EFFECTIVE LESSON PLANNING

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EFFECTIVE LESSONPLANNING

• Presented by Vicki Duff
• Mentor Training Coordinator
• Department of Education
• 609-292-0189
• victoria.duff_at_doe.state.nj.us

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GOALS

• To summarize NJ standards-based reform efforts
• To describe the value of effective planning
• To discuss and utilize various components of
  effective lesson plans
• To provide templates for lesson plans
• To give guidance for substitute plans

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A teacher who is attempting to teach without
inspiring the pupil with a desire to learn is
hammering on a cold iron. Horace Mann
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INTRODUCTIONS

• Name
• School and position
• What are the qualities of effective teaching?
• (What must a teacher know and be able to do?)
• BRAINSTORM A LIST

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NEW JERSEY AND NCLB

• Professional Development Standards
• Core Curriculum Content Standards
• The High Quality Teacher and Teaching Standards
• Mentoring
• State Assessments
• Parent Involvement
• Safe Schools
• Annual Yearly Progress

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PROFESSIONAL STANDARDSTHE MODEL FOR GOOD TEACHING

• Provide direction for effective teaching
• Identifies the knowledge, skills and dispositions
  of teaching
• Parallel INTASC and National Board standards
• Used to
• Drive all pre-service programs in New Jersey
• Guide the mentoring process
• Influence professional development

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EFFECTIVE TEACHERS

• Know the content
• Understand the development of the student
• Value the diversity of the students within the
  class
• Plan strategic lessons using research-based
  practices
• Use multiple assessments to evaluate progress

• Create a suitable learning environment
• Adapt and modify instruction
• Use effective communication
• Collaborate with all members of the learning
  community
• Engage in sustained professional growth
  experiences

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A VISION OF TEACHING

• Connect the dots in the puzzle using only four
  straight lines without lifting your pen/pencil
  off of the paper.

How does this relate to our teaching?
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INSTRUCTIONAL PLANNING AND STRATEGIES

• Plans are developed to provide students with
  meaningful learning experiences
• Plans connect to related learning opportunities
• Teaching is based instructional strategies that
  focus on best practice and research
• Teaching is supported by strategies that foster
  interest and progress

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THE DISTRICT POLICY

• Plans are a legal document
• Usually required weekly to the supervisor
• Plan books (district, purchased, self-made
  notebooks)
• Substitute plans
• Must include
• CCCS
• Objectives
• Needed materials
• Teachers editions pages, student pages
• Short description activities

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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

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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

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A GOOD LESSON INCLUDES

• Objectives
• Pre-assessment
• List of materials
• Warm-up and introduction
• Presentation
• Practice
• Evaluation
• Closure
• Application

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LETS BEGIN

• The format of a lesson should..
• Go one step at a time
• Have a picture for every step
• Have a minimal reliance on words

An effective lesson plan is a set of plans for
building something it constructs the learning.
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The greater the structure of a lesson and the
more precise the directions on what is to be
accomplished, the higher the achievement
rate. Harry Wong, The First Days of Teaching
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PRE-ASSESSMENT

• What are the characteristics of the learners in
  the class?
• What do the students already know and understand?
• How do my students learn best?
• What modifications in instruction might I need to
  make?

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OBJECTIVES

• A description of what the student will be able to
  do at the end of the lesson
• Provides alignment with district and state goals
  (Uses CCCS)
• Use behavioral verbs to describe the expected
  outcomes (ACTION)
• No-nos appreciate, enjoy, understand, love, etc.

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MATERIALS

• Plan! Prepare! Have on hand!
• Murphys Law
• Envision your needs.
• List all resources.
• Have enough manipulatives (when needed) for
  groups or individuals.

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WARM-UP AND INTRODUCTION

• Grab the attention of the 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

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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 hear, I see..I do!

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LEARNING ACTIVITIES

• Graphic organizers
• Creative play
• Peer presenting
• Performances
• Role playing
• Debates
• Game making
• Projects

• Cooperative groups
• Inquiry learning
• Direct instruction
• Differentiation
• Direct Instruction

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PRACTICEAPPLYING 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

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CLOSURE

• Lesson Wrap-up Leave students with an imprint of
  what the lesson covered.
• Students summarize the major concepts
• Teacher recaps the main points
• Teacher sets the stage for the next phase of
  learning

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EVALUATION

• Assess the learning
• Teacher made test
• In-class or homework assignment
• Project to apply the learning in real-life
  situation
• Recitations and summaries
• Performance assessments
• Use of rubrics
• Portfolios
• Journals
• Informal assessment

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REFLECTION

• What went well in the lesson?
• What problems did I experience?
• Are there things I could have done differently?
• How can I build on this lesson to make future
  lessons successful?

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THE SUBSTITUTENOW 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

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A teacher is one who brings us tools and enables
us to use them. Jean Toomer