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33 views8 pages

Lesson-Planning 0

Uploaded by

mos3abifkirne2008
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Whether you have been teaching for years or are new to teaching, planning lessons in advance

is important because it can help teachers to be well-prepared and be aware of what they intend

to teach. Planning lessons may help with your confidence level and allow you to map out how

each class fits into, and prepares students to meet course learning outcomes.

These three main components are addressed and integrated in an effective lesson plan:

Responding to the questions in Figure 1 will help you plan your lessons more effectively.

Figure 1

Fundamental Questions in Lesson Planning


1. Identify the Learning Objectives

To begin with lesson planning, it is important to know the objectives of the course being

taught. A teacher should be prepared not only to teach the students but also to make sure that

they retain the skills and knowledge beyond the class. The questions could be as follows:

What is the subject of the course?

What should the students understand regarding the


subject?

Should they take away from the subject at the end of


the class?

The Writing Learning Outcome is a useful resource for writing learning objectives that can be

used in your lesson plan.


2. Plan the Learning Activities

The teacher should prepare different learning activities for the students to understand the topic

from various aspects. When preparing a lesson plan, you can estimate how much time you will

spend on each of these activities. There are some questions that will help you to plan learning

activities;

What will I do to explain and illustrate the topic in


a different way?

How should learning materials be selected and/or


adapted, considering students’ age, prior
knowledge, and interest?

What are the learning activities for accomplishing


the learning objectives?

What procedures will students need to follow to


complete the activities?

The learning activities will help you in determining how to develop and provide high-impact

learning experiences for your students in your lesson.


Some learning activities are discussed below;

Learning Activity Procedure

Lecture Convey concepts verbally, often with visual aids


(e.g. presentation slides)
Drill and Practice Problem/task is presented to students where they
are asked to provide the answer.
Discussion Students discuss a topic in class based on a
reading, video, or problem.
Active Review Sessions (Games or The instructor poses questions and the students
Simulations) work on them in groups or individually. Students
are asked to show their responses to the class and
discuss any differences.
Case Studies Use real-life stories to prompt students to
integrate their classroom knowledge with their
knowledge of real-world situations, actions, and
consequences.
Brainstorming Introduce a topic or problem and then ask for
student input. Give students a minute to write
down their ideas, and then record them on the
board.
Role Playing Students are asked to "act out" a part or a position
to get a better idea of the concepts and theories
being discussed.
Jigsaw Discussion It is a collaborative group structure that
distributes work across students and provides
students with the opportunity to be an expert for
their peers in order to deepen comprehension and
increase engagement.
Think-Pair-Share Have students work individually on a problem or
reflect on a passage. Students then compare their
responses with a partner and synthesize a joint
solution to share with the entire class.
Concept Mapping A diagram that illustrates the connections
between related concepts. It can be very useful to
help students see patterns or common themes in
course material.
Muddiest Point A version of the one‐minute paper where students
write for a minute or two on the concepts or
material that most confuses them. These
statements can be very helpful for seeing whether
and where students are getting lost.
Reflection Journal Written records of students’ intellectual and
emotional reactions to a given topic on a regular
basis. (e.g. weekly after each lesson)
Quiz Exercise to assess the level of student
understanding. Questions can take many forms,
e.g. multiple-choice, short-answer, essay etc.
3. Assessment of Students’ Learning

A lesson plan is not complete without an assessment component. Some guiding questions to

consider for using quality assessments are:

How can you determine whether the lesson


objectives have been accomplished at the end of
the lesson?

What kind of product, if any, will you expect from


students at the end of the lesson?

Perhaps most importantly, what will you do with


the assessment results for building your next
lesson?

Developing a Conclusion

At the end of the lesson, summarize the key points in an engaging way. Connect the lesson

with what comes next and leave them with a question for the next class. Also, asking students

to summarize key points , or write down on a piece of paper what they think were the main

points of the lesson are other ways of developing a conclusion.

Considering Time Issue

A good plan considers how much time the class needs to spend on each learning activity, and

how those activities are spread out. Also, it is helpful to pair the learning activity with a

timeline to help keep the class on schedule. Here are some strategies:
Estimating how many minutes will be spent on
each learning activity.

Adding extra time at the end of class in case


students have questions or need additional help
along the way.

Plannig an extra activity or discussion question in


case you have time left.

Here are different lesson planning templates and sample lesson plans that can be modified and

used in your lesson. These resources are useful for instructors looking to build their own lesson

plans.

You can click on the links below to access the files.

Lesson Plan Lesson Plan


Template 1 Template 2

Sample Sample
Lesson Plan 1 Lesson Plan 2
References
Fink, D. L. (2005). Integrated Course Design. Manhattan, KS: The IDEA Center. Retrieved
from https://www.ideaedu.org/idea_papers/integrated-course-design/
EDUCAUSE (2005). Potential Learning Activities. Retrived from
https://www.educause.edu/ir/library/PDF/pub7101.PDF

Milkova, S. (2012). Strategies for effective lesson planning. Retrieved from


http://www.crlt.umich.edu/gsis/p2_5

Xianxuan Xu and James H. Stronge (2019) How to Assess a Lesson Plan. Retrived from
https://www.solutiontree.com/blog/lesson-plan-assessment/
Lesson Planning. Retrived from https://www.algonquincollege.com/profres/lesson-planning/

Further Reading and Resources


- Video Clips of GSIs at the University of Michigan Actively Engaging sStudents in a
Practice Teaching Session:
https://crlte.engin.umich.edu/engineering-gsi-videos/

- Step-by-Step Guidelines for Teaching: Lesson Planning (2017). Retrived from


https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning

Professor Jack C. Richards - Lessons and Lesson Plans sponsored by Cambridge University
Press. https://www.youtube.com/watch?v=3ne57zsG_I8&ab_channel=wwwGVPconz

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