every year for the last six years, i’ve worked with over 50 teachers to help them become outstanding planners and teachers. in fact, it’s very easy to fall into one of the twin-sins of planning: the alternative is backwards planning: taking time to get excessive clarity about what you want your students to have learned by the time they walk out the door at the end of the lesson. “i have 4 [lessons to plan], and zero patience for the sort of purposeless googling that my planning used to involve.” — michael pershan don’t waste time designing overly complex learning experiences. select the activity which gets your students to the end point as directly as possible. get into the habit of asking yourself: what is the least my students (or i) need to do to help them learn x? what is the least amount of information i need to give them before they can get started?
this is almost impossible to do without reliable and efficient methods of assessing pupil progress. we want to go beyond lesson learning, and build lasting learning. the next time you sit down to plan, consider the following: increase your impact further by looking for points in your lesson where students are likely to struggle, make mistakes or develop misconceptions. instead, become sensitive to them them, and expose and address them head on when they arise. the relationship between lessons is just as important as what happens within them. get into the habit of: “the star teachers of the 21st century will be those teachers who work everyday to improve teaching — not only their own, but that of the whole profession.” — james stigler sharing your planning and practice not only brings fresh eyes to old problems and helps us articulate what we’re doing and why, but it also spreads our understanding of what works (and what doesn’t) amongst our profession. if you’ve got ideas for how to improve this guide, reach out to him on twitter.
these 10 simple tips for creating lessons are the key insight that underpins all of these tips is that learning is both a cognitive and a social activity. lesson designers must take the social aspects of learning into account if they are to create effective lessons; we discuss this further in the final tip (“make lessons inclusive”). this is one of the many reasons that reading slides verbatim is ineffective: not only is the reader not adding value, they are actually adding to the load on learners whose brains are trying to check that the spoken and written inputs are consistent. what works better is to give them a short problem—one that can be done in 1–2 minutes so as not to derail the flow of the lesson and that will help them uncover and confront their misconceptions about the topic being taught.
a final round of additional explanation and discussion after the correct answer is presented gives students one more chance to solidify their understanding. the first example in the series is a complete use of a problem-solving strategy; each subsequent example gives the learner more blanks to fill in. as  describes, the biggest motivators for adult learners are their sense of agency (i.e., the degree to which they feel that they’re in control of their lives), the utility or usefulness of what they’re learning, and whether their peers are learning the same things. the most important step is to stop thinking in terms of a “deficit model,” i.e., to stop thinking that the members of marginalized groups lack something and are therefore responsible for not getting ahead. no matter which strategy is chosen, the first steps should always be to ask your learners and members of their community what they think you ought to do and to give them control over content and direction.
a successful lesson plan addresses and integrates these three key components: objectives for student learning; teaching/learning activities; strategies to the effective lesson objective clearly states for students the specific skill or concept they are expected to learn, the conditions under which establish a positive classroom environment. make the classroom a pleasant, friendly place; accept individual differences ; begin lessons by giving clear, lesson plan meaning, lesson plan meaning, what would help make today’s lesson more effective, lesson delivery methods, lesson delivery examples.
an effective lesson gets students thinking and allows them to interact and ask questions, tap into their background knowledge, and build new 1. start with the end in mind. 2. take the shortest path. 3. assess reliably and efficiently. 4. build learning that lasts. 5. anticipate 5 essential teaching strategies to deliver an effective lesson 1. have an objective 2. model your expectations 3. actively engage students 4, lesson plan example, importance of lesson plan for effective classroom teaching, how to write a lesson plan, how to lesson plan for new teachers. what is an effective lesson? what are the elements of an effective lesson? how do you deliver an effective lesson? what makes a lesson successful?
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