This document discusses lesson planning and effective teaching strategies. It defines what a lesson plan is and outlines the typical components of a lesson plan, including the opening, introduction of new material, guided and independent practice, and closing. It also addresses how to write measurable objectives, ensure rigor and relevance, engage students, differentiate instruction, and select teaching strategies based on a rigor/relevance framework. The document emphasizes the importance of planning, preparing, setting clear objectives, and serving as a positive role model for students.
1. Lesson Planning
Antwuan Stinson, Ed. D.
Assistant Professor
Department of Curriculum & Instruction
1
2. What is a lesson plan
Lesson plans map instructional strategies that
ensure student mastery of objectives focused
on student achievement, are measurable, and
are rigorous
2
5. Common Questions
How can I engage with learning standards to
inform my vision of students’ success?
How can I design meaningful assessments
that will show students have deeply
internalized the skills and knowledge I want
to teach?
How can I set a challenging but realistic
pace of learning in the classroom to reach set
goals
5
6. Common Questions (cont.)
How can I differentiate strategies to
maximize each individual students’
learning?
What activities should I use to reach student
structure and learning effectiveness?
6
8. Components of a Generic
Lesson Plan
Lesson opening: hook, preview, objective,
Beginning
connection to prior knowledge
Introduction of new material (“I do”)
Middle (main
component of the Guided practice (“We do”)
lesson)
Independent practice (“You do”)
Lesson Closing: review key ideas, check for
End
understanding, bridge to next concepts
Adopted from Teaching as Leadership, Steven Farr (2010) 8
9. Organization of a lesson
Opening
Introduction of new material
Guided practice
Independent practice
Lesson closing
9
10. Preparation
Planning
Do research before teaching
Structure and sequence material
Take into account the culture of the
students
Meet the learners’ needs and expectations
Know the learners’ prior knowledge
Make sure material is relevant
English example [here]
Digital Storytelling [here] 10
11.
12. Best-Practices
Key Insight Examples to Aim For Examples to Avoid
The best way to ensure •The student will be •The teacher will
an objective is student- able to order fractions present a lesson on
oriented is to start with with different ordering fractions with
the phrase “The denominators different denominators
students will be able •The student will be •Reviewing rhythm and
to..” [SWBAT] able to identify and rhyme structure of
describe the rhythm and limericks
rhyme structure for a •Read about historical
limerick figures
•The student will be
able to assess and
compare strengths of
two leaders of the 20th
century America
Adopted from Teaching as Leadership, Steven Farr (2010) 12
13. Best-Practices (cont.)
Key Insight Examples to Aim For Examples to Avoid
The verb of an objective •The students will be •The student will be
is a good indicator of able to list three ways able to understand that
whether it is that bones help the bones help the body
measurable body •The student will learn
•The student will be conditions in Europe
able to describe the that led to World War II
conditions in Europe
that led to World War II
Adopted from Teaching as Leadership, Steven Farr (2010) 13
14. Best-Practices (cont.)
Key Insight Examples to Aim For Examples to Avoid
The objective’s verb An objective that An objective that states
affects the rigor or requires students to that students will be
cognitive level of the analyze primary able to “name key
objective, which should historical data to draw historical figures” from
align with the learning insights about each of two cultures is
goal from which the differences between two not rigorous enough
objective is derived cultures, when that is
what is required by the
learning standard
Adopted from Teaching as Leadership, Steven Farr (2010) 14
15. Effective teachers devise and search for
solutions and learning opportunities that
align curriculum with student learning
needs
15
16. How do teachers keep students
engaged
Material has to be relevant and interesting
in order for students to be actively
engaged
16
18. Closing the Achievement Gap
Academic
Achievement
Measurable Relevance
Rigorous
Goals
Lesson Plan
Relationship
18
19. Rigor
It’s more than…
Memorizing
Reciting Students must
Restating become adept at…
Deep understanding
Applying knowledge
Solving problems
Analyzing
20. Relevance
Relates to student
interests and
needs
Real-world
situations and
contexts
Linked to a global
economy and
democratic life
21. Relationships
Ensuring each student feels connected,
each student succeeds
Caring, student-
focused environment
Supports for
struggling students
22. Rigor/Relevance Framework
Knowledge Application
1. Awareness 1. Knowledge of one discipline
2. Comprehension 2. Application within discipline
3. Application 3. Application across disciplines
4. Analysis 4. Application to real world
5. Synthesis predictable situations
6. Evaluation 5. Application to real world
unpredictable situations
26. Selecting Strategies on
Rigor/Relevance
Best Strategies for Quadrant B - Application
Cooperative Learning
Demonstration
Instructional Technology
Problem-based Learning
Project Design
Simulation/Role Playing
Work-based Learning
27. Selecting Strategies on
Rigor/Relevance
Best Strategies for Quadrant C - Assimilation
Brainstorming
Inquiry
Instructional Technology
Research
Seminar
Teacher Questions
28. Selecting Strategies on
Rigor/Relevance
Best Strategies for Quadrant D - Adaptation
Brainstorming Project Design
Cooperative Learning Research
Inquiry Simulation/Role-
Instructional playing
Technology Lecture
Presentations/ Teacher Questions
Exhibitions Work-based
Problem-based Learning
Learning
29. Rigor/Relevance Framework
• Analyze the graphs of the • Obtain historical data about local
6 perimeters and areas of squares weather to predict the chance of
D
snow, rain, or sun during year.
C
having different-length sides.
• Determine the largest rectangular • Test consumer products and illustrate
the data graphically.
5 •
area for a fixed perimeter.
Identify coordinates for ordered • Plan a large school event and
pairs that satisfy an algebraic calculate resources (food,
relation or function. decorations, etc.) you need to
4 • Determine and justify the
similarity or congruence for two •
organize and hold this event.
Make a scale drawing of the
geometric shapes. classroom on grid paper, each group
using a different scale.
3
• Express probabilities as fractions, • Calculate percentages of advertising in
percents, or decimals. a newspaper.
2
B
• Tour the school building and identify
A
• Classify triangles according to
angle size and/or length of sides. examples of parallel and perpendicular
• Calculate volume of simple three- lines, planes, and angles.
dimensional shapes. • Determine the median and mode of real
1 • Given the coordinates of a
quadrilateral, plot the quadrilateral
data displayed in a histogram
• Organize and display collected data,
on a grid. using appropriate tables, charts, or
graphs.
1 2 3 4 5
30. The teaching acts that constitute the
core functions of urban teaching are
Giving Information Reviewing Homework
Asking Questions Giving Tests
Giving Directions Reviewing Tests
Making Assignments Marking Papers
Monitoring Seatwork Giving Grades
Reviewing Settling Disputes
Assignments Punishing Noncompliance
Assigning Homework
30
High expectations for students in terms of their coursework is important. But that goes beyond just expecting students to take more courses for graduation. It’s not just quantity of courses, it’s the quality of the rigor of expectations in each class, each day. Rigorous expectations means that students in every high school classroom move beyond memorizing, reciting and restating. They must have experiences in their high school classes that help them become adept at complex thinking skills, gaining deep understanding, applying what they learn, solving problems, and analyzing facts and data.
Beyond making the coursework challenging, we must make it interesting and useful to our students. That’s relevance. The high school experience must relate to student interests and needs, to real-world situations and contexts. Their learning must be relevant to their future in our global economy and democratic life.
And finally, we need to look at the quality and depth of the relationships and support system for students. We can’t allow students to feel disenfranchised or disconnected from their schooling. All students deserve to be a strong part of this school and to be supported when they struggle.