Under What Task Would You Need to Upload Your Lesson Plans? *

A lesson programme is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Then, you lot can design appropriate learning activities and develop strategies to obtain feedback on educatee learning. Having a carefully constructed lesson plan for each 3-hour lesson allows you to enter the classroom with more confidence and maximizes your chance of having a meaningful learning experience with your students.

A successful lesson plan addresses and integrates 3 key components:

• Learning Objectives
• Learning activities
• Assessment to check for student understanding

A lesson programme provides you with a full general outline of your teaching goals, learning objectives, and means to accomplish them, and is past no means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor larn from each other. You may refer to an case of a iii hr lesson plan here.

Before Class: Steps for preparing a lesson plan

Listed below are 6 steps for preparing your lesson plan before your class.

ane. Identify the learning objectives

Before you plan your lesson, y'all will outset need to place the learning objectives for the lesson. A learning objective describes what the learner will know or be able to do after the learning experience rather than what the learner will be exposed to during the education (i.e. topics). Typically, information technology is written in a language that is easily understood past students and conspicuously related to the program learning outcomes. The tabular array below contains the characteristics of articulate learning objectives:

Characteristic	Description
Clearly stated tasks	Free from jargon and complex vocabulary; depict specific and achievable tasks (such equally 'describe', 'analyse' or 'evaluate') Not vague tasks (like 'appreciate', 'understand' or 'explore').
Of import learning goals	Describe the essential (rather than trivial) learning in the course which a pupil must accomplish.
Achievable	Can exist achieved inside the given period and sufficient resources are available.
Demonstrable and measurable	Can be demonstrated in a tangible way; are assessable; accomplishment and quality of accomplishment can be observed.
Fair and equitable	All students, including those with disabilities or constraints, accept a fair chance of achieving them.
Linked to course and program objectives	Consider the broader goals - i.east. course, programme and institutional goals.

The Bloom'southward Revised Taxonomy of Educational Objectives (link) is a useful resources for crafting learning objectives that are demonstrable and measurable.

two. Plan the specific learning activities

When planning learning activities yous should consider the types of activities students will need to engage in, in order to develop the skills and knowledge required to demonstrate constructive learning in the course. Learning activities should exist directly related to the learning objectives of the course, and provide experiences that will enable students to engage in, practice, and gain feedback on specific progress towards those objectives.

Equally y'all plan your learning activities, estimate how much time you will spend on each. Build in fourth dimension for extended explanation or give-and-take, but besides be prepared to move on chop-chop to different applications or problems, and to place strategies that check for understanding. Some questions to call back nearly as you blueprint the learning activities you volition utilise are:

• What volition I practise to explain the topic?
• What will I do to illustrate the topic in a dissimilar way?
• How can I appoint students in the topic?
• What are some relevant existent-life examples, analogies, or situations that can help students understand the topic?
• What volition students demand to practice to help them understand the topic better?

Many activities tin can be used to engage learners. The action types (i.due east. what the student is doing) and their examples provided beneath are by no ways an exhaustive list, but volition help you in thinking through how all-time to blueprint and evangelize high affect learning experiences for your students in a typical lesson.

Activity Type	Learning Activity	Clarification
Interaction with content Students are more likely to retain data presented in these ways if they are asked to collaborate with the cloth in some way.	Drill and practice	Trouble/task is presented to students where they are asked to provide the answer; may be timed or untimed
	Lecture	Convey concepts verbally, often with visual aids (e.thou. presentation slides)
	Quiz	Exercise to assess the level of student agreement and questions can have many forms, eastward.m. multiple-choice, short-structured, essay etc.
	Educatee presentation	Oral written report where students share their inquiry on a topic and have on a position and/or role
Interaction with digital content Students experiment with decision making, and visualise the effects and/or consequences in virtual environments	Game	Goal-oriented exercise that encourages collaboration and/or competition within a controlled virtual environment
	Simulation	Replica or representation of a existent-world miracle that enables relationships, contexts, and concepts to be studied
Interaction with others Peer relationships, breezy back up structures, and teacher-educatee interactions/relationships	Debate	Verbal activeness in which two or more differing viewpoints on a subject are presented and argued
	Word	Formal/breezy conversation on a given topic/question where the instructor facilitates student sharing of responses to the questions, and building upon those responses
	Feedback	Data provided by the instructor and/or peer(s) regarding aspects of i'south performance or understanding
	Guest Speaker	Feelings, thoughts, ideas and experiences specific to a given topic are shared past an invited presenter
Problem solving and Disquisitional thinking Presenting students with a trouble, scenario, case, challenge or design effect, which they are so asked to address or deal with provides students with opportunities to call back about or use knowledge and data in new and different means	Instance Study	Detailed story (truthful or fictional) that students analyse in item to identify the underlying principles, practices, or lessons it contains
	Concept Mapping	Graphical representation of related data in which mutual or shared concepts are linked together
	Existent-world projects	Planned set of interrelated tasks to be executed over a fixed menstruation and within certain cost and other limitations, either individually or collaboratively
Reflection The process of reflection starts with the pupil thinking about what they already know and have experienced in relation to the topic beingness explored/learnt. This is followed by analysis of why the student thinks about the topic in the fashion they do, and what assumptions, attitudes and behavior they accept about, and bring to learning nigh the topic.	Reflection periodical	Written records of students' intellectual and emotional reactions to a given topic on a regular footing (e.g. weekly later on each lesson)

Information technology is important that each learning activity in the lesson must be (1) aligned to the lesson'south learning objectives, (2) meaningfully engage students in active, constructive, authentic, and collaborative ways, and (three) useful where the student is able to have what they have learnt from engaging with the activity and use it in another context, or for another purpose.

3. Plan to assess pupil agreement

Assessments (eastward.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the noesis and skills articulated in the learning objectives, and for instructors to offer targeted feedback that can guide farther learning.

Planning for assessment allows y'all to find out whether your students are learning. It involves making decisions about:

• the number and type of assessment tasks that will best enable students to demonstrate learning objectives for the lesson
  • Examples of different assessments
  • Determinative and/or summative
• the criteria and standards that volition be used to make cess judgements
  • Rubrics
• pupil roles in the assessment process
  • Self-assessment
  • Peer assessment
• the weighting of private assessment tasks and the method by which individual task judgements will be combined into a final grade for the class
  • information about how various tasks are to be weighted and combined into an overall grade must be provided to students
• the provision of feedback
  • giving feedback to students on how to better their learning, likewise as giving feedback to instructors how to refine their educational activity

To learn more about designing assessment, click here.

4. Program to sequence the lesson in an engaging and meaningful way

Robert Gagne proposed a nine-pace process called the events of instruction, which is useful for planning the sequence of your lesson. Using Gagne'due south 9 events in conjunction with Bloom's Revised Taxonomy of Educational Objectives (link) aids in designing engaging and meaningful instruction.

1. Proceeds attention: Obtain students' attending and then that they volition watch and listen while the instructor presents the learning content.
   • Nowadays a story or a problem to be solved
   • Apply water ice breaker activities, current news and events, case studies, YouTube videos, then on. The objective is to rapidly take hold of student attention and involvement in the topic
   • Utilize technologies such equally clickers, and surveys to enquire leading questions prior to lecture, survey stance, or gain a response to a controversial question
2. Inform learner of objectives: Permit students to organize their thoughts regarding what they are most to encounter, hear, and/or do.
   • Include learning objectives in lecture slides, the syllabus, and in instructions for activities, projects and papers
   • Draw required operation
   • Describe criteria for standard performance
3. Stimulate recall of prior knowledge:
   • Help students make sense of new information by relating information technology to something they already know or something they have already experienced.
   • Think events from previous lecture, integrate results of activities into the current topic, and/or relate previous information to the electric current topic
   • Ask students about their agreement of previous concepts
4. Present new content: Utilize a variety of methods including lecture, readings, activities, projects, multimedia, and others.
   • Sequence and chunk the data to avoid cerebral overload
   • Alloy the information to assist in information call back
   • Blossom'due south Revised Taxonomy can be used to help sequence the lesson past helping you lot chunk them into levels of difficulty.
5. Provide guidance: Advise students of strategies to aid them in learning content and of resources bachelor. With learning guidance, the rate of learning increases considering students are less likely to lose time or get frustrated by basing performance on incorrect facts or poorly understood concepts.
   • Provide instructional support equally needed – as scaffolds (cues, hints, prompts) which can be removed after the pupil learns the task or content
   • Model varied learning strategies – mnemonics, concept mapping, role playing, visualizing
   • Utilise examples and non-examples

   To find out more than about scaffolding student learning, click here

6. Practice: Allow students to apply cognition and skills learned.
   • Permit students to apply knowledge in grouping or individual activities
   • Ask deep-learning questions, make reference to what students already know or take students collaborate with their peers
   • Enquire students to recite, revisit, or reiterate information they have learned
   • Facilitate student elaborations – ask students to elaborate or explicate details and provide more than complication to their responses
7. Provide feedback: Provide firsthand feedback of students' functioning to appraise and facilitate learning.
   • Consider using group / class level feedback (highlighting mutual errors, give examples or models of target functioning, evidence students what you practice not want)
   • Consider implementing peer feedback
   • Crave students to specify how they used feedback in subsequent works
8. Assess performance: To evaluate the effectiveness of the instructional events, exam to run across if the expected learning outcomes have been accomplished. Performance should be based on previously stated objectives.
   • Utilise a variety of assessment methods including exams/quizzes, written assignments, projects, and and so on.
9. Heighten retention and transfer: Let students to utilise information to personal contexts. This increases retentiveness by personalising information.
   • Provide opportunities for students to relate course work to their personal experiences
   • Provide additional do

5. Create a realistic timeline

A list of x learning objectives is non realistic, so narrow downward your listing to the two or three key concepts, ideas, or skills you want students to learn in the lesson. Your listing of prioritized learning objectives volition aid you lot make decisions on the spot and adjust your lesson programme as needed. Here are some strategies for creating a realistic timeline:

• Approximate how much time each of the activities will accept, then plan some extra time for each
• When you prepare your lesson plan, next to each activity indicate how much time you expect information technology volition take
• Plan a few minutes at the end of class to answer whatsoever remaining questions and to sum up key points
• Program an actress activity or discussion question in case you lot have time left
• Be flexible – exist gear up to accommodate your lesson plan to students' needs and focus on what seems to exist more productive rather than sticking to your original programme

6. Plan for a lesson closure

Lesson closure provides an opportunity to solidify student learning. Lesson closure is useful for both instructors and students.

You can apply closure to:

• Bank check for student understanding and inform subsequent instruction (conform your didactics appropriately)
• Emphasise central information
• Tie upwardly loose ends
• Correct students' misunderstandings
• Preview upcoming topics

Your students will find your closure helpful for:

• Summarizing, reviewing, and demonstrating their understanding of major points
• Consolidating and internalising cardinal information
• Linking lesson ideas to a conceptual framework and/or previously-learned cognition
• Transferring ideas to new situations

There are several ways in which yous can put a closure to the lesson:

• state the main points yourself ("Today we talked nearly…")
• enquire a student to aid yous summarize them
• ask all students to write downwardly on a slice of paper what they think were the main points of the lesson

During the class: Presenting your lesson program

Letting your students know what they will exist learning and doing in grade will assist keep them more than engaged and on rail. Providing a meaningful organisation of the form time can help students not but remember amend, but also follow your presentation and understand the rationale backside the planned learning activities. You can share your lesson plan by writing a brief agenda on the whiteboard or telling students explicitly what they will be learning and doing in course. Click on link hither for tips and techniques to facilitate an interactive lesson.

After the grade: Reflecting on your lesson program

Take a few minutes later on each class to reflect on what worked well and why, and what you could have washed differently. Identifying successful and less successful organization of class time and activities would make information technology easier to conform to the contingencies of the classroom. If needed, revise the lesson programme.

Bibliography

1. Ambrose, South., Bridges, M., Lovett, G., DiPietro, M., & Norman, Yard. (2010). How learning works: 7 enquiry-based principles for smart teaching. San Francisco, CA: Jossey Bass.
2. EDUCAUSE (2005). Potential Learning Activities. Retrieved April 7 2017, from EDUCAUSE website: https://net.educause.edu/ir/library/pdf/NLI0547B.pdf.
3. Fink, D. 50. (2005). Integrated course blueprint. Manhattan, KS: The Idea Center. Retrieved from http://ideaedu.org/wp-content/uploads/2014/eleven/Idea_Paper_42.pdf.
4. Gagne, R. M., Wager, Westward.Westward., Golas, Yard. C. & Keller, J. M (2005). Principles of Instructional Design (5th edition). California: Wadsworth.
5. Gredler, Thousand. E. (2004). Games and simulations and their relationships to learning. In D. H. Jonassen (Ed.), Handbook of inquiry for educational communications and engineering (2nd ed., pp. 571-82). Mahwah, NJ: Lawrence Erlbaum Associates.
6. Richardson, J.C., & Swan. Chiliad. (2003). Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks vii(1), 68-88.
7. Schuell, T.J. (1986). Cerebral conceptions of learning. Review of Educational Inquiry, 56, 411-436.

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

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