Lesson Planning

Methods of Teaching

Objectives:Explain why lesson planning is important.Define lesson,

lesson plan, and daily plan.

List and explain the phases of a complete lesson.

Develop a complete lesson plan.

Why is Lesson Planning Important?

Forces us to think through WHAT we want the students to learn.

Forces us to think through HOW we will teach it.Allows us to decide in advance what equipment,

supplies, and materials we will need to assemble for the class.

Provides structure for both teacher and students.Increases likelihood that learning will occur.

What is a Lesson?

A planned set of learning experiences

Designed to produce a specific learning outcome

May be very brief or extend over several class periods

Built around a single Terminal Leaning Objective or set of closely related TLOs

What is a Lesson Plan?

Teacher’s written scheme to: prepare for deliver, and evaluate instruction

Detailed enough to provide a clear set of directions for a person knowledgeable about the subject

Includes teaching aids needed for the class

Normally outline - not manuscript

What is a Daily Plan?

Brief list of things to do in a particular period or block.

Refers to lesson plans, announcements, major activities, etc.

Seldom used againWriting it down is a good

idea.

TO DO

Phases of a Lesson

Set Induction Those activities intended to prepare the students for

instruction.

Instruction Teacher and student activities and content intended to

provide the opportunity and maximize the probability that the student will accomplish the learning objective(s).

Closure Activities intended to assess student learning and maximize

retention

Phase 1: Set Induction

Interest Approach

Context

Advance Organizers

Interest Approach

Get students’ attentionPromote interest in the lessonPromote a desire to learn the materialFocus students’ minds on the task at hand.Quick, clean, related to lesson.

Sample Interest ApproachFor a lesson on insecticides:

Bring a bag into the class and drop it loudly on the table

Ask students “What is the world’s most effective insecticide?”

After a couple of answers, remove two bricks and picture of insect from the bag.

Smash insect between bricks. Ask, “Is this effective?” Yes. “Is it

realistic?” No. “Are there more effective ways to manage insect populations?”

ContextREVIEW.

Your class arrived at this lesson from somewhere.

USE QUESTIONING to provide a quick review to reinforce previous learning.

Relate this lesson to the logical flow of the class.

Explain how the lesson fits into the students’ lives

Check to be sure students have prerequisite knowledge.

Sample Context

Yesterday we studied insect pests you will encounter in the garden.

What are some of the common garden insects in this area? How do you recognize them? At what level does an insect become economically destructive?

Do any of you have gardens at home?

Why is it important that we study insecticides?

Advance Organizers

For a performance-based lesson, this is your objective(s)

For a problem-solving lesson, this is your anticipated questions/problems.

CLEARLY inform students of your objectives.

Promote an understanding of what performance is expected as a result of the lesson.

Sample Advance Organizers

Write on board before class Read and interpret labels on insecticides List and discuss 5 most common garden

insecticides used in this area

Point out and briefly explain the objectives after the review of yesterday’s class

Act excited about the subject. If you are not interested, why should they be?

ACTIVITYAssume you are teaching a unit of instruction --

personal finances for example -- and that you are preparing for your next lesson, such as maintaining a check register.

In cooperative work groups: Develop a terminal learning objective for your lesson. Analyze it to develop enabling objectives. Outline your:

• Interest Approach• Scheme for providing Context• Advance Organizers

One work group will report results to the class for discussion and critique

Phase 2: InstructionCONTENT

What the student is to learnOutline for teacher use in lesson

METHODSHow to deliver the instructionTeacher Activities ANDStudent Activities

ContentKnowledge (Cognitive)Skills (Psychomotor)Attitudes (Affective)Determined by Enabling

ObjectivesContent is inclusive of TLOTLO is inclusive of contentProvides “Learnable bites” of

material, one piece at a time

MethodsActivities in which the teacher

engages to teach the classActivities in which the students

engage to learn the contentAccounts for diverse learning stylesMaximizes probability that learning

will occurMaximizes retentionProvides for partial reviews and

application exercises throughout

ACTIVITY

In your cooperative work groups, outline the CONTENT of your lesson started earlier.

Develop METHODS outline Teacher Actions Student Activities Provide for active learning Provide for application and repetition One work group will report results to the class for

discussion and critique

Phase 3: Closure

Review

Summary/

Conclusion

Evaluation

Context

Review

Massed review of content

Use questioning to assess student understanding

Repetition improves retention

Summary/ConclusionSo what?

Why should the student

remember this? What does this have to do

with the student’s world? Where will he or she see &

use the information?

What are the most important

points to remember?

Application

In-class exerciseHomeworkProjectSAEFFA eventUse in a lab project

Evaluation

Feedback to determine what changes

teacher needs to make

Determine how well learning has

occurred

May be used for normative assessment

(improvement)

May be used for summative

assessment (grading)

Sometimes combined

with the review

in the form of oral questioning

Context

How will this class relate to tomorrow’s class? To future lessons? To future lab activities?

What will the class be on tomorrow?

What homework is scheduled?

ACTIVITY

In your cooperative work groups, outline for the lesson you started: Review Summary/Conclusion Application Context

One work group will report results to the class for discussion and critique

What Goes in a Lesson Plan?

Preliminaries - planning items necessary for the lesson

Body - plan for actual delivery of lesson

Lesson Plan Preliminaries Lesson Title Prepared By Time Required (Est), Date Prepared Terminal Learning Objective: Enabling Objectives References Equipment, Supplies, Materials Administrative Announcements SOL(s) Addressed by This Lesson:

Lesson Plan Body Set Induction Phase

Interest Approach Context Advance Organizers

Instruction Phase Content Methods

Closure Phase Review Summary/Conclusions Application EvaluationS O U N D F A M I L I A R ? ? ?

Plan Format

To locate the blank lesson plan format and a handout used in this

course go to

Plan Evaluation

To locate the blank evaluation form for lesson plans go to

So What?

Go forth and write lesson plans…

Plan 1 (Draft) is due