designing lesson plans laying the groundwork for a successful experience for all
TRANSCRIPT
Designing Lesson PlansDesigning Lesson PlansLaying the Groundwork for a successful experience for allLaying the Groundwork for a successful experience for all
Before you begin . . . Before you begin . . . Decide the CONTENT or THEME of your Unit and
also each Lesson.
OBJECTIVES/OUTCOMES: What will students be expected to learn? Throughout the Unit and also in each lesson.
METHOD: How will you present the material? Establish your system or framework based on the sequence we have been working on.
Decide the CONTENT or THEME of your Unit and also each Lesson.
OBJECTIVES/OUTCOMES: What will students be expected to learn? Throughout the Unit and also in each lesson.
METHOD: How will you present the material? Establish your system or framework based on the sequence we have been working on.
5-Part Lesson Plan5-Part Lesson Plan1. WARM UP/GREETING ACTIVITY - introduce Theme/Content through a multi-
sensory approach (hear, see, say and do). Keep in mind their transition from previous activities. Include Brain Dance movement if appropriate, incorporating the elements of the class.
2. EXPLORE THE CONCEPT - begin to use the concept in different ways - by themselves, with a partner, in groups, maybe with props, etc. Give feedback and encourage peer interaction.
Gilbert, Ann Green, Brain-Compatible Dance Education, Reston, VA., 2006
1. WARM UP/GREETING ACTIVITY - introduce Theme/Content through a multi-sensory approach (hear, see, say and do). Keep in mind their transition from previous activities. Include Brain Dance movement if appropriate, incorporating the elements of the class.
2. EXPLORE THE CONCEPT - begin to use the concept in different ways - by themselves, with a partner, in groups, maybe with props, etc. Give feedback and encourage peer interaction.
Gilbert, Ann Green, Brain-Compatible Dance Education, Reston, VA., 2006
3. DEVELOPING SKILLS - learn and practice dance skills integrating the lesson concept. Expand use of the elements as you travel through or use general space. Learn and practice movement combinations, short dances or sequences.
4. CREATING - Problem solve - generate new ideas. This can be a time of “guided discovery”, leading to their final creative project/dance. Incorporate choreographic devices, forms, and principles.
5. COOLING DOWN - Share and evaluate improvisation and choreography, review the lesson concept, stretch or sharing what they learned with classmates.
Gilbert, Ann Green, Brain-Compatible Dance Education, Reston, VA., 2006
3. DEVELOPING SKILLS - learn and practice dance skills integrating the lesson concept. Expand use of the elements as you travel through or use general space. Learn and practice movement combinations, short dances or sequences.
4. CREATING - Problem solve - generate new ideas. This can be a time of “guided discovery”, leading to their final creative project/dance. Incorporate choreographic devices, forms, and principles.
5. COOLING DOWN - Share and evaluate improvisation and choreography, review the lesson concept, stretch or sharing what they learned with classmates.
Gilbert, Ann Green, Brain-Compatible Dance Education, Reston, VA., 2006
The Steps of SuccessThe Steps of Success
Connect - engage them physically and mentally, right from the beginning.
Plan well!
Remind your students what you are working on. Hear, See, Say, Do. Use your dance vocabulary and commend them for following directions and focusing on the Lesson.
Connect - engage them physically and mentally, right from the beginning.
Plan well!
Remind your students what you are working on. Hear, See, Say, Do. Use your dance vocabulary and commend them for following directions and focusing on the Lesson.
Management ToolsManagement ToolsExpect appropriate behavior: Respect, concentration, self-
discipline, responsibility and sensitivity.
Share the goals of the class - your plan and how their ideas may fit in.
Deal with problems when they occur. Remind the students of your ground rules if needed.
Teach with variety, keep their interest, change the focus.
Evaluate as you go through your lesson and at the end, to help prepare for the next lesson.
Expect appropriate behavior: Respect, concentration, self-discipline, responsibility and sensitivity.
Share the goals of the class - your plan and how their ideas may fit in.
Deal with problems when they occur. Remind the students of your ground rules if needed.
Teach with variety, keep their interest, change the focus.
Evaluate as you go through your lesson and at the end, to help prepare for the next lesson.
Make it fun and encourage the students as they work hard, listen and try different things.
Know your management tools - use ones the students are used to. Introduce some new ones to use each time.
Incorporate their ideas - know where to do this and how to limit too many ideas.
Try to connect with each student. Learn their names if you can.
Make it fun and encourage the students as they work hard, listen and try different things.
Know your management tools - use ones the students are used to. Introduce some new ones to use each time.
Incorporate their ideas - know where to do this and how to limit too many ideas.
Try to connect with each student. Learn their names if you can.
. . . more tools. . . more tools
Rules of the space - where to go and where not to go. Define the “dancing space” with props: dots, cones, tape on the floor, etc.
How to STOP - what are the boundaries of the space?
How do we use the space? Listening for cues.Personal vs. general space
Changing formations.
Rules of the space - where to go and where not to go. Define the “dancing space” with props: dots, cones, tape on the floor, etc.
How to STOP - what are the boundaries of the space?
How do we use the space? Listening for cues.Personal vs. general space
Changing formations.
What kinds of supporting MATERIALS/AIDS will I use?
PROPS:Dots, scarves, loopdiloops!, balloons, yarn, large
pieces of fabric, stones, leaves . . . .
VISUALS: Posters, cards, photographs, paintings . . .
MUSIC: How can music support the Lesson?Recorded, live instruments, voice, other sounds
What kinds of supporting MATERIALS/AIDS will I use?
PROPS:Dots, scarves, loopdiloops!, balloons, yarn, large
pieces of fabric, stones, leaves . . . .
VISUALS: Posters, cards, photographs, paintings . . .
MUSIC: How can music support the Lesson?Recorded, live instruments, voice, other sounds
Is it Working?Is it Working?Throughout your planning time, ask yourself:
Am I working toward my objectives?
Am I using the right tools? Is it working?
Is there appropriate progression from step to step.
During the class, ask yourself: How are the students responding?Am I being clear with my directions?What do I need to change/do for the next session?
Throughout your planning time, ask yourself:
Am I working toward my objectives?
Am I using the right tools? Is it working?
Is there appropriate progression from step to step.
During the class, ask yourself: How are the students responding?Am I being clear with my directions?What do I need to change/do for the next session?