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EFFECTIVE LESSON PLANNING

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EFFECTIVE LESSON PLANNING

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    1. EFFECTIVE LESSON PLANNING Presented by Vicki Duff Mentor Training Coordinator Department of Education 609-292-0189 victoria.duff@doe.state.nj.us

    2. GOALS To summarize NJ standards-based reform efforts 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

    4. INTRODUCTIONS Name School and position What are the qualities of effective teaching? (What must a teacher know and be able to do?) BRAINSTORM A LIST

    5. NEW JERSEY AND NCLB Professional Development Standards Core Curriculum Content Standards The High Quality Teacher and Teaching Standards Mentoring State Assessments Parent Involvement Safe Schools Annual Yearly Progress

    6. PROFESSIONAL STANDARDS THE MODEL FOR GOOD TEACHING Provide direction for effective teaching Identifies the knowledge, skills and dispositions of teaching Parallel INTASC and National Board standards Used to: Drive all pre-service programs in New Jersey Guide the mentoring process Influence professional development

    7. 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

    8. A VISION OF TEACHING Connect the dots in the puzzle using only four straight lines without lifting your pen/pencil off of the paper.

    9. 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

    10. THE DISTRICT POLICY Plans are a legal document Usually required weekly to the supervisor Plan books (district, purchased, self-made notebooks) Substitute plans Must include CCCS Objectives Needed materials Teacher’s editions pages, student pages Short description activities

    11. 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 lessonsACTIVITY: Brainstorm a list of benefits of well-planned lessons and pitfalls of poorly planned lessons

    12. 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

    13. A GOOD LESSON INCLUDES Objectives Pre-assessment List of materials Warm-up and introduction Presentation Practice Evaluation Closure Application

    14. 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)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)

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

    17. OBJECTIVES A description of what the student will be able to do at the end of the lesson Provides alignment with district and state goals (Uses CCCS) 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 …………….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 …………….

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

    19. 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

    20. 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!

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

    22. 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

    23. CLOSURE Lesson Wrap-up: Leave students with an imprint of what the lesson covered. Students summarize the major concepts Teacher recaps the main points Teacher sets the stage for the next phase of learning

    24. EVALUATION Assess the learning 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

    25. 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?

    26. 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

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