EFFECTIVE LESSON PLANNING
OVERVIEW
• To discuss the value of effective
planning
• To outline various components of
an effective lesson plan
• To examine sample lessons
• To provide a generic template for
a lesson plan
KEY THOUGHTS ON
LESSON PLANNING
• Lesson plans should reflect the
individual needs, strengths, and
interests of the teacher and the
learners.
• Anticipate what is likely to happen
as you teach your planned lesson,
and make adjustments as needed.
WHY SHOULD WE PLAN LESSONS?
• Successful teaching is linked to effective
lesson planning
• Thinking about a lesson in advance helps to
anticipate potential problems;
• provides structure for classroom activities;
• provides a record of what has been taught
• Provides security for novice teachers
WHY SHOULD WE PLAN LESSONS?
• Successful teaching is linked to effective
lesson planning,
• Provides direction for effective teaching,
• Identifies the knowledge, skills and
dispositions of teaching,
• Thinking about a lesson in advance helps to
anticipate potential problems,
• provides structure for classroom activities,
WHY SHOULD WE PLAN LESSONS?
• Lesson Plans are records that can be used to
plan for assessment (quizzes, tests, etc)
• Lesson Plans can be used by other teachers
when the class teacher is absent.
• provides a record of what has been taught
• Provides security for novice teachers
• To help with classroom management by
keeping students on-task and engaged
WHY SHOULD WE PLAN LESSONS?
• Plans are developed to provide
students with meaningful learning
experiences,
• Encourages reflection, refinement,
and improvement,
• Enhances student achievement.
WHY SHOULD WE PLAN LESSONS?
The greater the structure of a lesson
and the more precise the directions
on what is to be accomplished, the
higher the achievement rate.
Wong, H. The First Days of Teaching: How To
Be An Effective Teacher
COMPONENTS OF A LESSON PLAN
• General
Information:
– Subject
– Date
– Topic
– Sub-Topic
– Lesson duration
COMPONENTS OF A LESSON PLAN
• Instructional objectives
• Previous/Prerequisite knowledge
• Instructional resources
• Introduction
• Presentation/Development
• Assessment ● Closure ● Reflection
INSTRUCTIONAL OBJECTIVES
• A description of what the
student will be able to do at the
end of the lesson
– Use behavioral verbs to
describe the expected
outcomes (ACTION)
– Do not use verbs like:
appreciate, enjoy, understand,
love, etc.
PREVIOUS/PREREQUISITE
KNOWLEDGE
• What must students already be able to
do before this lesson?
• What concepts have to be mastered in
advance to accomplish the lesson
objectives?
• What factual, procedural, strategic
knowledge do learners have?
INSTRUCTIONAL RESOURCES
AND MATERIALS
• A list of instructional materials needed for
the lesson: realia, books, equipment,
resources, textbooks, story books,
worksheets, manipulatives
• What needs to be prepared in advance?
(typical for science classes and cooking or
baking activities)
• Have enough manipulatives (when
needed) for groups or individuals.
• Use visual, and auditory resources
INTRODUCTION
• An activity used at the beginning of a
lesson to attract learners’ attention and
interest .(Warm-up)
– play a game, tell a joke or story, discuss a current
news topic, ask a question, use a saying, have an
activity, use a discussion starter, etc.)
• relate new lesson to a previous one
• Review content from a previous lesson
(whole-class, partners, in writing)
PRESENTATION/
DEVELOPMENT
• a detailed, step-by-step
description of what the teacher
and learners do during the
lesson,
• What does the teacher do to
facilitate learning and manage
the various activities?
PRESENTATION/
DEVELOPMENT
• Provides specific activities to
assist students in developing the
new knowledge,
• Provides modeling of a new skill,
• Take into consideration what
students are learning (a new skill,
a rule or formula, a concept, fact,
idea, an attitude, or a value).
PRESENTATION/
DEVELOPMENT
• Graphic • Cooperative
organizers groups
• Creative play • Inquiry learning
• Peer presenting • Direct
• Performances instruction
• Role playing • Differentiation
• Debates • Direct
• Game making Instruction
• Projects
PRESENTATION/
DEVELOPMENT
• Choose one of the following
techniques to plan the lesson content
based on what your objectives are:
Demonstration: list in detail, and
sequence, the steps to be performed;
Explanation: outline the information
to be explained;
Discussion: list of key questions to
guide the discussion
ASSESSMENT
• In-class or homework assignment,
• In-class work does not always have to be
written: oral presentation, role-playing,
• How will you evaluate the objectives that
were identified? Have students practiced
what you are asking them to do for
evaluation? (Task and learning outcomes –
objectives must be aligned)
ASSESSMENT
• Do not introduce new material during this
activity.
• Avoid asking higher level thinking questions if
students have not yet engaged in such
practice during the lesson.
• Provide guided and independent practice
(differentiated practice)
ASSESSMENT
• Assess the learning:
– Teacher made tests
– In-class or homework assignment
– Project to apply the learning to real-life situation
– Recitations and summaries
– Performance assessments
– Rubrics
– Portfolios
– Journals
– Informal assessment
CLOSURE
• An activity to wrap up the lesson
• draw the ideas together for students
at the end: How will you provide
feedback to learners to correct their
misunderstandings and reinforce
their learning?
– Students summarize the major
concepts
– Teacher recaps the main points
– Teacher sets the stage for the next
phase of 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?
A Word of Advice
–Murphy’s Law
"Anything that can go wrong,
will go wrong".
Thank you!
