EFFECTIVE LESSON

PLANNING
 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
 A teacher who is attempting to
teach without inspiring the pupil
with a desire to learn is
hammering on a cold iron.

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

How does this relate to our teaching?

 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
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
 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
 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
A GOOD LESSON INCLUDES

• Objectives
• Pre-assessment
• List of materials
• Warm-up and introduction
• Presentation
• Practice
• Evaluation
• Closure
• Application
 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

An effective lesson plan is a set of plans for building something – it

“constructs” the learning.
 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

 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?
 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.
MATERIALS

• Plan! Prepare! Have on hand!

• Murphy’s Law

• Envision your needs.

• List all resources.
• Have enough manipulatives (when needed) for
groups or individuals.
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
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!
 LEARNING ACTIVITIES
• Cooperative
Graphic organizers
groups
• Inquiry
Creativelearning
play
• Direct
Peer presenting
instruction
• Differentiation
Performances
• Direct
Role playing
Instruction
• Debates
• Game making
• Projects
 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
 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
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
 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?
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
A teacher is one who
brings us tools and
enables us to use
them.
Jean Toomer
Quantitative Research

• Formal, objective, rigorous, systematic process for generating

information
• Describes new situations, events, or concepts
• Examines relationships among variables
• Determines the effectiveness of treatments
Quantitative Research (cont’d)

• Descriptive
• Correlational
• Quasi-experimental
• Experimental Increased
control
with type
of study
Descriptive Research

• Exploration and description of phenomena in real-life situations

• New meaning is discovered and the description of concepts is
accomplished
• Helps to identify relationships
Correlational Research

• Looks at the relationship between two or more

variables
• Determines the strength and type of
relationships
• Explains what is seen
• No cause and effect
Quasi-experimental Research

• Examines cause-and-effect relationships

• Less control by researcher than true
experimental designs
• Samples are not randomly selected.
• All variables in the study cannot be controlled
by the researcher.
Experimental Research

• Looks at cause-and-effect relationships

• Highly controlled, objective, systematic studies
• Involves the measurement of independent and
dependent variables
Experimental Research (cont’d)

• Main characteristics:
• Controlled manipulation of at least one
independent variable
• Uses experimental and control groups
• Random assignment of the sample to the
experimental and control groups
Concepts Relevant to Quantitative
Research
 Basic research
 Applied research
 Rigor
 Control
 Extraneous variables
 Sampling
Basic Research

• Research for the sake of research

• Research to find out the truth
• Investigating “what is”
Applied Research

• Attempts to solve real problems in clinical

practice
• Concerns what effects the intervention may
have on patients
• Applies findings in the real world on real
patients
Rigor in Quantitative Research

• Striving for excellence in research and

adherence to detail
• Precise measurement tools, a representative
sample, and a tightly controlled study design
• Logical reasoning is essential.
• Precision, accuracy, detail, and order required
Control in Quantitative Research

• Rules are followed to decrease the possibility

of error, and are the design of the study.
• Different levels of control depending on study
• Quasi-experimental studies partially controlled
regarding selection of subjects
• Experimental studies highly controlled because of
precision of sample selection
Extraneous Variables in
Quantitative Research
• These occur in all research studies.
• They may interfere with the hypothesized
relationships between variables.
• The influence of extraneous variables can be
decreased through sample selection and the
use of defined research settings.
Sampling in Quantitative Research
• Process of selecting subjects who are
representative of the population
• Random sampling
• Each member has an equal chance of being
selected.
• Has the most control
• Convenience sampling
• Whoever is available
Settings in Quantitative Research

• The location where studies take place

• Must be defined in advance
• Involved in the rigor and control of the study
• Types of research settings:
• Natural or field settings
• Partially controlled settings
• Highly controlled or laboratory settings
Control in Quantitative Research

Type of Researcher Research

Quantitative Control Setting
Research
Descriptive Uncontrolled Natural or partially
controlled

Correlational Uncontrolled or Natural or partially

partially controlled controlled

Quasi-experimental Partially controlled Partially controlled

Experimental Highly controlled Laboratory

Problem-Solving Process

• Data collection
• Problem definition
• Plan
• Setting goals
• Identifying solutions
• Implementation
• Evaluation and revision
Steps of the Quantitative Research
Process
• Research problem and purpose
• Literature review
• Study framework
• Objectives, questions, or hypotheses
• Study variables
Steps of the Quantitative Research
Process (cont’d)
• Assumptions
• Limitations
• Methodological
• Theoretical
• Research design
• Population and sample
• Methods of measurement
Steps of the Quantitative Research
Process (cont’d)
• Data collection and analysis
• Research outcomes
• Communication of findings
Research Problem and Purpose

• Research problem is an area of concern

needing research for nursing practice.
• The problem identifies, describes, or predicts the
research situation.
• Research purpose comes from the problem
and identifies the specific goal or aim of the
study.
• The purpose includes variables, population, and
setting for the study.
Literature Review

• Collecting pertinent literature to give in-depth

knowledge about the problem
• Understanding what knowledge exists to make
changes in practice
Study Framework

• Framework is the abstract, theoretical basis

for a study that enables the researcher to link
the findings to nursing’s body of knowledge.
• Theory is an integrated set of defined
concepts and relational statements that
present a view of a phenomenon and can be
used to describe, explain, predict, or control
phenomena.
Research Objectives, Questions,
and Hypotheses
• All identify relationship between variables and
indicate population to be studied
• Narrower in focus than the purpose and often
specify only one or two research variables
Study Variables

• Variables are concepts that are measured,

manipulated, or controlled in a study.
• Concrete variables: temperature, weight
• Abstract variables: creativity, empathy
• Conceptual definition: gives meaning to a
concept
• Operational definition: variable can be
measured using this description
Example of Definitions: Physical
Symptoms
• Conceptual definition
• Physical symptoms are “behavioral manifestations
that result directly from the traumagenic dynamics
of child sexual abuse.”
(Hulme & Grove, 1994, p. 522)
• Operational definition
• ASI questionnaire was used to measure physical
symptoms
Assumptions

• Statements are taken for granted or are

considered true.
• Assumptions are often unrecognized in
thinking and behavior.
• Sources of assumptions are universally
accepted truths.
• They are often embedded in the philosophical
base of the study’s framework.
Limitations

• Restrictions in a study that may decrease the

credibility and generalizability of the findings
• Theoretical limitations
• Restrict the generalization of the findings
• Reflected in the framework and definitions
• Methodological limitations
• Restrict the population to which the findings can be
generalized
• May result from an unrepresentative sample or
weak design
Research Design

• Blueprint for conducting the study

• Maximizes control over factors that could
interfere with the study’s desired outcome
• Directs the selection of the population,
sampling, methods of measure, plans for data
collection, and analysis
Population and Sample

Population Sample
• All elements that meet • A subset of the
certain criteria for population that is
inclusion in study selected for study
• Example: all women • Example: women
students in higher students in three state
education universities in the
Southwest
(Hulme & Grove, 1994)
Methods of Measurement

• Assigning numbers to objects

• Application of rules to development of a
measurement device or instrument
• Data are gathered at the nominal, ordinal,
interval, or ratio level of measurement.
• Must examine reliability and validity of
measurement tool
• Reliability: consistency of the tool
• Validity: does it measure what it is supposed to
measure?
Data Collection

• Precise, systematic gathering of information

for the study
• Consent must be obtained from the sample.
• Researchers use observation, interviews,
questionnaires, or scales to gather
information.
• Described under the “procedures” section of a
research article
Data Analysis

• Reduce, organize, and give meaning to data

• Descriptive and inferential analysis of data
Results

• Descriptions of findings after data were

analyzed
• Usually organized by research objectives,
questions, or hypotheses
Research Outcomes

• Interprets data findings in meaningful manner

• Involves forming conclusions and considering
implications for nursing
• Suggests future studies
• Generalizes the findings
Research Reports and
Communication of Findings
• Summarizes major elements of a study and
identifies contributions of study to nursing
knowledge
• Presented at professional meetings and
conferences and published in journals and
books
Content of Research Reports

• Abstract—summary of study in 100 to 250

words
• Introduction—problem, purpose, literature,
framework, and hypothesis
• Methods—design, sample, setting, tool
• Results—data analysis procedures
• Discussion—findings, conclusions,
implications
• Reference list—all sources cited
Skimming a Research Report

• Quickly review source for broad overview.

• Read title, author’s name, abstract,
introduction, and discussion.
• Examine conclusions and implications.
• Give preliminary judgment of study.
Comprehending a Research Report
• Type of study conducted—highlight key points
• Knowledge available on topic
• Expertise of researcher
• Replication versus original research
• Funding resources of researcher
• Amount of funding
• Sources of funding
Analyzing a Research Report

• Examine parts of report in depth for accuracy,

completeness, uniqueness of information, and
organization.
• Was research process logically presented?
• Examine discussion section for critical
arguments.
Initial Research Report Critique

 What type of study was conducted?

 What was the setting for the study?
 Were steps for the research process clearly
identified?
 Were any of steps missing?
 Did the steps logically link together?
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