Lesson Plans / The Planning Process
Excellent lesson plans are the result of an orderly process. This general outline for lesson plans is a skeleton for generating learner centered lesson plans. It guides the teacher through the lesson planning process for any education venue including church, school or college.
- Gain attention
- Get buy in on the objective(s)
- Provide input
- Model or demonstration the desired result
- Guided practice
- Evaluate performance and cycle back if needed
- Show additional applications
- Independent practice in the various areas of application
- Evaluate performance and cycle back if needed
- Affirmation of mastery.
- Gain attention
- Get buy in on the objective(s)
- Establish the need to know (often anecdotal).
- Make a clear statement of the objective(s).
- Explain the method to be used to learn this.
- Provide needed input
- Review previous knowledge
- Point to sources
- Give guidelines for using these sources
- Present unique material
- Summarize
- Model or demonstrate the desired result
- Guided practice
- Evaluate performance and cycle back if needed
- Show additional applications
- Independent practice in the various areas of application
- Evaluate performance and cycle back if needed
- Affirmation of mastery.
There is no point in doing anything until they are "listening".
It is much easier for the students to learn when they know what it is they going to be learning and why it is a good ideal to learn this material, skill or affection.
It is good to state objectives in the affective domain. For example say, "I hope that as a result of the lesson that you will excited about participating in ... "
In most cases there will be additional knowledge that the learner will need in order to meet the new objective(s). Here is where in the lesson you point them to that knowledge (discovery learning/constructivism) or present it to them (instuctivism).
A common failure in post-secondary education is to spend all the time and energy here, thereby failing to complete the process.
Do it for them yourself so they can see how it is done.Telling them how to do it is not adequate, they need to "see" it being done.
Now get them to do it while you watch and coach.
As you are guiding them through this practice look for problem areas. Then go back to the point in the process where the failure is located and proceed from there.
Now that they can do it with your guidance, show or tell them about other areas where this may apply.
Now get they to try it on their own with out your aid.
Now check see how well they can do it one their own. When you spot problems go back to place in the process where the failure is located at proceed from there.
If you want them to remember what they have learned and come back for more, then let them know that they have learned and that you are proud of them.