Lesson Planning

1. Lesson Planning Methods of Teaching

2. 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.

3. 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.

4. 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

5. 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

6. What is a Daily Plan? TO DO • Brief list of things to do in a particular period or block. • Refers to lesson plans, announcements, major activities, etc. • Seldom used again • Writing it down is a good idea.

7. 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

8. Phase 1: Set Induction • Interest Approach • Context • Advance Organizers

9. Interest Approach • Get students’ attention • Promote interest in the lesson • Promote a desire to learn the material • Focus students’ minds on the task at hand. • Quick, clean, related to lesson.

10. Sample Interest Approach • For 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?”

11. Context • REVIEW. • 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.

12. 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?

13. 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.

14. 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?

15. ACTIVITY • Assume 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

16. Phase 2: Instruction CONTENT • What the student is to learn • Outline for teacher use in lesson METHODS • How to deliver the instruction • Teacher Activities AND • Student Activities

17. Content • Knowledge (Cognitive) • Skills (Psychomotor) • Attitudes (Affective) • Determined by Enabling Objectives • Content is inclusive of TLO • TLO is inclusive of content • Provides “Learnable bites” of material, one piece at a time

18. Methods • Activities in which the teacher engages to teach the class • Activities in which the students engage to learn the content • Accounts for diverse learning styles • Maximizes probability that learning will occur • Maximizes retention • Provides for partial reviews and application exercises throughout

19. 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

20. Phase 3: Closure • Review • Summary/Conclusion • Evaluation • Context

21. Review • Massed review of content • Use questioning to assess student understanding • Repetition improves retention

22. Summary/Conclusion • So 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?

23. Application • In-class exercise • Homework • Project • SAE • FFA event • Use in a lab project

24. 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 summativeassessment (grading) • Sometimes combined with the review in the form of oral questioning

25. 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?

26. 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

27. What Goes in a Lesson Plan? • Preliminaries - planning items necessary for the lesson • Body - plan for actual delivery of lesson

28. 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:

29. Lesson Plan Body • Set Induction Phase • Interest Approach • Context • Advance Organizers • Instruction Phase • Content • Methods • Closure Phase • Review • Summary/Conclusions • Application • Evaluation S O U N D F A M I L I A R ? ? ?

30. Plan Format • To locate the blank lesson plan format and a handout used in this course go to

31. Plan Evaluation • To locate the blank evaluation form for lesson plans go to

32. So What? • Go forth and write lesson plans… • Plan 1 (Draft) is due