1. How does this relate to our teaching?
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?

2. Genius?

3. EFFECTIVE LESSON PLANNING

4. GOALS To get you to think about your lesson
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

5. 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

6. 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

7. 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
ACTIVITY: Brainstorm a list of benefits of well-planned lessons and pitfalls of poorly planned lessons

8. 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

9. A GOOD LESSON INCLUDES:
Objective – expected student behavior
Warm –up and introduction
Procedure
Materials – worksheets, film, text, etc.
Presentation
Practice
Application
Closure
Evaluation – test, assignment, teacher observation, etc.
Teacher reflection
Maximize Instructional Time
Integrate Diverse Teaching Strategies
Have All Students On Task

10. LET’S 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
Example: division problem (visual) compare divide multiply subtract compare bring down
Compare this to the directions for making a model airplane (marketers have it right)
An effective lesson plan is a set of plans for building something – it “constructs” the learning.

11. Harry Wong, The First Days of Teaching
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

12. OBJECTIVES
A description of what the student will be able to do at the end of the lesson
Action Words:
Use behavioral verbs to describe the expected outcomes (ACTION)
No-no’s: appreciate, enjoy, understand, love, etc.
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.
ACTIVITY: Have groups (2-3) write a behavioral objective for …………….

13. 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

14. 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?
Teachers make 1500 decisions a day… this is where it begins
Previous teacher comments and test data
Cum folders
Classroom observation

15. MATERIALS Plan! Prepare! Have on hand! Envision your needs.
Murphy’s Law
Envision your needs.
List all resources.
Have enough manipulatives (when needed) for groups or individuals.

16. 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!

17. LEARNING ACTIVITIES Graphic organizers Creative play Peer presenting
Performances
Role playing
Debates
Game making
Projects
Cooperative groups
Inquiry learning
Direct instruction
Differentiation
Direct Instruction

18. 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

19. 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

20. EVALUATION Assess the learning-Rubric 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

21. 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?

22. 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

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

24. Lesson Plans: Review Reflection/Open Discussion:
Main components of a lesson plan
Critical thinking skills
Characteristics of a good lesson
Teacher responsibilities

25. 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

26. Lesson Plans Bloom’s Taxonomy KNOWLEDGE remembering; memorizing;
recognizing;
recalling identification and
recall of information
Who, what, when, where, how ...?
Describe
COMPREHENSION
interpreting;
translating from one medium to another;
describing in one's own words;
organization and selection of facts and ideas
Retell...
APPLICATION
problem solving;
applying information to produce some result;
use of facts, rules and principles
How is...an example of...?
How is...related to...?
Why is...significant?

27. Lesson Plans Bloom’s Taxonomy ANALYSIS
subdividing something to show how it is put together;
finding the underlying structure of a communication;
identifying motives;
separation of a whole into component parts
What are the parts or features of...?
Classify...according to...
Outline/diagram...
How does...compare/contrast with...?
What evidence can you list for...?
SYNTHESIS
creating a unique, original product that may be in verbal form or may be a physical object;
combination of ideas to form a new whole
What would you predict/infer from...?
What ideas can you add to...?
How would you create/design a new...?
What might happen if you combined...?
What solutions would you suggest for...?
EVALUATION
making value decisions about issues;
resolving controversies or differences of opinion;
development of opinions, judgments or decisions
Do you agree...?
What do you think about...?
What is the most important...?
Place the following in order of priority...
How would you decide about...?
What criteria would you use to assess...?

28. 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

29. 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

30. Foundational Habits
Be Explicit
Model
Reinforce

31. 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

32. 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

33. LESSON PLAN Preparation Summary:
Optional/Preferred:
Indicate…
Homework
Field learning experiences
Guest presentations
Highlight interdisciplinary activities
Video-aided learning and follow up (reflective) activity