Lesson Plan Projects: Creating A Lesson Plan
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Lesson Plans Research Reports: Kinds Of Lesson Plans Activities
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Lesson Plan Services: Writing Tips
A lesson plan--LP is a lesson "project" written down on paper. It is only a "project" because a lot of unpredictable events occur in the classroom. It is also a dreaded part of instruction that most teachers detest. It nevertheless provides a guide for managing the learning environment. As one of the teacher's roles is that of designer and implementer of instruction, the preparation of LP will ensure the organization of the English LP according to some criteria. Regardless of the format, all teachers need to make wise decisions about the strategies and methods they will employ to help students move systematically toward learner goals. The more organized a teacher is, the more effective the teaching, and thus the learning, is. Writing daily LPs is a large part of being organized. So it’s that time again: time for teachers to write LPs for the first days of a new school year. In order to ensure that you address the needs of all your students, it is essential to write LPs that are strategically designed to incorporate state standards, include solid objectives, and fully engage your students in objective-based learning. Creating an effective LP is actually a pretty easy and straight forward process. It doesn't require you to be a rocket scientist (unless you are teaching a class on rocket science, in which case it could be incredibly helpful), however it does require you to think about what you want to accomplish and to plan accordingly.
Even if you had plenty of practice writing LP during your teacher training, it's hard to be prepared for the avalanche of LP you'll have to do once your first year of teaching begins. Making an effective LP takes time, diligence, and an understanding of your students' goals and abilities. The goal, as with all teaching, is to motivate the students to take in what you are teaching and to retain as much as possible. Here are some ideas that will help you get the most out of your class. A LP is more or less like an outline that gives an overview of a proposed LP. From inception to conclusion the LP gives the teacher a guided tour of how to approach a LP and what activities should be done at each interval. In short, it is a step-by-step process by which a teacher can ensure that his or her students are learning, all that is necessary on the proposed topic. For example, let’s say (for the sake of illustration) that you have prepared a LP on the Civil War. In effect, your LP should guide students on a proposed idea or theory relative to the Civil War. Once again, for the sake of example, let’s say that you want to convey the notion that the Civil War was more about economic power than anything else. If you have this thought in mind and know that you want to convey it as a LP then you will prepare an outline to better illustrate your LP. This outline is the LP. If you are a teacher then you might benefit from a few tips for writing LPs. While there is a standard format, there is no wrong way to set aside your LPs.
To rev up the learning curve, here are eight questions to "think aloud" as you prepare lesson plans--LPs. The answers will help you create high-quality, on-target plans. At the beginning of the year, you'll probably refer to the questions frequently, but after several months of planning, you'll be a whiz. The process will become automatic! Eight Questions to "Think Aloud" as You Prepare LPs: 1) Students: What are the academic, social, physical, personal, and emotional needs of my students? 2) Strategies: Which teaching strategies will best facilitate my students' learning? 3) Grouping: Should I group heterogeneously or homogeneously? What size should my groups be? 4) Timing: When is the best time to do this LP? Are there prerequisites my students should have mastered? 5) Materials: What materials and human resources do I need for the LP to be successful? 6) Success: Was the LP successful? Were my students interested? Did my students learn? What didn't work? What will I do differently next time? 7) Sequence: What can I do next to build upon this LP? How can I make it flow? 8) Rationale: What is the reason for doing this? What objectives will be accomplished?
Below are six steps to guide you when you create your first LPs. Each step is accompanied by a set of questions meant to prompt reflection and aid you in designing your teaching and learning activities. (1) Outline learning objectives: The first step is to determine what you want students to learn and be able to do at the end of class. To help you specify your objectives for student learning, answer the following questions: What is the topic of the LP? What do I want students to learn? What do I want them to understand and be able to do at the end of class? What do I want them to take away from this particular LP? Once you outline the learning objectives for the class meeting, rank them in terms of their importance. This step will prepare you for managing class time and accomplishing the more important learning objectives in case you are pressed for time. Consider the following questions: What are the most important concepts, ideas, or skills I want students to be able to grasp and apply? Why are they important? If I ran out of time, which ones could not be omitted? And conversely, which ones could I skip if pressed for time? (2) Develop the introduction: Now that you have your learning objectives in order of their importance, design the specific activities you will use to get students to understand and apply what they have learned. Because you will have a diverse body of students with different academic and personal experiences, they may already be familiar with the topic. That is why you might start with a question or activity to gauge students’ knowledge of the subject or possibly, their preconceived notions about it. For example, you can take a simple poll: “How many of you have heard of X? Raise your hand if you have.” You can also gather background information from your students prior to class by sending students an electronic survey or asking them to write comments on index cards. This additional information can help shape your introduction, learning activities, etc. When you have an idea of the students’ familiarity with the topic, you will also have a sense of what to focus on. Develop a creative introduction to the topic to stimulate interest and encourage thinking. You can use a variety of approaches to engage students (e.g., personal anecdote, historical event, thought-provoking dilemma, real-world example, short video clip, practical application, probing question, etc.). Consider the following questions when planning your introduction: How will I check whether students know anything about the topic or have any preconceived notions about it? What are some commonly held ideas (or possibly misconceptions) about this topic that students might be familiar with or might espouse? What will I do to introduce the topic? (3) Plan the specific learning activities (the main body of the LP): Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles. As you plan your examples and activities, estimate how much time you will spend on each. Build in time for extended explanation or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that check for understanding. These questions would help you design the learning activities you will use: What will I do to explain the topic? What will I do to illustrate the topic in a different way? How can I engage students in the topic? What are some relevant real-life examples, analogies, or situations that can help students understand the topic? What will students need to do to help them understand the topic better? (4) Plan to check for understanding: Now that you have explained the topic and illustrated it with different examples, you need to check for student understanding – how will you know that students are learning? Think about specific questions you can ask students in order to check for understanding, write them down, and then paraphrase them so that you are prepared to ask the questions in different ways. Try to predict the answers your questions will generate. Decide on whether you want students to respond orally or in writing. To help you generate some ideas and you can also ask yourself these questions: What questions will I ask students to check for understanding? What will I have students do to demonstrate that they are following? Going back to my list of learning objectives, what activity can I have students do to check whether each of those has been accomplished? An important strategy that will also help you with time management is to anticipate students’ questions. When planning your LP, decide what kinds of questions will be productive for discussion and what questions might sidetrack the class. Think about and decide on the balance between covering content (accomplishing your learning objectives) and ensuring that students understand. (5) Develop a conclusion and a preview: Go over the material covered in class by summarizing the main points of the LP. You can do this in a number of ways: you can state the main points yourself (“Today we talked about…”), you can ask a student to help you summarize them, or you can even ask all students to write down on a piece of paper what they think were the main points of the LP. You can review the students’ answers to gauge their understanding of the topic and then explain anything unclear the following class. Conclude the LP not only by summarizing the main points, but also by previewing the next LP. How does the topic relate to the one that’s coming? This preview will spur students’ interest and help them connect the different ideas within a larger context. (6) Create a realistic timeline: GSIs know how easy it is to run out of time and not cover all of the many points they had planned to cover. A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts, ideas, or skills you want students to learn. Instructors also agree that they often need to adjust their LP during class depending on what the students need. Your list of prioritized learning objectives will help you make decisions on the spot and adjust your LP as needed. Having additional examples or alternative activities will also allow you to be flexible. A realistic timeline will reflect your flexibility and readiness to adapt to the specific classroom environment. Here are some strategies for creating a realistic timeline: Estimate how much time each of the activities will take, then plan some extra time for each, When you prepare your LP, next to each activity indicate how much time you expect it will take, Plan a few minutes at the end of class to answer any remaining questions and to sum up key points, Plan an extra activity or discussion question in case you have time left, Be flexible – be ready to adjust your LP to students’ needs and focus on what seems to be more productive rather than sticking to your original plan.
Presenting the LP: Letting your students know what they will be learning and doing in class will help keep them more engaged and on track. You can share your LP by writing a brief agenda on the board or telling students explicitly what they will be learning and doing in class. You can outline on the board or on a handout the learning objectives for the class. Providing a meaningful organization of the class time can help students not only remember better, but also follow your presentation and understand the rationale behind in-class activities. Having a clearly visible agenda (e.g., on the board) will also help you and students stay on track. Reflecting on Your LP: A LP may not work as well as you had expected due to a number of extraneous circumstances. You should not get discouraged – it happens to even the most experienced teachers! Take a few minutes after each class to reflect on what worked well and why, and what you could have done differently. Identifying successful and less successful organization of class time and activities would make it easier to adjust to the contingencies of the classroom. Conclusion: To be effective, the LP does not have to be an exhaustive document that describes each and every possible classroom scenario. Nor does it have to anticipate each and every student’s response or question. Instead, it should provide you with a general outline of your teaching goals, learning objectives, and means to accomplish them. It is a reminder of what you want to do and how you want to do it. A productive LP is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.
Do note that the above general tips are provided only for your understanding. However even with these instructive steps it is not possible for teachers to do a good LP report how our expert writers do. This is here where you need the help of our writing services company. So why wait? Read below for more details.
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