Designing Lessons to Enhance Student Learning…

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Designing Lessons to Enhance Student Learning
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Todays Agenda

• Welcome and Introductions
• Planning for Instruction
• Lunch
• Work Session
• Sharing

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Why Plan?
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What is a lesson plan?

• Teachers guide
• Design for the learning of the student
• Series of student centered learning
• Focused on what the student needs to know and be
  able to do
• Covers one day or several days
• Allows for the teachable moment

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Experienced Teacher Standards

• Demonstrates Professional Leadership
• Demonstrates Knowledge of Content
• Designs and Plans Instruction
• Creates and Maintains Learning Climate
• Implements/Manages Instruction
• Assesses and communicates Learning Results
• Collaborates with Colleagues/Parents/Others
• Engages in Professional Development

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Performance Criteria for Designs and Plans
Instruction Standard 3
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Performance Criteria for Standard 3

• Focuses instruction on one or more of KYs
  learning goals and academic expectations
• Develops instruction that requires students to
  apply knowledge, skills, and thinking processes
• Integrates skills, thinking processes, and
  content across disciplines
• Creates/utilizes learning experiences that
  challenge, motivate, and actively involve the
  learner
• Creates and uses learning experiences that are
  developmentally appropriate for learners

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Performance Criteria for Standard 3

• Develops and incorporates strategies that address
  physical, social, and cultural diversity and that
  show sensitivity to others
• Arranges the physical classroom to support the
  types of teaching and learning to occur
• Includes creative and appropriate use of
  technology to improve student learning
• Develops and implements appropriate assessment
  processes

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Performance Criteria for Standard 3

• Secures/uses a variety of appropriate school and
  community resources to support learning
• Develops/incorporates learning experiences that
  encourage students to be adaptable\, flexible,
  resourceful, and creative
• Uses knowledge required from past teaching
  experiences to anticipate instructional
  challenges

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How much time does the average teacher spend
planning?

• Elementary Teachers spend 8.3 minutes of planning
  time per lesson.
• Middle and High School Teachers spend 13.5
  minutes of planning time per lesson.
• Mayerson Academy, Cincinnati

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Two Types of Assignments

• Ineffective Assignments
• The teacher tells the class what is to be covered
• Chapter 7 Moby Dick long division ecosystems
• Effective Assignments
• The teacher tells the students what they are to
  have accomplished or mastered at the end of the
  lesson
• Teach with the end in mind

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Creating Effective Assignments

• Think what you want the students to accomplish
• Write each step as a single sentence.
• Write in simple language
• Duplicate the list of steps and give it to the
  students

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• To teach for learning, use words, especially
  verbs, that show learning has taken place.
• Blooms Taxonomy
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• evaluation

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Effective Assignments

• Must have structure and be precise
• Structure
• The assignment must have a consistent and
  familiar format that the students can recognize
  as their assignment
• The assignment must be posted daily in a
  consistent location BEFORE students enter the
  room
• Preciseness
• The assignment must state clearly and simply what
  the students are to ACCOMPLISH

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Thinking About Lesson Planning

• Who Am I Planning For?
• What Am I Supposed To Do?

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The Correct Question

• DONT ASK What am I going to cover tomorrow?
• DO ASK What are my students going to learn,
  achieve, and accomplish tomorrow?
• The role of the teacher is not to cover. The
  role of the teacher is to UNCOVER.

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• Learning has nothing to do with what the teacher
  COVERS.
• Learning has to do with what the student
  ACCOMPLISHES.

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If the classroom is a fish bowl

• Piranha
• Catfish
• Goldfish

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Piranha..

• Are usually the trouble-makers
• Can be passive aggressive or overtly aggressive
• Have negative attitude
• Have attendance problems
• Are at risk
• Etc., etc., etc

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Catfish..

• Go with the flow
• Are usually good-natured, but have limited
  motivation
• Are social beings
• Tend to cooperate follow MOST rules
• Perform to the average or just enough to stay out
  of trouble with mom/dad
• Etc., etc., etc

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Goldfish..

• Are in the top 10-15 of their class
• Are teacher pleasers
• Are highly motivated to perform well
• Show enthusiasm for learning
• May be over achievers and /or high achievers
• Etc., etc., etc.

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Pre-Planning Strategies

• Determine the learning styles of your students
• Determine reading levels/skills of students
• Inventory access to technology
• Connect writing to what is being taught
• Focus on academic expectations and core content
• Establish a variety of instructional strategies

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Essential Questions

• What do I want all students to know and be able
  to do at the end of this lesson?
• What will I do to cause this learning to happen?
• What will students do to facilitate this
  learning?
• How will I assess to find out if this learning
  happened?
• What will I do for those who show through
  assessment that the learning did not take place?

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Think-Pair-Share

• Best Practices in Lesson Planning
• Some Guiding Principles
• Adapted From 63 Ways of Teaching or Learning
  Anything by Gary Phillips and Maurice Gibbons

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Thinking It Through

• Lesson Content
• Learning Level
• Instructional Methods, Materials, Activities
• Student Activities
• Evaluation Tools, Strategies, Activities

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Getting to Know Your Format

• Examine the Sand Gap Elementary Lesson Plan Format

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The Lesson Plan Rubric

• Academic Focus
• Instructional Strategies
• Student Engagement
• Writing Strategy
• Reading Strategy
• Technology Strategy
• Assessment Strategy

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Try It!

• Design lessons for the unit developed.

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TRY IT!