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Lesson Plan Ideas: Building Lesson Plans--Hire
An effective lesson plan--LP gets students thinking and allows them to interact and ask questions, tap into their background knowledge, and build new skills. A lot of approaches to LPs are content-driven, giving teachers some boxes to fill in. While these approaches include what we want to teach, they don't often contain how we're going to teach it." It's the "how", that makes all the difference in whether students actually learn. How do you choose a topic? You may be asked to cover certain topics in which case you won’t have to think about the topics. If you have free choice, think about what you and your students are interested in. If you don’t know your students very well yet, ask them what they would like to talk about in your classes. You could give them a questionnaire or just ask them informally. Which order do you do the tasks in? First of all, select the tasks you can use with your class. Then think about any extra activities you would like to add. You may want to add some visual materials and find some photos on the internet which you could use to enhance the presentation part, or you may be able to localize the topic by finding newspaper articles from your country. Once you have selected all the tasks think about how they can work together. Start with the easiest tasks and the ones that work on the vocabulary for the topic. This will give the lexical resources they need to follow the class. Then build up the LP by slotting in the other tasks. What if you run out of time? When you start teaching it’s really easy to over plan. If you find you run out of time don’t worry. You may be able to finish the topic in the next class so you can continue where you left off. As you are giving the class, keep an eye on the clock but if an activity is going really well and the students are speaking in English and enjoying the task, let it go on. Be flexible with your timing. Another task later on may not go down so well so you will be able to cut it shorter. Try to save a few minutes at the end of the class to ask your students to summarize what they did in the LP. This will force them to re-cap and revise what they did.
Let us offer some practical tips for planning engaging LPs that will help your students retain more of what they learn. Effective LPs requires the teacher to determine three essential components: the objective, the body, and a reflection. To start, come up with an active objective. Instead of, "Today we'll cover the causes of the Civil War," try reframing it so that the LP seems a little more engaging. "Today we'll explore different reasons that the Civil War began" may seem like a subtle change, but rather than signaling that you are going to lecture, it allows space for the students to figure it out together with you. Teachers could create LPs that allow students to investigate various possibilities--even wrong answers--so that they truly understand why something is right. You can't wing that kind of LP. You have to set it up intentionally. Once you have an active objective, it's time to plan the body of the LP. It is important to write down open-ended questions and deciding how you will ask them and what you will do if your students don't or can't answer these questions. How will you probe their thinking? You need to continually facilitate the LP to keep students focused. Teachers could create opportunities for higher-order thinking. Find ways to let them reveal things, and put that into your plan. You might want them to interpret a map, analyze a document, and so on. Always make sure they are building their skills. Next, it's reflection time. Ask students what they learned academically and socially and what they think you could have done differently. The answers will help you close the LP thoughtfully. For 21st century skills development, teachers seek to infuse effective communication, collaboration, problem solving, critical thinking, and creative thinking into all of their LPs. Teachers need to ask a lot of open-ended questions for students to discuss. When you prepare your LPs in that manner, your LPs become more strategic. It is challenging to switch from the traditional sage-on-the-stage teaching method to taking a backseat and letting LPs be a bit more ambiguous. You lose a bit of control, but when the kids take charge, they retain a lot more of what they learn.
The following strategies could be used: 1) Determine the purpose of the LP. If you have a clear expectation, so will your students. Remember, we are preparing our students for jobs we don't even know about yet. They need to learn how to take ideas they hear and come up with new and creative ideas. Our LPs need to provide those kinds of opportunities. 2) Create space for student thinking and discussion. We ask teachers to make sure their questions allow for student discussion. "Can students agree, disagree, and explain their reasoning? Can they arrive at different conclusions and discuss with their peers in a comfortable, safe environment?" 3) Be prepared to push that student thinking further. It helps to have prompts in your plan. How will you take them to the next level? How will you reach the ones who aren't getting it? Students must have an opportunity to apply their thinking independently. This should be part of the LP and can be whole-group, mini-group, or individual work. 4) Make time for reflection. This is the time when you come together with your students and summarize what worked and what didn't. By listening, you will know if you have met your goals and determine if any changes need to be made. And of course, be sure to listen to your students and encourage them to do the same for one another. To help teachers learn how to create safe, collaborative classrooms, it is important in building communities that address all levels of learners. Teachers should think with the end in mind, asking, What are students gaining in this learning? Will they be able to transfer it or apply it to something? The teachers they worked with were amazed at the difference they saw in student engagement, behavior, and enjoyment once they began planning LPs in a more strategic manner. In the end, we must have all the students in mind. Every decision has to be about the success of every student.
Here are some more tips on developing effective LPs: 1) Incorporate student interests into LPs. People learn what they want to learn. If you discover their interests and work them into your LPs, they'll pay attention and learn more. Take your students' needs into consideration. Your LPs must reflect the cultures of the kids; they must see themselves in the room. Children need to see themselves in the literature, in the pictures you put on the wall, and in the examples you give. 2) Select purposeful activities and assignments. The best activities keep kids actively engaged and involve as many senses as possible. They must also match the needs of the learners. 3) Make your LPs relevant. Write down the reason the LP is relevant. The answer can't be 'because it's on a state exam. You need to figure out how to link the LP to what is happening today. Find a way to make it timely--even if it's a bit of a reach. 4) Share LPs with your colleagues. We encourage teachers to share LPs that work--and ones that don't--with their colleagues. Talk about ways to improve those LPs. That way, everyone benefits. 5) Refine LPs based on feedback. Teachers should aim for continuous improvement. Sit down and analyze the results of what happened.
To say further, your daily LPs should detail the specific activities and content you will teach during a particular week. They usually include: LP objectives, procedures for delivering instruction, methods of assessing your students, student groupings materials needed to carry out the LP. Your daily LPs should detail the specific activities and content you will teach during a particular week. They usually include: LP objectives, procedures for delivering instruction, methods of assessing your students, student groupings, materials needed to carry out the LP. As with all planning, the format of LPs will vary from school to school. Many school districts provide LP books, while others allow teachers to develop their own format. Regardless of the format, here are the key components of successful LP: Your LP should be readable and detailed enough that a substitute teacher could teach from them in an emergency; Consider making a copy or two of each week's plan. I used to take one copy home and place others at key areas in my classroom so I could leave my actual LP book on my desk at all times, available for the principal. This also allowed me to work at home on preparing materials for upcoming LPs and on planning for the following week without fear of misplacing LP book; Try scripting your LPs. It was time-consuming, but in my first few years of teaching, it helped me be better organized and more confident in front of my students; As a general rule, begin working on plans for the next week no later than Thursday. By then you will have an idea of which LPs weren't completed, the objectives that need to be reinforced, and which upcoming school-wide activities need to be integrated into your plan. If you leave the planning until Friday after school, it may not get done; Make a master copy or template of the planning pages you use, and write or type those activities that stay the same each week and the times they occur. Make several copies of the new page to replace the blank LP pages, but don't copy them too far in advance, in case you change your weekly schedule. Then just fill in the blanks on the copies with specifics for the week; Balance grouping strategies and activities in each learning style or multiple intelligence type so you are meeting the needs of all your students; Check with your principal for guidelines on when he or she will want to look at your lesson plan and lesson note. Some principals make a point of viewing new teachers' LPs on a weekly basis so they can provide on-the-spot assistance throughout the school year. Do note that these tips given in the above 5 paragraphs are provided only as a guideline and would vary based on the requirement of each project. However even with these instructive steps it is not possible for researchers to do a good LP like how our experts do. This is why you need the help of our company. So why wait? Read below for more details.
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