Lesson Planning- the cornerstone of good teaching January 2012 for CTEP Chemistry 1

Tell them what you are going to learn. Teach them. Find out if they learned what you taught. Lesson Planning in a Nutshell 2

Lesson Planning Essential Components -1 The learning goal and expectations of the lesson (the what and the why) Where are we going in this class? What is my focus??? Knowledge, Values, Skills….. Consider: Prior knowledge How can I make the learning relevant? What are your expectations for student learning? 3

Lesson Planning Essential Components-2 The learning experience (the how) How will we get there? What will I do? What will the students do? (besides listen or copy?) 4

Lesson Planning Essential Components-3 On-going observation and assessment of student learning How will I know that students learned what I intended them to learn? What will I use to find out? 5

What do I want them to learn? How will I know they have learned it? How will I design the learning so that all will learn? Planning with the End in Mind Big Ideas Broad Areas of Skills Overall and Specific Expectations Learning Goal 6

Questions to help focus planning: How can I make the learning relevant and interesting How will I consider perspectives from various cultures in order to honour the cultural diverisity of the students in my class? How will I show respect for the privacy, personal beliefs and personality differences of my students? 7

Questions to help focus planning: How can I make the classroom a safe place where all students feel they can take risks, contribute, and share in the decision-making processes? 8

Questions to help focus planning: How do I ensure that all the students feel included in the class work regardless of race, ethnicity, language differences, ESL issues, cultural differences, religion, socioeconomic class, gender, sexual orientation, family values; preferred learning styles, and ability? 9

More Questions For learning: Are students engaged in visual, auditory, and kinaesthetic activities? Strategies: Is there variety? Timing: Is there sufficient time allocated to each segment of the lesson? 10

Lesson Plan Components Overview, Expectations and Rationale The Learning Experience Supporting Materials 11

Overview, Expectations and Rationale Big Ideas – Always begin with the Big Ideas Ministry Expectations – Consider which Ministry expectations the lesson will address Student Learning Goals – Use student friendly language to explain what the student will learn and do during the lesson – “By the end of this lesson you will….” 12

Overview, Expectations and Rationale Prior Knowledge – You can plan more effectively and use class time more wisely if you consider what students already know Rationale for Teaching and Learning Strategies – Why have I chosen the particular strategy that is used? What makes it pedagogically sound? 13

The Learning Experience 3 part lesson plan – Minds On (Elicit and Engage) – Action (Explore, Explain) – Consolidation (Elaborate, Evaluate, Extend) Next Steps 14

Minds On (Elicit and Engage) One or two short activities which will focus student’s attention, stimulate their thinking, and access prior knowledge. Why? This is the connection phase designed to focus students on learning, ‘learning to get ready”. 15

Action (Explore, Explain) Provide an introduction to the main purpose of the lesson Tell students upfront what they will be learning – called Learning Goals Why? 16

Action (Explore, Explain) Lesson “chunks” – Introduce new learning activities and/or tasks a small bit at a time Why? Give students opportunities to use the new knowledge, understanding, or skills Why? 17

Consolidation (Elaborate, Evaluate, Extend) Give students the opportunity to review the learning and to reflect on the learning process itself Why? 18

Next Steps CONSIDER: Is the homework meaningful follow up? Are students encouraged to make conceptual connections outside the classroom? 19

Supporting Materials Student Chalkboard Notes Classroom Ready Materials Teacher Notes References 20

Chalkboard Notes and Student Records Student notebooks often reflect exactly what teachers have placed on the chalkboard It is important that these notes are carefully planned in advance What do I want my students to have in their notes? What records of demos and discussions will they have in their notes. 21

Classroom Ready Materials Consider what materials and equipment are needed to support your lesson. Locate and organize these materials. Consider distribution of these materials as well. Include BLMs (Black line masters) and any handouts for students. 22

Teacher Notes These vary according to your needs Include detailed instructions for each activity, background information, safety considerations, lists of materials etc. 23

References Lists of texts and relevant information used in the lesson so access can occur at a later time. Download useful web resources (e.g., text, video) for future use. Don’t rely on technology! 24

Overall Summary of Main Ideas Do the students know what to do? Are they doing it? How do you know they have learned? Assess Prior knowledge Ask vs. Tell (if you can) Make students work harder than you! Is there a place for each student in my classroom? (“in my curriculum?”) This deals with equity, classroom management…... 25