EFFECTIVE LESSON

PLANNING

Presented by Ms. Geeta Stowe

BCPS- KKI Partnership Program
 Our Goals?
To summarize 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
What do you think?

What are the qualities

of effective teaching?
(What must a teacher
know and be able to
do?)
 Make Instructional Time
Count!
What should students know and be able
to do?

Is the curriculum relevant?

Is the instruction rigorous?
Is the learning enduring?
“Create a culture that
embraces
the belief that all
students need a rigorous
and relevant curriculum
and all children can
learn.”
Willard R. Daggett
Presented at June 2005 Model Schools
Conference
 Did you know?
5.6 hours classroom time per day
180 days per year
13,104 hours classroom time K-12
69% of time allocated to instruction, so
9,042 hours to teach, reinforce, assess knowledge
in average curriculum
15,465 hours needed to teach standards and
benchmarks in four core areas
6,500 more hours needed
Prisoners of Time, National Education Commission on Time and Learning, 1994
 More Data Driven??
Professional Development Standards
Common Core Curriculum Content Standards
The High Quality Teacher and Teaching
Standards
State Assessments
Parent Involvement
Safe Schools
Adequate Yearly Progress
 EFFECTIVE TEACHERS…
Know the content and Create a nurturing
backmap accordingly environment
considering A.R.E at every Adapt ,modify and
phase
differentiate instruction
Understand the student Use effective
Value student diversity communication
Plan lessons using research- Collaborate
based practices
Use ongoing multiple
assessments to evaluate
progress
 Pyramid of Learning

10 % READING

20% HEARING

30% SEEING

40% HEARING & SEEING

70% DISCUSS WITH OTHERS

90% TALK/WRITE OR DO/APPLY

 INSTRUCTIONAL PLANNING AND
STRATEGIES

Plans are developed to provide students with

meaningful learning experiences
Plans connect to related learning opportunities
Teaching is based on instructional strategies that
focus on best practice and research
Teaching is supported by strategies that foster
interest and progress
 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
 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
 Key Ingredients of Good
Planning
Four main categories of effective instruction:
1. presentation,
2. practice,
3. assessment,
4. monitoring/feedback
Two, three and four should provide daily
opportunities for differentiation through the
implementation of an Acceleration, Reteaching,
Enrichment (A.R.E) period within each phase.
 Flow of A GOOD LESSON
Effective, attainable, clear objectives
Pre-assessment
List of materials
Review/connection to prior learning
Warm-up , motivation and introduction
Presentation
Practice
Evaluation
Closure
Application
 Use 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/differentiation in
instruction might I need to make?
Raises students’ mental Velcro
Engages students cognitively
Identifies current knowledge
Empowers the learner: “I already know
something…”
Allows adaptation of lesson plan
 Use Clear OBJECTIVES
What skill or strategy do I want to teach?
cause and effect
Exactly what do I want students to learn about that skill or
strategy?
Identify the relationship between causes and
effects.
How will I know that they have learned it?
Students will be able to explain the relationship
between story events that happened and why
they happened.
How Would the Objectives Look?
Today we will be able to explain the relationship
between story events that happened and why
they happened in (title) in order to identify the
relationship between causes and effects.
 Use MATERIALS for easy
access
Plan! Prepare! Have on Hand!
 Murphy’s Law

Envision your needs.

List all resources.
Have enough manipulatives (when
needed) for groups or individuals.
Use Creative & Relative WARM-UPS &
INTRODUCTION
Grab the attention of the students
PROVIDE MOTIVATION
Set the tone for the lesson connected to the
objective
 A question
 A story
 A quote
 An anticipation guide
 A discussion starter
 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!
 Providing for Student
Processing of the New
Material
“Slowing down is a way of speeding up”
Madeline Hunter

10-2 Theory (again)

Wait Time

Summarizing
 Providing for Student Processing
of New Material-
Example: A,B,C to X,Y,Z
Letter off A,B,C, etc.
Write one thing you’ve learned so far or had
reinforced in this session beginning with your
letter of the alphabet
Be ready to share

How might you use this in your classroom?

Turn to your table groups and share.
 LEARNING ACTIVITIES
Graphic organizers Cooperative groups
Creative play Inquiry learning
Peer presenting Direct instruction
Performances Differentiation
Role playing Direct
Debates
Instruction!
Game making
Projects
Graphic Organizers
Graphic organizers make thinking
visible.
Different graphic organizers represent
different kinds of thinking.
Students must be taught how to use
graphic organizers.
The goal is for students to be able to
select the appropriate graphic organizer.
Use Strong DIRECT INSTRUCTION

...Name and define the specific events of

instruction that would be included in
your model of direct instruction and give
an example of a teacher behavior and a
student behavior for each event.

Developed by W. Huitt (1998)

 The Importance of Direct Instruction
In the U. S. the most often used measures of
student learning are scores on standardized
tests of basic skills.
Using this criteria as the desired student outcome, one
set of models, labeled direct or explicit instruction
(Rosenshine, 1995), has developed overwhelming
research support in the past 25 years.

Rosenshine, B. (1995). Advances in research on instruction. The Journal of Educational

Research, 88(5), 262-268.
 Criteria for Strong MULTI-MODAL Direct
Instruction!
Rosenshine’s model of direct instruction includes 7 specific
teacher or student activities):
1. Provide Overview
2. Review prior learning- (you can use previous night’s H.W.)
3. Present/Discuss new objective and skills to be learned.
Teacher must model the entire process of objective
attainment. (You can include real student model examples)
4. Initial guided practice, checking for understanding,
providing strong, specific feedback
5. Independent practice
6. Assessment
7. H.W and assignments to review for the next day
 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

 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
 Vary RIGOR

Independent practice
 Practice may be differentiated
BUILD ON SUCCESS
 Lesson Planning with Rigor
Plan Backward-Teach Forward
“Begin with the end in mind” Determine
the key instructional focus, the BIG question, and the
alignment between standards, objectives, instruction, and
assessment.
“I Do” Intentionally teach, ask questions, and model
the thinking behaviors that are expected.
“We Do” Engage students in critical thinking, reasoning
skills,and problem solving skills that were modeled.
Monitor students’ understanding and application of skills
and strategies.
“You Do” Expect students to analyze, evaluate, critique,
synthesize, communicate, and create new knowledge
 Lesson Plans
With Rigor :
Plan Backward-Teach Forward
“Must Do”
Expect students to “show what they know and
understand.”
“May Do”
Expect students to manage and direct their own
learning
 Guiding Student
Practice
Practice makes permanent not perfect
Don’t allow students to practice incorrectly
Learning Sequence
 I do (teacher models)
 We do (whole class practice w/teacher)
 Y’all do (small group or partner practice while teacher
monitors)
 You do (independent practice)
Checking the Understanding of
All Students

What it isn’t….
 Are there any questions?

 Are you all with me?

 Am I going too fast?

 This is an adverb, isn’t it?

 Who can tell me?

 Checking for
Understanding of All
Students
What it is:
 Think-pair-share
 Whip around
 Craft sticks
 Slate/white boards
 Learning partners
 Pair-share-squared
 Quick-writes
 Tickets to leave
 Paired Verbal fluency (30-20-10)
 Checking the
Understanding of All
Students
Example: Quick-Write
On a piece of paper, please take 2 minutes to answer the
following questions.
1. Of the Best Practices we’ve examined so far, which do
you feel you consistently implement in your classroom?
2. Which do you need to be more intentional about
implementing in the future?

How might you use a quick-write in your classroom?

 Preventing Student
Misconceptions
Students do not come to school as blank slates

What they think they know greatly impacts their

learning

Anticipate confusion

Use specific strategies to bring forth misconceptions

 Preventing Student Misconceptions
Example: Anticipation Guide

Before After
Reading Reading
1. Earthquake experts are
called meteorologists.
2. Most earthquakes happen
along a fault.
3. California has 5-10
earthquakes each year.
 “Good” Questions:
Align to the VSC at the objective/assessment limit
level.
Span the three levels of cognitive demand.
Must be supported by the text.
Can be placed anywhere in a lesson to improve
comprehension.
Require reading of the text.
 Levels of Cognitive Demand

Bloom Barrett
Literal Knowledge Recognition
Comprehension Recall
Interpretive Application Inference
Analysis
Synthesis
Critical Evaluation Evaluation
Appreciation
 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
ALWAYS END YOUR DAILY LESSON
WITH A FINAL PROCESSING ACTIVITY
cements the day’s lesson for the students
provides immediate assessment to inform
next day’s instruction
 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
 Providing Feedback
Recommendations
For Classroom Practice
Use various methods of assessment.
Feedback should be corrective in nature.
Give timely feedback.
Feedback should be specific to criterion.
Self-assessment tools may be used to gauge
progress.
 Providing Feedback
“Academic feedback is more strongly
and consistently related to
achievement than any other teaching
behavior. This relationship is
consistent regardless of grade,
socioeconomic status, race or school
setting.”
Bellon, Jerry J. Teaching from a Research
Knowledge Base. 1992
 Homework
Considerations/Recommendations
-Amount
10 X the # of the grade as a guideline
-Parent involvement
Parents as facilitators
-Homework policy
Feasible & defensible expectations
-Purpose
Without one, it’s “busy work”
-Assignment sheets
Clarify what they are doing and why
-Feedback (be specific)
Can improve student achievement
 In the end, remember…
The format of a
lesson should..

 Go one step at a
time
 Have a picture for
every step
An effective lesson plan is a set of plans for building something – it
“constructs” the learning.
 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?
 SUB PLANS!
The Key to substitute success – easily located
DETAILED LESSON PLANS
 Updated attendance rosters & seating charts
 Discipline routines
 Children with special needs
 Fire drill and emergency procedures
 Helpful students, helpful colleagues (room phone #’s)
 Classroom schedule
 Names of administrators
 Expectations for the work
 Packet of extra activities
 Tip- Collect & Grade student work