Lesson Planning- the cornerstone of good teaching

January 2012 for CTEP

Chemistry

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Tell them what you are going to learn.

Teach them.

Find out if they learned what you taught.

Lesson Planning in a Nutshell

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Lesson Planning Essential Components -1

The learning goal and expectations of the lesson (the what and the why)

Where are we going in this class? What is my focus??? Knowledge, Values, Skills…..

Consider: Prior knowledge How can I make the learning relevant? What are your expectations for student learning?

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Lesson Planning Essential Components-2

The learning experience (the how) How will we get there?

What will I do?

What will the students do? (besides listen or copy?)

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Lesson Planning Essential Components-3

On-going observation and assessment of student learning

How will I know that students learned what I intended them to learn?

What will I use to find out?

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What do I want them to learn?

How will I know they have learned it?

How will I design the learning so that all will learn?

Planning with the End in Mind

Big Ideas

Broad Areas of Skills

Overall and Specific Expectations

Learning Goal

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Questions to help focus planning:

How can I make the learning relevant and interesting

How will I consider perspectives from various cultures in order to honour the cultural diverisity of the students in my class?

How will I show respect for the privacy, personal beliefs and personality differences of my students?

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Questions to help focus planning:

How can I make the classroom a safe place where all students feel they can take risks, contribute, and share in the decision-making processes?

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Questions to help focus planning:

How do I ensure that all the students feel included in the class work regardless of race, ethnicity, language differences, ESL issues, cultural differences, religion, socioeconomic class, gender, sexual orientation, family values; preferred learning styles, and ability?

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More Questions

For learning: Are students engaged in visual, auditory, and kinaesthetic activities?

Strategies: Is there variety?

Timing: Is there sufficient time allocated to each segment of the lesson?

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Lesson Plan Components

Overview, Expectations and Rationale The Learning Experience Supporting Materials

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Overview, Expectations and Rationale

Big Ideas– Always begin with the Big Ideas

Ministry Expectations– Consider which Ministry expectations the lesson

will address Student Learning Goals

– Use student friendly language to explain what the student will learn and do during the lesson

– “By the end of this lesson you will….”

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Overview, Expectations and Rationale

Prior Knowledge– You can plan more effectively and use class time

more wisely if you consider what students already know

Rationale for Teaching and Learning Strategies– Why have I chosen the particular strategy that is

used? What makes it pedagogically sound?

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The Learning Experience

3 part lesson plan– Minds On (Elicit and Engage)– Action (Explore, Explain)– Consolidation (Elaborate, Evaluate, Extend)

Next Steps

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Minds On (Elicit and Engage)

One or two short activities which will focus student’s attention, stimulate their thinking, and access prior knowledge.

Why? This is the connection phase designed to focus students on learning, ‘learning to get ready”.

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Action (Explore, Explain)

Provide an introduction to the main purpose of the lesson

Tell students upfront what they will be learning – called Learning Goals

Why?

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Action (Explore, Explain)

Lesson “chunks” – Introduce new learning activities and/or tasks a small bit at a time

Why?

Give students opportunities to use the new knowledge, understanding, or skills

Why?

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Consolidation (Elaborate, Evaluate, Extend)

Give students the opportunity to review the learning and to reflect on the learning process itself

Why?

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Next Steps

CONSIDER: Is the homework meaningful follow up? Are students encouraged to make

conceptual connections outside the classroom?

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Supporting Materials

Student Chalkboard Notes Classroom Ready Materials Teacher Notes References

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Chalkboard Notes and Student Records

Student notebooks often reflect exactly what teachers have placed on the chalkboard

It is important that these notes are carefully planned in advance

What do I want my students to have in their notes?

What records of demos and discussions will they have in their notes.

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Classroom Ready Materials

Consider what materials and equipment are needed to support your lesson. Locate and organize these materials.

Consider distribution of these materials as well.

Include BLMs (Black line masters) and any handouts for students.

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Teacher Notes

These vary according to your needs Include detailed instructions for each activity,

background information, safety considerations, lists of materials etc.

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References

Lists of texts and relevant information used in the lesson so access can occur at a later time.

Download useful web resources (e.g., text, video) for future use. Don’t rely on technology!

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Overall Summary of Main Ideas

Do the students know what to do? Are they doing it? How do you know they have learned? Assess Prior knowledge Ask vs. Tell (if you can) Make students work harder than you! Is there a place for each student in my

classroom? (“in my curriculum?”) This deals with equity, classroom management…...

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