Effective Lesson Planning

There are three main types of lesson plans:

Direct Instruction--Use when there is specific information that needs to be taught in a direct way.
Guided Learning--Use when the lesson lends itself to guiding the students through a process.
Inquiry--Use when you want your students to discover an answer to a question or solution to a problem.

Following are lesson plan formats that can be helpful in planning these types of lessons:

Direct Instruction

Developed by Madeline Hunter

1. Anticipatory Set

Attention is focused on the learning. Readiness for instruction is developed. (3-5 minutes)

2. Objective and Purpose

Readiness is further extended by informing students of objectives (what they will learn) and purpose (why it is important).

3. Instruction

Information needed in order to achieve the objective, comprehend the concept, and acquire the skill is provided.

4. Modeling

Concept, skill or process being taught is visually and/or verbally illustrated.

5. Checking for Understanding

Teacher checks for understanding by obtaining feedback from students. They may be asked to respond orally, in writing, or by performing a task. Instruction is adjusted accordingly.

6. Guided Practice

Before having students function independently, have them perform some samples of the task.

7. Independent Practice

Students develop fluency by practicing independently. The teacher arranges these experiences to ensure application of principles of effective practice.

8. Closure

This section should wrap up the lesson and clarify the learning in each student’s mind. They may get to practice the learning one more time, or perhaps describe what they learned in their own words.

Guided Learning

Introduction

Attitude Orientation

1. Raise attention and reduce distracters.

2. Pique interest in the topic and the task.

3. Motivate for sustained effort.

Schema Orientation

1. Activate relevant background knowledge.

2. Correct misconceptions.

3. Provide necessary new ideas and facts.

4. Establish a sense of organization, sequence and transfer.

Activity Orientation

1. Establish purpose/objective for the activity.

2. Remove obstacles and alert to hurdles

3. Pre-teach key concept or vocabulary

4. Model procedure for the activity

Activity

Do the activity. Provide for fast finishers.

Response

(Choose one or more of the following)

Follow up:

Give a closure to the activity by reviewing the purpose/objective.

Discussion:

Regroup and discuss the learning and review the purpose or objective.

Integration:

Make connections between other learning and this activity. Write or record in a journal the learning process.

Inquiry

Launch

The teacher poses a problem or asks a question. The students actively listen and ask clarifying questions. The problem or question must be open-ended with multiple paths to solutions or multiple solutions. Although the objective is not stated at the beginning of the lesson, the teacher’s objective is tied to the state core and is clear and conceptual.

Explore

The teacher provides a variety of manipulatives, hands-on supplies and/or materials, technology, charts, graphs, table, etc. The students build their own understanding of the conceptual purpose/objective of the lesson by working individually or in collaborative groups. The teacher facilitates, asks questions and assesses the learning. The students are questioning, explaining and justifying their thinking.

Summarize

The teacher and students discuss the paths and solutions of the problem or question. The students hypothesize and generalize regarding the solutions. The teacher facilitates a discussion of correct and incorrect hypotheses. This should lead to the purpose/objective of the lesson. Posing a related problem or question will provide appropriate practice.

Optional Format:

*Example/Non-examples

*Questions to Guide

*Student Hypothesis

*Validation

*Practice