli-hangers that Ive used recently: When you return on Monday, Im going to tell you precisely how one of our students was able to snare a salary that was over $6,000 a year higher than what was advertised in the paper. Next time we meet Im going to tell you about an extraordinary discovery that suggests that Freud changed his entire theory so he would be accepted by his colleagues.

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The most powerful cli-hangers are those that personally aect the student (e.g., the salary or the testing), though to be sure, this is not always possible. End your class with a cli-hanger and watch your attendance soar.

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earning should be and, yes, must be exciting, like discovering the sights, sounds, and smells of a new city. The landscape of any subject holds fascination for the learner, and its up to the innovative instructor to unlock the doors to the enjoyment of new learning for as many students as possible. Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

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End in Sight

valuation is a major part of each lesson plan. Be sure to identify assessment measures you can use to gauge student achievement of the lesson objective(s). Assessment measures may be tests, papers, projects, performances, class participation, etc. Choice of an assessment measure is best accomplished by linking each measure to a lesson objective. Remember, a lesson objective points to a thinking skill level the student should attain. Bloom observed that objectives relating to content mastery are not all on the same level. As you recall from Chapter Three, objectives based on knowledge range from an elementary level (recall words, facts, dates, etc.) to the most complex level, evaluation (making critical judgements based on internal and external criteria). The words chosen to identify the behavior in each objective suggest the level of knowledge required and the appropriate assessment measure. The ability to list, identify, or dene relates to the most elementary and concrete thinking levels. Be sure to go beyond these levels. Tests or performance challenges that ask the students to discriminate among causes or specic results or to combine, justify, or criticize a concept, process, or principle should be included and are the most appropriate assessment measures to check for critical thinking. As an instructor, you are accountable for achieving the teaching and learning outcomes you accept as reasonable goals. To achieve this you will need to evaluate your progress continually, as well as that of your students. Be sure to build this strategy into your plans. 30

he end is insight. But dont stop now. Take a look at the Lesson Plan Template, this template is designed to save you time while making the job of organizing a lesson as painless as possible. Feel free to print copies of these templates as needed for your use or design your own.

he more time you spend on lesson preparation the rst time you design and teach a course, the less preparation time you will need to teach the same course in the future. With the basic lessons, in place your preparation time can be devoted to lesson improvement. Depending on the number of course hours, complete plans can range from 12 to 24 pages for a one-hour-per-week course and 30 to 60 pages for a three- to four-hour-per-week course. Store your plans either in a three-ring binder or in a common and easy-to-read computer document format, such as MS Word or Adobe Acrobat, in a public access folder on your computer. Your plans should be easy to locate so that in the event you cannot continue teaching the course, you can provide the new instructor with a set of your plans to make the process of taking over for you easier.

esson Plan Templates

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How to Create A+ Lessons Appendix A: Objectives Template TFS Lesson Planning Form 1: Creating Thinking-Level Learning Goals (Objectives)
Chapters (Click to Go) 1. Whats in It for Me? 2. Plans?Why Bother? 3. Being Objective 4. Thinking Like Bloom? 5. An Engaging Format. 6. Boxed in. 7. Reality Check 8. Preparation and Input 9. Effective Explorations 10. Pedal to The Metal 11. Clinging to The Cliff. 12. End in Sight Appendix A. Objectives Template B. Lesson Plan Template C. References D. Knowledge Test E. Afterword Synthesis
Combine, revise, organize, create new perspectives Divide, distinguish categorie, infer, separate. Summarize, explain, provide examples, predict, estimate. Thinking level What students do Name, describe, select, define, match, state, etc. Lesson Number: Class Date: Lesson or Chapter Title:

A TFS Focalite

Page of_

Write the General Lesson Objective (Goal or Outcome)the student will:

Describe exactly what students will do to demonstrate mastery at the thinking skill level indicated.

Knowledge

Comprehension

Application

Solve problems, construct chart, demonstrate usage.

Analysis

Evaluation

Judge, prioritize, value, evaluate, conclude, design approaches

Pentronics Publishing 2006: 2004: teachingforsuccess.com

How to Create A+ Lessons Appendix B: Lesson Plan Template

A TFS Focalite

TFS Class Meeting Activity Planning Form

Course Lesson Number Date/Day Time Text Chapter/Sections

Instructional Resources
q Handouts q Equipment q Guests invited q Tests/Quizzes q Supplements q References

Course Management Tasks

Institutional announcements. Homework assignments. Others (list.)

Learning Objectives or Outcomes:

Section I. Prepare5-10% of total class time (i.e. 2.5 to 5 min. of a 50-minute class meeting) Goals:
Gain attention.

StrategyWhat method will you use to accomplish goal?

Learning ActivitiesWhat will students do?

Learning mindset preparation.

Connections to previous learning (brief review).. Attendance/paper return/quiz.

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How to Create A+ Lessons

Section II. Input New Material Goals:
Present Topic 1.

A TFS Focalite

StrategyWhat method will you use to accomplish goal?

Learning ActivitiesWhat will students do?

Present Topic 2.

Present Topic 3.

Section III. Explore

Explore Topic 1.

StrategyWhat method will you use to accomplish goal?

Learning ActivitiesWhat will students do?

Explore Topic 2.

Explore Topic 3.

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How to Create A+ Lessons

Section VI. Retain
Retain Topic 1.

A TFS Focalite
StrategyWhat method will you use to accomplish goal? Learning ActivitiesWhat will students do?

Retain Topic 2.

Retain Topic 3.

Section V. Recall
Recall of Topic 1.

StrategyWhat method will you use to accomplish goal?

Learning ActivitiesWhat will students do?

Recall of Topic 2.

Recall of Topic 3.

Section VI. Reect

Reect on learning session (all topics).

StrategyWhat method will you use to accomplish goal?

Learning ActivitiesWhat will students do?

Section VI. The Cli Hanger Exit StrategyWhat will you use to inspire and motivate students to return to the next class meeting prepared to learn?
Teaser topic to boost attendance and interest in next session.

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How to Create A+ Lessons Appendix D: Knowledge Test

A TFS Focalite

how You Know

6. True or False Learning objectives are created after learning activities are chosen.
A . Course and lesson planning tools. B. Tools to make better tests. C. A set of teaching goals and objectives. D. A four-step, traditional lesson sequence.

1. The goal of this course is to provide you with:

7. Complete the quote from Albert Einstein that provides an excellent rule of thumb for good lesson planning. Things should be

2. Why bother with lesson plans?

A. Lesson plans require goal setting. B. Lesson plans maximize your return on energy. C. Lesson plans help your students achieve their learning goals. D. All of the above.

8. Match the type of learning to its correct denition.

A. CognitiveFeelings; AectiveThinking; PsychomotorPhysical B. AectiveFeelings; CognitivePhysical; PsychomotorThinking C. PsychomotorFeelings; CognitivePhysical; AectivePhysical D. PsychomotorPhysical; AectiveFeelings; CognitiveThinking

3. What documents do you need to have before you begin lesson planning?
A. Course catalog and class schedule. B. Course outline and syllabus. C. Campus directory and Web site index. D. Student disciplinary policy and state instructional codes.

9. If you asked your students to revise, organize, and create a new perspective, they would be working at the ________ level of thinking.
A. Comprehension B. Synthesis C. Evaluation D. Knowledge

4. According to Blooms taxonomy, which of the cognitive skill groups below is arranged in the correct order from least complex to most complex?
A. Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation. B. Knowledge, Application, Comprehension, Analysis, Synthesis, Evaluation. C. Comprehension, Knowledge, Application, Analysis, Synthesis, Evaluation. D. Analysis, Synthesis, Evaluation, Comprehension, Application Knowledge.

10. The rst letter in the PIE-R3 lesson format stands for
A. Propose B. Prompt C. Postulate D. Prepare

5. At the Comprehension level of cognition, which mental task might a student be expected to do?
A. Dene. B. Demonstrate. C. Estimate. D. Subdivide.

11. The second R component of the PIE-R3 lesson format stands for
A. Retain B. Reconrm C. Reect D. Reorganize

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons 12. During the Input phase of a PIE-R3 lesson, you would do which of the following?
Chapters (Click to Go) 1. Whats in It for Me? 2. Plans?Why Bother? 3. Being Objective 4. Thinking Like Bloom? 5. An Engaging Format. 6. Boxed in. 7. Reality Check 8. Preparation and Input 9. Effective Explorations 10. Pedal to The Metal 11. Clinging to The Cliff. 12. End in Sight Appendix A. Objectives Template B. Lesson Plan Template C. References D. Knowledge Test E. Afterword

A TFS Focalite

A. Relax and reorient your students to the new learning task at hand. B. Provide practice sessions where students can apply new knowledge. C. Review and test recall of new content. D. Involve students using as many of their senses as possible as they are introduced to new knowledge.

13. When you personalize the content and present students with an opportunity to take knowledge apart, reassemble it, and then express it in their own thoughts and terms, you are most likely in what phase of a PIE-R3 lesson sequence.
A. Exploration. B. Retain. C. Reconrm. D. Reect.

14. When is a Cliff Hanger employed during a lesson?

A. Any time during the Preparation component. B. At the end of the Input section. C. At the beginning of the Recall phase. D. At the end of class session.

15. What is your ultimate responsibility as an instructor?

A . Reaching the teaching and learning outcomes you specied in your lesson plans. B. Taking attendance at each class meeting. C. Keeping regular oce hours. D. Creating Web pages that supplement the textbook for each of your courses. My raw score is: : Number of correct answers out of 15 possible My percentage is: (number correct divided by 15.)

How did you do?

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How to Create A+ Lessons Appendix D: References

A TFS Focalite

eferences

Angelo, Thomas A. and Cross, K. Patricia. Classroom Assessment Techniques. San Francisco: Jossey-Bass Inc., 1993. Bloom, Benjamin S., Max D. Engelhart, Edward J. Furst, W. H. Hill, and David R. Krathwohl, eds. Taxonomy of Educational Objectives: The Classication of Educational Goals. Handbook I, Cognitive Domain (1st ed.). New York: David McKay, 1956. Frye, Bill J. Instructional Resources for College Courses. Teaching In College: A Resource for College Teachers. Ed. Bill J. Frye. Elyria, OH: Info-Tec, 1994. Gardner, Howard. Frames of Mind: The theory of multiple intelligences, New York: Basic Books, 1983; 1993. Gagne, Robert M., Briggs, Leslie J., Wager, Walter W. Principles of Instructional Design. Orlando, Harcourt Brace Jovanovich College Publishers: 1992. Greive, Donald. A Handbook for Adjunct/Part-Time Faculty and Teachers of Adults. Elyria, OH: Info-Tec, 1995. Greive, Donald. Teaching Strategies & Techniques for Adjunct Faculty. Elyria, OH: Info-Tec, 1998. Lazear, David. Seven Ways of Knowing: Understanding Multiple Intelligences (2nd ed.). Palatine, IL: Skylight Publishing, 1991. Maslow, Abraham H. Motivation and Personality. New York: Harper and Row, 1970. Ne, Rose Ann, and Maryellen Weimer. Classroom Communication: Collected Readings for Eective Discussion and Questioning. Madison: Magna Publications, 1989. Nichols, James O. The Departmental Guide to Implementation of Student Outcomes Assessment and Institutional Eectiveness. New York: Agathon Press, 1991. Osborn, Michael, and Suzanne Osborn. Public Speaking (5th ed.). Boston: Houghton Miin, 2000. Pregent, Richard. Charting Your Course: How to Prepare to Teach More Eectively. Madison, WI: Magna Publications, 1994. Rose, Collin. Accelerated Learning Action Guide. Niles, IL: Nightingale-Conant, 1995. Weimer, Maryellen, Joan L. Parrett, and Mary-Margaret Kerns. How Am I Teaching: Forms and Activities for Acquiring Instructional Input. Madison, WI: Magna Publications, 1988.

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How to Create A+ Lessons Appendix E: Afterword

A TFS Focalite

fterword

e at Teaching For Success wish you much success in your teaching and hope that we have passed on to you some valuable and practical knowledge that will make all of your lessons A+ Lessons and your course praised by your students and peers alike. Look for more Teaching For Success Focalite titles coming soon! We are condent that your students will appreciate the work you have put into planning and implementing A+ Lesson Plans for their benet. This Focalite is designed to work with the Teaching For Success idea monthly. TFS Monthly is licensed to subscribing institutions for distribution to faculty. TFS Focalites are sold only to schools, college, universities, or businesses with a unlimited distribution and duplication license for their employees. For more information, call 800-757-1183 or go to teachingforsuccess.com. Additional Focalites To help you learn new skills and make teaching easier and more pleasant, try these Focalite titles: Ensuring Quality Testing Positive Classroom Discipline Creating Active Lectures Constructing an A+ Syllabus Making Small Group Learning Work q Sexual Harassment in the Academic Setting

eaching For Success is dedicated to the unsung and very dicult work of teaching in higher education today. Whether a full-time or adjunct instructor, Ive been there in the trenches doing what you do and coping with the challenges you face everyday. TFS is my unique solution, and I hope it works for you too! Jack H. Shrawder Publisher

Contact and feedback information Focalites are created by Teaching For Success and Pentronics Publishing, 1270 Mt. Rainier Dr., South Lake Tahoe, CA 96150, Jack H. Shrawder, publisher and editor. Contact: [email protected] or 800-757-1183. Also, nd more information on the Teaching For Success Monthly teaching improvement magazine and TFS Focalites at teachingforsuccess.com. Your comments and improvement suggestions are always welcome. To keep up with new ideas in discipline and other crucial areas of good teaching, ask your faculty developer or top-level administrator to continue to purchase TFS Focalites and subscribe to TFS Monthly for you and your colleagues. For more information on how to subscribe, or to submit an article to Teaching for Success, go to http://teachingforsuccess.com. Thank you for your interest in teaching improvement and Teaching For Success. Teaching For Success is an exciting lifelong adventure in personal growth and self-discipline. Improving oneself is not easy; it takes patience and perseverance at the utmost. But the journey into self-mastery is well worth the price in satisfaction of excellent service rendered to others. Jack H. Shrawder, Publisher 38
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Lesson Plan

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Lesson Plan

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Teaching For Success presents

A+ Faculty Training and Development

Planning a Successful Lesson

A Teaching For Success Focalite

How to Create A+ Lessons

Whats in It for Me?

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

Plans? Why Bother?

How to Create A+ Lessons

How to Create A+ Lessons

Thinking Like Bloom

hings should be made as simple as possible but no simpler. Albert Einstein.

Pentronics Publishing 2006: teachingforsuccess.com

Lesson or Chapter Title: Teaching for SuccessIntroduction

Name, describe, select, define, match, state, etc.

Define Teaching and Learning. Define Success.

Summarize, explain, provide examples, predict, estimate.

Provide an example of teaching for success.

Solve problems, construct charts, demonstrate usage.

Construct a chart of critical success factors applicable to college teaching.

Divide, distinguish categorize, infer, separate.

Distinguish between teaching and learning.

Combine, revise, organize, create new perspective.

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

Pentronics Publishing 2006: teachingforsuccess.com

How to organize knowledge

Pentronics Publishing 2006: teachingforsuccess.com

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

Pentronics Publishing 2006: teachingforsuccess.com

Pentronics Publishing 2006: teachingforsuccess.com

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

Pentronics Publishing 2006: teachingforsuccess.com

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

Preparation and Input

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

How to Create A+ Lessons

Pedal to the Metal

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

Clinging to the Cliff

How to Create A+ Lessons

esson Plan Templates

Pentronics Publishing 2006: teachingforsuccess.com

Page ____ of_____

Write the General Lesson Objective (Goal or Outcome)the student will:

Solve problems, construct chart, demonstrate usage.

Judge, prioritize, value, evaluate, conclude, design approaches

Pentronics Publishing 2006: 2004: teachingforsuccess.com

How to Create A+ Lessons Appendix B: Lesson Plan Template

TFS Class Meeting Activity Planning Form

Course Management Tasks

Learning Objectives or Outcomes:

StrategyWhat method will you use to accomplish goal?

Learning ActivitiesWhat will students do?

Learning mindset preparation.

Connections to previous learning (brief review).. Attendance/paper return/quiz.

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

StrategyWhat method will you use to accomplish goal?

Learning ActivitiesWhat will students do?

Section III. Explore

StrategyWhat method will you use to accomplish goal?

Learning ActivitiesWhat will students do?

Pentronics Publishing 2006: teachingforsuccess.com

How to Create A+ Lessons

StrategyWhat method will you use to accomplish goal?

Learning ActivitiesWhat will students do?

Section VI. Reect

Page of_