Lesson Planning 101

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Lesson Planning 101
Prepared for LS 5443 Librarians as
Instructional Partners By Judi Moreillon,
Ph.D. Texas Womans University
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Before you begin viewing this presentation,
think about

• What has been your experience with lesson
  planning?
• When did you learn it? Who taught you?
• What have been the requirements for formal lesson
  plans at the schools where you have taught?
• Are formal lesson plans important to students
  and teachers success? Why or why not?
• How do you think a formal lesson plan supports
  effective classroom-library collaboration?
• Note You have now activated your background
  knowledge. This is an important reading
  comprehension strategy (RCS).

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These are the educators and researchers who have
influenced by model for lesson design and
planning

• Violet Harada and Joan Yoshina
• Madeline Hunter, the Essential Elements of
  Instruction (EEI)
• Robert Marzano, Debra Pickering, and Jane
  Pollock, Research-based Instructional Strategies
  (RbIS)
• Ross Todd, Evidence-based Practice (EBP)
• Grant Wiggins and Jay McTighe, Understanding by
  Design (UbD)

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Your district may use a different model, or you
may have used a different model in the pastfor
lesson planning and design but

• I am requiring that you follow the template in
  CRCSESL (page 15) or CRCSSSL (page 17). Heres
  why
• The format was created specifically for school
  librarians based on Hunter, Wiggins McTighe,
  Marzano et al., and on the work of reading
  comprehension strategy (RCS) instruction
  educators.
• Our collaborative lesson plan involves teaching
  RCS, RbIS, classroom curriculum standards and
  AASL Standards for the 21st Century Learner.
• You will have become familiar with this
  comprehensive format through deconstructing a
  lesson plan that uses it.
• If we all use the same format, we can compare
  apples and apples and use the same vocabulary.

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Effective, Collaborative Instructional Planning

• Begins with educators determining what skills and
  strategies students need to be taught. They ask
  and answer these three questions
• What do students already know about this topic,
  these concepts, or strategies? (prior knowledge)
• What do we want students to know at the end of
  this lesson/unit? (content knowledge)
• What do we want students to be able to do at the
  end of this unit? (process or product)
• How will they, and we, know whether or not they
  achieved these objectives? (assessment)

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Effective, Collaborative Instructional Planning

• What do we want students to know at the end of
  this lesson/unit? What content knowledge should
  they have gained?
• The answer to this question is based on a
  combination of things curriculum standards that
  need to be taught and mastered, observation and
  evidence, such as pretesting or previous learning
  experiences that show learners have not yet
  retained or are not able to use, and/or a
  concept/idea/problem the students and teacher
  have negotiated as a next step in their
  curriculum.

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Effective, Collaborative Instructional Planning

• What do we want students to be able to do at the
  end of this unit? What process or product should
  they have experience/mastered/created?
• The answer to this question is based on the
  process students will engage in and the product
  educators expect students to produce to
  demonstrate their learning. Although this answer
  comes from the same sources as the answer to the
  first question, the process and product are
  important in framing the learning event. They
  must be negotiated early in the collaboration.

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Effective, Collaborative Instructional Planning

• How will they and we know whether or not they
  achieved these objectives? What assessment tool
  or tools will we use to measure student outcomes?
• The third question involves determining what type
  of assessment will be created and used to measure
  student achievement. Will there be a pre- and
  post-test? Will students previous essays or
  research papers be compared with these? Will
  students be offered a choice about how they will
  demonstrate their learning? Will the assessment
  be differentiated for learners with special
  considerations? What technology tools will
  students be offered to help them demonstrate and
  share their learning? What self-assessment and
  assessment tools will be used - a rubric,
  checklist, graphic organizer, or other instrument?

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Before the lesson is designed, before the
resources are gathered

• The answers to the three previous questions
  should be negotiated and agreed upon by the
  classroom-library collaborators.
• For Hunter, EEI, setting the objectives and
  determining the test are the first decisions
  teachers make in planning.
• For Todd, EBP, this sequence is critical to
  providing evidence
• Evidence FOR practice - Why should we teach this?
  On what research is this instructional decision
  based? What do students need to learn? How do we
  know this?
• Evidence In practice What formative assessments
  will we administer while students are learning?
  How will these assessments guide instruction?
  What kinds of locally-produced data will they
  generate?
• Evidence OF practice How will we use this
  evidence to guide further instruction? Who needs
  to see this evidence? How will we share it?

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Before the lesson is designed, before the
resources are gathered

• For Wiggins and McTighe, this is Understanding by
  Design, UbD. It involves setting the goals,
  objectives, and assessment instrument at the
  outset of planning. Wiggins and McTighe use the
  term backward planning to describe these first
  steps in the planning sequence.
• Effective educators begin with the end firmly in
  mind.

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What next?

• Review the Collaborative Planning Forms on the
  Course Wikihttp//ls5443.wikispaces.com/Collab_P
  lan_Forms
• Which of these forms support the backward
  planning model?
• Is there a better classroom-library collaborative
  planning form? What/where is it? Should you
  create it?
• What are your questions about lesson planning and
  planning forms? Bring them to the online
  discussions during Module 2.

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Works Consulted

• Harada, Violet H., and Joan M. Yoshina, eds.
  Assessing Learning Librarians and Teachers as
  Partners. Westport, CT Libraries Unlimited,
  2005.
• Hunter, Madeline. Essential Elements of
  Instruction. Everything2. 19 Aug. 2009
  lthttp//everything2.com/title/essentialelementso
  finstructiongt.
• Marzano, Robert, Debra J. Pickering, and Jane E.
  Pollock. Classroom Instruction that Works
  Research-based Strategies for Increasing Student
  Achievement. Alexandria, VA Association of
  Supervision and Curriculum Development, 2001.
• Todd, Ross. Evidence-based Practice and School
  Libraries From Advocacy to Action. School Reform
  and the School Library Media Specialist, Eds.
  Sandra Hughes-Hassel and Violet H. Harada.
  Westport, CN Libraries Unlimited. 57-78. 2007.
  (EBP)
• Wiggins, Grant, and Jay McTighe. Understanding by
  Design. Alexandria, VA Association for
  Supervision and Curriculum Development, 1998.