EFFECTIVE LESSON

PLANNING
EFFECTIVE TEACHERS

Know the content Create a suitable learning

environment

Understand the development of Adapt and modify instruction

the student
Use effective communication

Value the diversity of the

students Collaborate with all members of
the learning community

Use multiple assessments to Engage in sustained

evaluate progress professional growth experiences
INSTRUCTIONAL PLANNING
AND STRATEGIES
Plans are developed to provide students with meaningful
learning experiences

Plans connect to related learning opportunities

Teaching is based instructional strategies that focus on best

practice and research

Teaching is supported by strategies that foster interest and

progress
 IF YOU FAIL TO
PLAN, YOU PLAN
TO FAIL…..
BENJAMIN FRANKLIN
GENERAL POLICY
Plans are a legal document
Usually required weekly to the supervisor
Plan books (district, purchased, self-made
notebooks)
Substitute plans
Must include
K12 Alligned
Objectives
Needed materials
Motivation
Procedures
Closing
GOOD PLANNING
Keeps the teacher and students on track
Achieves the objectives
Helps teachers to avoid “unpleasant”
surprises
Provides the roadmap and visuals in a
logical sequence
Provides direction to a substitute
Encourages reflection, refinement, and
improvement
Enhances student achievement
POOR PLANNING
Frustration for the teacher and the
student
Aimless wandering
Unmet objectives
No connections to prior learnings
Disorganization
Lack of needed materials
A waste of time
Poor management
A GOOD LESSON INCLUDES:
Text
Objective – expected student behavior
Warm –up and introduction
Procedure
Materials – worksheets, film, text, etc.
Presentation
Practice
Application
Closure
Evaluation – test, assignment, teacher observation, etc.

•Maximize Instructional Time

•Integrate Diverse Teaching Strategies
•Have All Students On Task
LET’S BEGIN… Constructivist teaching is based on the
belief that learning occurs as learners are
actively involved in a process of meaning
and knowledge construction as opposed to
The format of a passively receiving information. Learners
are the makers of meaning and knowledge.
lesson should..

Go one step at a time

Have a picture for

every step

An effective lesson plan is a set of plans for building

something – it “constructs” the learning.
 The greater the structure of a
lesson and the more precise the
directions on what is to be
accomplished, the higher the
achievement rate.

Harry Wong, “The First Days of Teaching”

OBJECTIVES
A description of what the student will
be able to do at the end of the lesson
Provides alignment with DepEd goals
(K12)
Use behavioral verbs to describe the Andersons
expected outcomes (ACTION) /Blooms
No-no’s: appreciate, enjoy, love, etc. Revised
Taxonomy

 Let the students know your objectives, why they need to know it , and
how they will use the learning.
 Good objective: Students will be able to illustrate clouds that signal
unsettled weather.
 Poor objective: Students will understand that some clouds signal
the approach of poor weather conditions.
WARM-UP AND INTRODUCTION
Grab the attention of the students
PROVIDES THE
INTEREST/MOTIVATION factor
Set the tone for the lesson connected
to the objective
A question
A story
A saying
An activity
A discussion starter

BE CREATIVE
PRE-ASSESSMENT
What are the
characteristics of the
learners in the class?
What do the students
already know and
understand?
How do my students learn
best?
What modifications in
instruction might I need to
make?
PROCEDURES AND PRESENTATION
Sets up a step-by-step plan
Provides a quick review of
previous learning
Provides specific activities to assist
students in developing the new
knowledge
Provides modeling of a new skill
A picture is worth a thousand
words.
I do, We do, You do!
MATERIALS
Plan! Prepare! Have on hand!
Murphy’s Law
Envision your needs.
List all resources.
Have enough manipulatives
(when needed) for groups or
individuals.
PRACTICE
APPLYING WHAT IS LEARNED
Provide multiple learning activities
Guided practice (teacher controlled)
Use a variety of questioning strategies to
determine the level of understanding
Journaling, conferencing
Independent practice
Practice may be differentiated
BUILD ON SUCCESS
LEARNING ACTIVITIES
Graphic organizers Cooperative groups
Creative play Inquiry learning
Peer presenting Direct instruction
Performances Differentiation
Role playing Direct Instruction
Debates
Game making
Projects
CLOSURE
Lesson Wrap-up: Leave students with an
imprint of what the lesson covered.
Students summarize the major concepts
Displays internalized student knowledge
Teacher recaps the main points
Teacher sets the stage for the next phase of
learning
EVALUATION
Assess the learning-Rubric
 Teacher made test
 In-class or homework assignments
 Project to apply the learning in
real-life situation
 Recitations and summaries
 Performance assessments
 Use of rubrics
 Portfolios
 Journals
 Informal assessment
REFLECTION

What went well in the lesson?

What problems did I
experience?
Are there things I could have
done differently?
How can I build on this lesson
to make future lessons
successful?
THE SUBSTITUTE…
NOW WHAT?
The Key to substitute success – DETAILED
LESSON PLANS
Discipline routines
Children with special needs
Fire drill and emergency procedures
Helpful students, helpful colleagues (phone #’s)
Classroom schedule
Names of administrators
Expectations for the work
Packet of extra activities
 A teacher is one
who brings us tools
and enables us to
use them.
Jean Toomer
 LESSON PLANS:
REVIEW
Reflection/Open Discussion:
Main components of a lesson plan
Critical thinking skills
Characteristics of a good lesson
Teacher responsibilities
 Lesson Plans
Bloom’s Taxonomy
Use daily in questioning to develop higher
order of thinking skills...critical thinking
skills.

 KNOWLEDGE
 COMPREHENSION
 APPLICATION
 ANALYSIS
 SYNTHESIS
 EVALUATION
 Lesson Plans
Bloom’s Taxonomy
KNOWLEDGE COMPREHENSION APPLICATION
•remembering; •interpreting; •problem solving;
•memorizing; •translating from one •applying information to
•recognizing; medium to another; produce some result;
•recalling identification •describing in one's own •use of facts, rules and
and words; principles
•recall of information •organization and •How is...an example
•Who, what, when,
selection of facts and of...?
where, how ...? ideas •How is...related to...?
•Retell... •Why is...significant?
•Describe
 Lesson Plans
Bloom’s Taxonomy
ANALYSIS SYNTHESIS EVALUATION
•subdividing something to •creating a unique, •making value decisions
show how it is put original product that may about issues;
together; be in verbal form or may •resolving controversies
•finding the underlying be a physical object; or differences of opinion;
structure of a •combination of ideas to •development of opinions,
communication; form a new whole judgments or decisions
•identifying motives; •What would you •Do you agree...?
•separation of a whole into predict/infer from...? •What do you think
component parts •What ideas can you add about...?
•What are the parts or to...? •What is the most
features of...? •How would you important...?
•Classify...according to... create/design a new...? •Place the following in
•Outline/diagram... •What might happen if you order of priority...
•How combined...? •How would you decide
does...compare/contrast •What solutions would you about...?
with...? suggest for...? •What criteria would you
•What evidence can you use to assess...?
list for...?
GREAT TEACHING STARTS WITH GREAT
PLANNING
CHARACTERISTICS OF GREAT LESSON PLANS
Clear instructions, explanations, timelines,
expectations, and assessment
Interactive; hands on activities
Engaging and FUN!
Allow students to feel a sense of shared
exploration and discovery
Give students choices
 GREAT TEACHING STARTS WITH GREAT
PLANNING
STUDENTS ENGAGED & MOTIVATED
Break assignments into small chunks
Hands-on manipulatives
Ask open ended questions
Make lesson relevant
Allow students to develop own questions to
research
Integrate diverse teaching strategies
Talk at appropriate level
FOUNDATIONAL HABITS

Be Explicit

Model

Reinforce
SET STUDENT GOALS
THEY’RE ALL ABOUT HIGH EXPECTATIONS
KEYS TO GREAT GOAL SETTING
Regular Routine – “mini goals”- focus on small,
immediate, action-oriented
Very Specific Actions-what, when, how??
Level Appropriate
Followed by reflection- students need to evaluate-
leads to feeling of accomplishment and future goal
setting
THE 5 MOST IMPORTANT THINGS YOU
CAN DO FOR YOUR STUDENTS
CARE
SET HIGH EXPECTATIONS
CREATE ORDERLY, STRUCTURED
CLASSROOM
EARN RESPECT
stay calm, exercise self control
TREAT EACH STUDENT WITH
 COURTESY AND RESPECT
LESSON PLAN
PREPARATION SUMMARY:
S Optional/Preferred:

M Indicate…

1. Homework
2. Field learning

A 3.
4.
experiences
Guest presentations
Highlight
interdisciplinary
R 5.
activities
Video-aided learning
and follow up

T (reflective) activity
 CREDITS
Portions of this power point were taken from the
following sources:

EFFECTIVE LESSON
PLANNING
Presented by Vicki Duff
Mentor Training Coordinator
Department of Education
609-292-0189
Unit Assessment and
[email protected]
Instructional Planning:
An Approach to Facilitate
Standards-Based Learning
Sue Stevens, Tina Scott, Cheryl Gettings
[email protected]
245-3737