Lesson Plan Templates Make Them Tell About Your Teaching Sara K. Holzberlein, Emily Griffith Technical College Ryan S. Jeffers, University of Colorado Denver Anne Lanctot, University of Colorado Denver Cindy Martin, University of Colorado Denver

Presentation Overview Background Templates and Task-Mapping Lesson Planning: Transition to English Language Learning “Pie Chart”: A Guide to Coaching Teachers on Tasks New Teacher Experience

Lesson Plan Templates Formatting and its relationship to task-mapping

LP1

Lesson Plan 1 ●vertical alignment ●research based (SIOP model) o tie in prior knowledge / learning / experiences o instructional strategies o check for understanding (formative assessment) ●‘date’ column too big ●‘lesson itself’ section too small ●placement of ‘tie in prior learning’, and ‘check for understanding’ placement o implications these should only be done once ●whole column for ‘strategy’

LP2

Lesson Plan 2 ●ties in prior learning ●explicitly connects each task with a learning objective ●LOs tied to a language domain (writing) ●Bloom’s Taxonomy ●sequential task mapping ●LOs not specific ●LP does not establish how the learning outcomes will be measured ●does not address the quality or quantity of feedback to be given

LP3

Lesson Plan 3 ●promotes reflection upon issues in the previous lesson ●anticipates problems and lists possible solutions ●same concerns as LP2

LP4

Lesson Plan 4 ●COLOR ●visually pleasing, organized ●follow-up / check for understanding with each task ●How will understanding be checked?

LP5

LP6

Lesson Plan ●vertical alignment ●efficient task-mapping (using exact times) ●more specific LOs but... ●LOs still vague and unmeasurable ●does not determine how learning will be measured ●no space to collect assessment data = no evidence that learning has occurred = poor connection to achievement of LOs and broader curricular goals

After our in-class discussion...

Lesson Planning Transition to Teaching English Language Learners

Lesson Plan: Composition Class ●3-h, 3x/wk, 6-wk class; 1st class of 3 ●grammar then focus on the reading ●primarily notes to myself, large lettering ●handwritten usually just before class ●normally tossed after semester was over

Lesson Plan: Introduction to Literature Class ●3-h, 3x/wk, 6-wk class; 3rd class of 3 ●focus is entirely on the play we’re studying ●technical notes to myself, smaller writing ●no noticeable emphasis on self-assessment

Reflection ●easy ●disposable ●teacher-oriented ●relatively useless for substitute teachers ●opportunity for assessment? ●students absent

Lesson Plan: ESL Listening/Speaking ●first draft very like the plans I’d used before ●time consideration ●much more explicit list of activities ●rising panic regarding “getting things done” ●emphasis on what I’m doing

Lesson Plan Draft 4: ESL Listening/Speaking ●new draft after seeing Ryan’s plans ●time periods included for each activity ●consciousness of what the students are doing: added last column ●With the last column, it’s easier to have a sense of assessable moments.

Pie Charts A guide to coaching teachers on tasks

Sample Lesson Plan

Coaching Pie Chart

Points to Consider ●concept of plan vs real time ●seeing true measurable components ●managing observation and analysis

New Teacher Experience

Input: 5% Checking for understanding and Practicing: 95% Scrivener, J. (2005). Learning Teaching. Oxford, UK: Macmillan Education.

Lesson Plan 1 ●single column combines student and teacher activities making it difficult to track what the students are doing both in terms of talk time and working toward LO ●difficult to follow while teaching class ●no space to collect assessment data

Lesson Plan 2 ●still no space to collect assessment data ●separate columns for students and teacher = much easier to track student activity ●easier to follow while teaching ●tasks mapped with exact times = much easier to track student talk time vs teacher talk time

Questions