Steps to Lesson Planning

Teaching Techniques II

What happens during a lesson?
The steps to lesson planning have stood
the test of time. Here is a brief description
of each.
Understanding these components will add
to your understanding of how to plan a
lesson.
Anticipatory Set
Opportunity for the minds of learners to
bring forward previous learning.
An effective set will focus the learners on
task, provide meaning and engage the
learners.

Anticipatory Set (focus)
Examples:
Review main ideas of yesterdays lesson which will be extended
today.
Give synonyms for words, when the objective is improvement of
creative writing.
A short activity or prompt that focuses the students' attention before
the actual lesson begins.
demo
Used when students enter the room or in a transition.
A hand-out given to students at the door
review question written on the board
"two problems" on the overhead are...
Objective Purpose
States what the student will be able to do and
why it is important.
In behavioral terms
The vocabulary, skills, and concepts the teacher
will impart to the students
the "stuff" the students need to know in order to be
successful.
An instructional objective is a picture of the
learners after instruction.
Objective Purpose
Examples:
The purpose of today's lesson, why the students
need to learn it, what they will be able to "do",
and how they will show learning as a result are
made clear by the teacher.
Given a decimal fraction, the learner will
demonstrate understanding of the decimal
fraction by writing an equivalent proper fraction.
Input
What you are going to teach.
Somehow students need to get some
information.
Two important questions to ask yourself.
What information is needed?
How will the information be delivered?

Input
Examples
Teacher Talks
Notes
Videos
Books
Magazines
News Paper
Internet


Independent work
Small group work
Demonstrations

Modeling
Using visual techniques.
Matching visual to the verbal.
Students need to see an accurate example of
the product or process being taught.
The teacher shows in graphic form or
demonstrates what the finished product looks
like.
Shows students how to do a particular technique
A picture is worth a thousand words
Modeling
Examples
Demonstrations
Examples in everyday life
Pictures or video
Guided Practice
Time should be provided in class for the
student to practice the concept or skill
while the teacher is present and can
monitor the students.
The teacher leads the students through
the steps necessary to perform the skill
using the tri-modal approach.
hear/see/do.
Independent Practice
This is the time outside of class when the
student will work on the learning without
teacher assistance.
Students work on their own.
Sometimes in class or not
Homework
Monitor and Adjust
Teacher needs to plan for some means to check the
understanding of individual students as well as the entire
class.
Check for understanding
The teacher uses a variety of questioning strategies to
determine "Got it yet?" and to pace the lesson - move
forward?/back up?
Sampling the class, oral quizzing
Signaling private responses
Read student cues
Deer in the headlight eyes
Direct Observation
Closure
A review or wrap-up of the lesson.
"Tell me/show me what you have learned
today".
Students summarize the essential learning
that took place during the class.
Set up the anticipator set for the next day.
Future directive
Lesson Design
When to use all the steps or
not to use all the steps
Lesson design is one way a teacher might
plan a lesson.
Only the teacher can decide whether this is
an appropriate plan for a particular lesson.
Prerequisites:
Students have been diagnosed
Can be formal, informal, intuitive
A clear objective is in mind
A task analysis has identified critical attributes of
the learning
The following may be situations in which the
teacher might choose to use all the steps just
described.
New learning
Not familiar with students abilities,
background, or experience
Students who dont catch on as readily as
most.
Learning is of the high thinking levels
Learning is at a high degree of difficulty
Remedial teaching
The following may be situations in which the
teacher might not choose to use all the steps just
described.
Review, maintenance, practice
Building on previous learning (transfer)
Students are operating at an independent level.
Students are using the inquiry method.
Previous student performance indicates not all
steps are needed.
Lesson is extended over more than one day