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WILMU Effective Lesson Planning - The Roadmap

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Michele Brewer, Ed.D.

on 16 August 2016

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Transcript of WILMU Effective Lesson Planning - The Roadmap

Effective Lesson

The first rule in teaching and learning is to remember that there is not one and only one way to develop a roadmap...
WILMU has developed a roadmap to help you in the construction of a lesson plan.
Since many schools approach lesson design utilizing various terminologies, this roadmap provides a structure based upon the College of Education’s Program Competencies.
Although responding to each question within the WILMU roadmap is not essential, you should consider those that are appropriate, practical, and useful for your lesson.
Begin with the Standards...

Know your Standards (CC, NGSS etc.)
Browse the Standards section on TaskStream
First determine what is it you want to teach and WHY!
What do you want the learner to know (skills), understand and be able to do (perform) as a result of the lesson?
Consider past and future lessons as learning is to be a part of a continuum.
Consider the major concepts..."the big ideas"...the transferable information in this lesson that makes it worth teaching.
No one can be an effective teacher unless you engage the students...
and our students today are a new kind of learner...
Our students must be engaged with tools they use on a daily basis in order to become inventive, creative thinkers.
Common Core/NGSS Standards
Clearly stated objective(s) reworked into Lesson Essential Question(s).

DE Standard - Photosynthesis and cellular respiration are complimentary processes to the flow of energy and the cycling of matter in ecosystems.

Lesson Essential Question (Objective) - What is the relationship between photosynthesis and cellular respiration?
Many teachers often ignore or skip this step in planning, but to stay organized and have everything you need, it is an essential part of planning.
Specific academic vocabulary MUST be taught.
For example, effective teachers use "non-linguistic representation" (concept maps, mind maps, images, videos, graphic organizers) when teaching new vocabulary.

This allows students to represent their own thinking and recall what they have learned (Marzano, Pickering, & Pollock, 2001).
Instead of asking students what they think a word means (when introducing new vocabulary), ask them to create a visual hypothesis or inference.
Foster cooperative learning. Encourage students to work in small teams when they are constructing nonlinguistic representations. Students' questions and discussions will help them communicate and refine their thinking.
Are the students interested and ready to engage?
(Warm Up, Anticipatory Set, Activating Strategies, Mindset, Content Introduction, Bell Ringer)...

Should be meaningful - connected to a previous lesson
Plan, plan, and then plan some more!

Develop your plan so that anyone could walk into your room in an emergency situation and teach your lesson. Details! Details! Details!
content, process, product, learning environment

Not all of your students will be able to learn or perform the same.
Plan to teach for diversity (race, culture, ethnicity)!

Plan for Assessment:
Students should be assessed during the lesson (formative) and at the end of the unit/collection of lessons (summative).
The design is structured around carefully constructed questions meant to guide your thinking as you prepare for instruction.
Consider your objective(s) for the lesson:

Objectives are written in statement form as required in student IEPs; however, due to brain based learning all learners need to be guided by a question rather than a statement.
This is called the "Lesson Essential Question" which is your next step in the planning process.
By following a standards-based model for learning, teachers can monitor student performance and plan focused instruction to meet the specific needs of all learners.
Instructional Strategies

(What are the desired outcomes?)

Plan for student engagement!

(Learning Activites, Guided Practice, Distributed Guided Practice)

Plan opportunities for students to practice new skills and discover the answers to the EQ!

Provide opportunities for "ALL" learners to articulate their learning!
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