Daily Lesson Plans
Purpose
Lesson plans are not written for teachers to read to the class. They are used to structure the lesson and to help with the flow of the class, especially when something has occurred to distract everyone, including the teacher.
Thinking Parts
Lesson plans are first of all a thinking process. This thinking process basically is completed in four parts.
First, determine the curriculum; that is, what the children will learn, what they will be able to do upon completing the activities or work of the lesson.
Second, determine what the students already know, before beginning the lesson, that can lead into the new curriculum of the day.
Third, determine at least one way to assist the students in learning the new curriculum.
Fourth, determine at least one way to evaluate the learning outcomes of the students.
Written Format
There are many different formats that can be used to write daily lesson plans. Formats that are most useful are very simple to follow and are well structured. An outline format can be used very easily during class for quick references by the teacher. It can be followed and accessed very quickly by the teacher in case there is a distraction or in case the teacher loses his (her) train of thought.
The following is one type of outline format for writing daily lesson plans.
First, write the student academic behavioral learning objective based on the thinking parts above (especially the first and fourth steps; that is, what the students will be able to DO upon completing the lesson, and what student academic knowledge will be evaluated as a result).
Second, follow steps A, B, and C as follows.
A: What the students already know when they enter the lesson(prerequisites)
Review any prerequisite knowledge that will lead easily into the new curriculum.
B: Core lesson (what the teacher and the students do)
Be sure to include the exact examples, problems, projects, or activities that will be used.
C: The NEW curriculum that whenever the students exit the lesson they know it (objective of the lesson)
Review and stress again all of the most important points of the core lesson.
Note: The thinking parts involve thinking about A, B, and C above in this order. First determine C, then determine A (pretest if necessary), and finally determine and develop B :)
Purpose
Lesson plans are not written for teachers to read to the class. They are used to structure the lesson and to help with the flow of the class, especially when something has occurred to distract everyone, including the teacher.
Thinking Parts
Lesson plans are first of all a thinking process. This thinking process basically is completed in four parts.
First, determine the curriculum; that is, what the children will learn, what they will be able to do upon completing the activities or work of the lesson.
Second, determine what the students already know, before beginning the lesson, that can lead into the new curriculum of the day.
Third, determine at least one way to assist the students in learning the new curriculum.
Fourth, determine at least one way to evaluate the learning outcomes of the students.
Written Format
There are many different formats that can be used to write daily lesson plans. Formats that are most useful are very simple to follow and are well structured. An outline format can be used very easily during class for quick references by the teacher. It can be followed and accessed very quickly by the teacher in case there is a distraction or in case the teacher loses his (her) train of thought.
The following is one type of outline format for writing daily lesson plans.
First, write the student academic behavioral learning objective based on the thinking parts above (especially the first and fourth steps; that is, what the students will be able to DO upon completing the lesson, and what student academic knowledge will be evaluated as a result).
Second, follow steps A, B, and C as follows.
A: What the students already know when they enter the lesson(prerequisites)
Review any prerequisite knowledge that will lead easily into the new curriculum.
B: Core lesson (what the teacher and the students do)
Be sure to include the exact examples, problems, projects, or activities that will be used.
C: The NEW curriculum that whenever the students exit the lesson they know it (objective of the lesson)
Review and stress again all of the most important points of the core lesson.
Note: The thinking parts involve thinking about A, B, and C above in this order. First determine C, then determine A (pretest if necessary), and finally determine and develop B :)
No comments:
Post a Comment