FROM DR. MAGDT TO ALL DIPLOMA , MA, AND PHD SS

1. EFFECTIVE LESSON
PLANNING

2. A teacher who is
attempting to teach
without inspiring the pupil
with a desire to learn is
hammering on a cold iron.
Horace Mann

3. INTRODUCTIONS
Name
School and position
What are the qualities of
effective teaching?
(What must a teacher know
and be able to do?)
BRAINSTORM A LIST

4. EFFECTIVE TEACHERS…
Know the content
Understand the
development of the
student
Value the diversity
of the students
within the class
Plan strategic
lessons using
research-based
practices
Use multiple
assessments to
evaluate progress
Create a suitable
learning
environment
Adapt and modify
instruction
Use effective
communication
Collaborate with all
members of the
learning community
Engage in sustained
professional growth
experiences

5. A VISION OF
TEACHING
Connect the dots in the puzzle using
only four straight lines without lifting
your pen/pencil off of the paper.
How does this relate to our
teaching?

6. INSTRUCTIONAL PLANNING AND
STRATEGIES
Plans are developed to provide students
with meaningful learning experiences
Plans connect to related learning
opportunities
Teaching is based instructional strategies
that focus on best practice and research
Teaching is supported by strategies that
foster interest and progress

7. THE DISTRICT POLICY
Plans are a legal document
Usually required weekly to the
supervisor
Plan books (district, purchased, self-
made notebooks)
Substitute plans
Must include
 CCCS
 Objectives
 Needed materials
 Teacher’s editions pages, student pages
 Short description activities

8. GOOD PLANNING
Keeps the teacher and students on track
Achieves the objectives
Helps teachers to avoid “unpleasant”
surprises
Provides the roadmap and visuals in a logical
sequence
Provides direction to a substitute
Encourages reflection, refinement, and
improvement
Enhances student achievement

9. POOR PLANNING
Frustration for the teacher and
the student
Aimless wandering
Unmet objectives
No connections to prior learnings
Disorganization
Lack of needed materials
A waste of time
Poor management

10. A GOOD LESSON
INCLUDES
Objectives
Pre-assessment
List of materials
Warm-up and introduction
Presentation
Practice
Evaluation
Closure
Application

11. LET’S BEGIN…
The format of a
lesson should..
 Go one step at a
time
 Have a picture for
every step
 Have a minimal
reliance on words
An effective lesson plan is a set of plans for building
something – it “constructs” the learning.

12. The greater the structure of a
lesson and the more precise
the directions on what is to be
accomplished, the higher the
achievement rate.
Harry Wong, The First Days of Teaching

13. PRE-ASSESSMENT
What are the characteristics of the
learners in the class?
What do the students already
know and understand?
How do my students learn best?
What modifications in instruction
might I need to make?

14. OBJECTIVES
A description of what the student
will be able to do at the end of the
lesson
Provides alignment with district
and state goals (Uses CCCS)
Use behavioral verbs to describe the
expected outcomes (ACTION)
No-no’s: appreciate, enjoy,
understand, love, etc.

15. MATERIALS
Plan! Prepare! Have on hand!
 Murphy’s Law
Envision your needs.
List all resources.
Have enough manipulatives (when
needed) for groups or individuals.

16. WARM-UP AND
INTRODUCTION
Grab the attention of the students
PROVIDES THE INTEREST/MOTIVATION factor
Set the tone for the lesson connected to the
objective
 A question
 A story
 A saying
 An activity
 A discussion starter
BE CREATIVE

17. PROCEDURES AND
PRESENTATION
Sets up a step-by-step plan
Provides a quick review of
previous learning
Provides specific activities to
assist students in developing the
new knowledge
Provides modeling of a new skill
 A picture is worth a thousand words.
 I hear, I see………..I do!

18. LEARNING ACTIVITIES
Graphic organizers
Creative play
Peer presenting
Performances
Role playing
Debates
Game making
Projects
Cooperative
groups
Inquiry learning
Direct instruction
Differentiation
Direct Instruction

19. PRACTICE
APPLYING WHAT IS LEARNED
Provide multiple learning activities
Guided practice (teacher controlled)
Use a variety of questioning strategies
to determine the level of understanding
Journaling, conferencing
Independent practice
Practice may be differentiated
BUILD ON SUCCESS

20. CLOSURE
Lesson Wrap-up: Leave students
with an imprint of what the lesson
covered.
Students summarize the major
concepts
Teacher recaps the main points
Teacher sets the stage for the next
phase of learning

21. EVALUATION
Assess the learning
 Teacher made test
 In-class or
homework
assignment
 Project to apply the
learning in real-life
situation
 Recitations and
summaries
 Performance
assessments
 Use of rubrics
 Portfolios

22. REFLECTION
What went well in the lesson?
What problems did I experience?
Are there things I could have done
differently?
How can I build on this lesson to
make future lessons successful?

23. THE SUBSTITUTE…
NOW WHAT?
The Key to substitute success – DETAILED
LESSON PLANS
 Discipline routines
 Children with special needs
 Fire drill and emergency procedures
 Helpful students, helpful colleagues (phone
#’s)
 Classroom schedule
 Names of administrators
 Expectations for the work
 Packet of extra activities

24. A teacher is one
who brings us
tools and enables
us to use them.
Jean Toomer