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Mastering Effective Lesson Planning

This session explores the importance of lesson planning, teaching methods, and learning objectives. Learn to design engaging lesson plans and align them with objectives. Enhance your teaching skills with practical activities and assessments.

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Mastering Effective Lesson Planning

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  1. Creating Effective Lesson Plans August 13th, 2018 Adam Halstrom Department of EnglishCenter for Teaching & Learning Excellence adam.halstrom@utah.edu

  2. Objectives By the end of this session, you should be able to: • Explain the importance of developing your own lessons plans. • Write and evaluate a learning objective appropriate for a course you plan to teach. • Design a lesson plan to incorporate a variety of teaching methods and to meet objectives.

  3. Outline • What is a “lesson plan” and why should I have one? • Lesson Plan Template & Alignment Grid • Learning Objectives • Active Learning • Wrap-up / Review

  4. What is a “lesson plan” and why should I have one? • Effective models have four parts: • Objectives • Presentation • Practice • Assessment • Review Lesson Plan handout.

  5. What is a “lesson plan” and why should I have one? • Take 1 minute to list at least TWO reasons you think lesson plans are important. 1 minute Start Timer

  6. What is a “lesson plan” and why should I have one? • Group discussion.

  7. Start with Learning Objectives • See Learning Objectives handout. Every learning objective should include: 1. Conditions: how, when, where, with what. 2. Performance statement: stated with an action verb (refer to Bloom’s Taxonomy). 3. Criterion measure: defines the level of performance and product, process, or outcome.

  8. Work Alone or in Pairs! • Write at least ONE learning objective for your lesson. • Focus on: • performance statement • learning level (see Bloom’s Taxonomy) • criterion measure 5 minutes Start Timer

  9. Learning Objectives - Discussion 1. Conditions: how, when, where, with what. 2. Performance statement: stated with an action verb (refer to Bloom’s Taxonomy). 3. Criterion measure: defines the level of performance and product, process, or outcome. Example: By the end of our session, you will be able to writea pedagogically sound learning objective.

  10. Phase III: Assessment • Formative; sometimes part of Phase II. Phase II: Guided Practice & Collaboration • See Active Learning Activities handout.

  11. Work in Pairs! • Pick ONE learning objective between you and your partner. • With your partner, brainstorm TWO activities that are learner-centered and engaging to target your group’s learning objective. 5 minutes Start Timer

  12. Phase II: Guided Practice & Collaboration • Discussion.

  13. Phase I: Presentation • What teaching methods will you use? • Lecture • Class Discussion • Small Groups • Active Learning • Flipped Classroom • Other ideas?

  14. Reflect and Report • What did you learn about creating lesson plans? • What difficulties did you encounter: • as you wrote a learning objective? • as you aligned activities to your objective?

  15. Wrap-up • Muddy points? • Additional Resources • Contact CTLE: • info@ctle.utah.edu or 801-585-1976 • Adam Halstrom (adam.halstrom@utah.edu)

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