lesson planning importance essay

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The latest news and views on education from oxford university press., why is planning so important for effective teaching.

Professor Chris Kyriacou

I have spent more than 30 years teaching about and doing research on what constitutes ‘effective’ teaching. Over the years I have become more and more convinced that the key to being a successful teacher, both in terms of the quality of learning you promote, and in terms of maintaining your own mental health and enthusiasm for the work you do, is to make sure you devote enough time to planning . Of course, we all know that teaching is a complex activity and involves a wide variety of tasks and qualities, but in my dealings with teachers, ranging from novices to experienced, I still come across many teachers who do not devote enough time to planning and haven’t fully realised the massive benefits that good planning offers, and how it can really help them.

How and why is your teaching effective?

As teachers, we know that teaching is, in essence, about helping pupils to learn. Careful thinking about what it is exactly that you want your pupils to learn, and how best to enable your pupils to achieve this through the learning experiences you provide for them, lies at the heart of the planning process. All successful teachers need to be pupil focused; in other words, you have to think about how the learning activity you have set up will be experienced by each pupil, and how this experience will generate your intended learning outcomes. you’ll find that the planning process forces you to make explicit how and why your teaching will be effective for every one of your pupils.

Golden Time

Lesson plans also provide a huge number of important benefits for you. Firstly, a lesson plan helps provide you with thinking time during the lesson. In particular, it enables you to reflect on how the lesson is going whilst it is in progress, and to think about whether and how small adjustments might need to be made, and time to think about how well each pupil’s learning experience is being optimised. Thinking time during a lesson is like gold-dust – it’s the most valuable commodity that a teacher needs to have and is often in short supply. Good planning means that the many decisions that you need to make during a lesson, have already been thought through before the lesson take place. If you’ve planned the learning, and the logistical arrangements for the lesson in advance then you’ll have more time to get on with the business of  assessing pupils’ progress whilst the lesson is going on – and you’ll buy yourself some golden time to deal with the unexpected.

Plans help relieve day to day stress

A second important benefit for you is in terms of stress. For newly qualified teachers, you can go into a lesson confident that you have planned what will be happening, that the materials you need to use have been checked and are to hand, that the correct answers to the questions you pose are readily available to you to refer to, and that the precise qualities and features you expect in a good piece of work will be explicit. The more you can do to build up that confidence at the start if the lesson, based on your planning, the more relaxed you will feel.

Try something new!

Finally, another great benefit of planning is that it enables you to be innovative and try out new approaches and ideas in your teaching. When busy and tired, it’s not surprising that some teachers stick with teaching activities that are tried and tested and which manifestly work successfully. There is nothing wrong with this over the short-term. The time and effort you put into planning your lessons will deliver rich dividends for your pupils in being able to experience lessons that you have homed to perfection. However, time marches on, what and how you teach today will not be what is considered to be good practice in the future. The school curriculum is ever changing (and, of course, the new Ofsted Inspection Framework will be on many teachers’ minds at the moment), be it in terms of the content of the course and lessons, the learning outcomes, the use of technology, the methods of assessment, and working with other staff.

Overhauling your planning can be a daunting challenge if you leave adopting such new approaches for too long. Devoting time to planning has an inbuilt element of reflection involved: how can I improve my teaching? Such reflection can help you stay at the forefront of innovative thinking and practice rather than feeling you are having to catch up with good practice under duress.

Professor Chris Kyriacou is based at the University of York Department of Education, and is the author of “Essential Teaching Skills” , the fifth edition of which was published by Oxford University Press in 2018.

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The importance of lesson planning for student success.

Navigate the educational landscape and unlock the secrets to successful teaching with our blog on lesson planning for student success. Explore its significance to teachers and understand why a lesson plan is important in teaching. This comprehensive guide outlines the importance of lesson planning for teachers and provides valuable insights into creating well-structured plans that resonate with curriculum goals. Immerse yourself in strategic lesson planning for a transformative teaching experience that fosters student success and educator growth.

Lesson Planning Is Essential to Teaching

Any experienced teacher will tell you that lesson planning is a big part of the job. Teachers around the world routinely spend as much as half of their working time on non-teaching activities, and lesson planning accounts for much of that time. 1, 2

Lesson planning is how teachers synthesize the curriculum goals with pedagogy and knowledge of their specific teaching context. 3 Ask ten teachers about the benefits of lesson planning, and you might very well get ten unique answers. There are also different opinions about how far ahead a teacher should plan lessons. Some recommend working a week out, while others advocate planning a month ahead. 4, 5

In the end, though, creating successful learning outcomes for students is the goal. Although well-designed lesson plans take time and thought, it's an investment that can provide returns in many ways. Explore the elements to consider when creating lesson plans and what factors teachers can include in planning to assure success for themselves, their classrooms and, most importantly, their students.

The Many Reasons Why Lesson Planning Is Important

Effective lesson planning contributes to successful learning outcomes for students in several ways. A well-designed lesson plan:

• Helps students and teachers understand the goals of an instructional module
• Allows the teacher to translate the curriculum into learning activities
• Aligns the instructional materials with the assessment
• Aligns the assessment with the learning goal
• Helps assure that the needed instructional materials are available
• Enables the teacher to thoughtfully address individual learning needs among students

Effective lesson planning can also contribute to the teacher’s own success and well-being. Teachers teach because they want to support students, and effective lesson planning can contribute to job satisfaction when a lesson is successful or a student does well on an assessment. Having a skillfully-planned lesson can also make the act of teaching more pleasurable by increasing the teacher’s confidence in themselves and letting them focus more on interaction with the students than on what is supposed to happen next. Importantly, good planning can save time by avoiding last-minute efforts to buy supplies or create materials needed for a day in the classroom. Teachers can use that reclaimed time for themselves or other parts of their lives, increasing work-life balance.

The Importance of Lesson Planning to Effective Curriculum Delivery

“Curriculum” is a word with many meanings, depending on the context. At the most abstract level, curriculum theory addresses such different aspects of teaching as what elements are included in the course of study, along with considerations of how it is taught and tested. See “What Are the 8 Types of Curriculum?” for more on curriculum theory.

Some curricula are more detailed and structured than others. 6 Regardless of the level of detail, the importance of lesson planning is that it bridges the curriculum’s intent with the daily teaching and learning in a classroom. At a minimum, lesson planning adds the element of time, breaking the curriculum into units delivered each session. Usually, though, teachers incorporate their training and knowledge of their students into the task, translating a previously developed curriculum into an action plan for their classroom.

The Importance of Lesson Planning to Student Assessment

The lesson plan translates the curriculum into clear daily goals for student learning that include a description of the objective and a way to measure the student’s attainment of it. 7 A few standard measurement methods are tests, homework assignments and group work. One benefit of the lesson plan is fitting the assessment to the particular goal while accounting for your specific situation. Some educational writers argue that teachers should design the evaluation before designing the learning activities.4 Working outward from the central idea of the learning objective allows teachers flexibility in choosing the type of assessment that will best suit their students and the classroom environment.

Why Lesson Planning Is Important for Classroom Management

Building the lesson plan outward from your learning goals also offers much-needed flexibility in adapting instructional delivery and classroom management during uncertain times. Classes that move from onsite to online or hybrid require different delivery methods, requiring adjustments to existing plans. Such situations highlight the importance of lesson planning in keeping the class moving smoothly from task to task regardless of the learning environment. Advance lesson planning also minimizes the need for discipline and allows you to make the most of your time with students.

Better Lesson Planning Creates More Student Success

Student success and good behavior are more likely when your pupils are actively engaged in classwork. A thoroughly planned lesson facilitates that desirable state by considering unique student educational needs. “All successful teachers need to be pupil-focused; in other words, you have to think about how the learning activity you have set up will be experienced by each pupil, and how this experience will generate your intended learning outcomes.” 8

​​Better Lesson Planning Is Important for Teacher Success

Teacher success is predicated on student success. Beyond that, the documents you create as part of the planning process are usually part of your evaluation by school administrators. Therefore, having well-prepared and documented plans is an integral part of your success as a teacher. Your lesson plans also become a repository of your growing knowledge as you continue to teach. The importance of lesson planning in furthering your professional growth is undeniable. Cultivating good habits for preparing and reviewing your lesson plans prepares the ground for your success.

• Retrieved on January 20, 2022, from oecd-ilibrary.org/docserver/5js64kndz1f3-en.pdf?expires=1642704108&id=id&accname=guest&checksum=793A8F13FA53BD6FF0680CA7F2DDD448
• Retrieved on January 20, 2022, from businessinsider.com/teachers-time-spent-after-school-work-2019-10#planning-lessons-can-take-several-hours-a-week-4
• Retrieved on January 20, 2022, from tesol.org/docs/default-source/books/14002_lesson-planning_ch-1
• Retrieved on January 20, 2022, from edutopia.org/blog/9-ways-plan-transformational-lessons-todd-finley
• Retrieved on January 20, 2022, blog.planbook.com/lesson-plan-classroom-management/
• Retrieved on January 20, 2022, from https://www.edglossary.org/curriculum/
• Retrieved on January 20, 2022, from edutopia.org/article/how-universal-design-learning-can-help-lesson-planning-year
• Retrieved on January 20, 2022, from educationblog.oup.com/secondary/english/why-is-planning-so-important-for-effective-teaching

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The Importance of Lesson Planning: A Guide for Effective Teaching

The first step in creating a lesson plan is to outline the learning objectives. These objectives serve as the foundation for the entire lesson and provide a clear focus for teaching and learning. By ranking the objectives in terms of importance, instructors can prioritize what students need to know and understand by the end of the lesson. Clear and measurable objectives also ensure that students have a clear understanding of what is expected of them.

Once the learning objectives are established, instructors should develop an introduction that gauges students’ prior knowledge and generates interest in the topic. This introduction sets the stage for the lesson and helps students connect their existing knowledge to new information. By activating prior knowledge and capturing students’ attention, instructors can create a foundation for effective learning.

After the introduction, it is important to plan specific learning activities that cater to different learning styles and engage students in the material. This could involve using various teaching strategies, such as group work, discussions, hands-on activities, or multimedia resources. By providing different ways of explaining the material and encouraging active participation, instructors can enhance student understanding and retention.

Checking for understanding is another crucial step in lesson planning. Instructors should plan how to assess student comprehension by asking specific questions and anticipating possible student responses. This allows educators to gauge whether students have grasped the material and identify any misconceptions that may need to be addressed. By regularly checking for understanding, instructors can adjust their teaching strategies and provide additional support as needed.

A well-designed lesson plan should also include a conclusion that summarizes the main points covered in the lesson and previews the next lesson. This helps students consolidate their learning and make connections between different concepts. By providing closure and a preview of what is to come, instructors can create a sense of continuity and cohesion in their teaching.

Creating a realistic timeline is an essential aspect of lesson planning. Instructors should allocate sufficient time for each activity, allowing for flexibility and adjustments based on students’ needs. A realistic timeline ensures that all objectives are covered within the allocated time frame and allows for necessary modifications to accommodate unexpected challenges or opportunities for deeper exploration.

Presenting the lesson plan to students is an important step in keeping them engaged and on track. By sharing the agenda and learning objectives at the beginning of the lesson, instructors provide students with a clear roadmap of what will be covered and what is expected of them. This helps students stay focused and motivated throughout the lesson.

Reflection is a critical component of effective lesson planning. After each class, instructors should take the time to reflect on the lesson plan, considering what worked well and what could be improved. This reflection allows for continuous improvement and adjustments to ensure that future lessons are even more effective in promoting student learning.

In conclusion, lesson planning is a fundamental tool for instructors to create a productive learning environment. By outlining clear objectives, planning engaging activities, and checking for understanding, educators can guide their teaching and ensure effective student learning. Presenting the lesson plan to students and reflecting on its effectiveness allows for continuous improvement and enhances the overall learning experience. A well-crafted lesson plan is a valuable resource that benefits both students and instructors, promoting a positive and productive learning environment.

The Key to Effective Teaching: Creating Engaging Lesson Plans

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Khan Academy Blog

What High-Quality Lesson Plans Are and Why They Need to Be Available to Teachers at Every Stage of Their Careers

posted on October 4, 2023

By Aviv Weiss , Senior Product Marketing Manager for Educators at Khan Academy and former Teacher

Teaching is the world’s most important profession because it molds future generations. Teachers face the daunting task of educating students effectively and ensuring they grasp all the necessary concepts. To achieve this, teachers must utilize high-quality lesson plans. Lesson plans are vital in guiding teachers’ daily activities in the classroom, and they provide a framework for the course. 

In this blog, we will explore what a lesson plan entails, share tips for creating an effective lesson plan, cover the benefits of using lesson plans, and show how Khanmigo can help with the creation of lesson plans. 

So, What Is a Lesson Plan?

A lesson plan is a comprehensive guide that outlines the objectives and expected learning outcomes for a particular topic or class session. They provide essential details on what a teacher intends to teach, how they will teach it, and the methods they will use. Lesson plans break down complex topics into understandable pieces, making it easier for students to grasp the content and stay engaged in the learning process. And, they offer teachers and the broader instructional team a road map for the day. 

Tips for Creating Effective Lesson Plans

• Identify clear learning objectives for the class session: Clearly define what you want students to learn or achieve during the class session. This will serve as a guide for planning and delivering instruction effectively.
• Choose activities that align with the learning objectives: Select activities that directly support the identified learning objectives. These activities should engage students and provide opportunities for them to practice and apply what they have learned.
• Incorporate formative assessments to gauge student comprehension: Use ongoing assessments throughout the class session to monitor student understanding and progress. These can include quizzes, discussions, or other interactive activities that allow you to gather feedback and adjust instruction as needed.
• Anticipate potential questions and roadblocks to provide clarification: Anticipate common questions or areas where students may struggle to understand the material. Be prepared to provide clarification or additional examples to help students overcome these roadblocks.
• Reflect on the lesson plan’s effectiveness through pre- or post-class review: Before or after the class session, take time to review and reflect on the effectiveness of your lesson plan. Consider what worked well and what could be improved for future sessions. This reflection will help you continuously refine your teaching approach.

Common Mistakes to Avoid When Creating Lesson Plans:

• Lack of clear objectives: Failing to define specific learning goals can lead to confusion and ineffective instruction. For example, a lesson plan without clear objectives may result in students not understanding what they are supposed to learn.
• Overloading content: Including too much content in a single lesson plan can overwhelm students and hinder their ability to grasp key concepts. For instance, trying to cover multiple topics in one lesson may result in shallow understanding rather than deep learning.
• Ignoring student engagement: Neglecting to incorporate interactive and engaging activities can make the lesson dull and uninteresting for students. For instance, relying solely on lectures without any hands-on activities or group discussions may result in disengaged learners.
• Lack of differentiation: Failing to address the diverse needs and abilities of students can lead to exclusion and limited-learning outcomes. For example, a failure to provide alternative activities or resources for students with different learning styles may hinder their understanding.
• Inadequate assessment strategies: Neglecting to include appropriate assessment methods can make it difficult to gauge student learning and adjust instruction accordingly. For instance, relying solely on written tests without including formative assessments or projects may not provide a comprehensive view of student progress.

Use our AI prompts for better lesson plans

How can khanmigo help with the creation of lesson plans.

As mentioned earlier, Khanmigo is an AI-powered teaching assistant developed by Khan Academy. It is a particularly powerful instructional designer (i.e. lesson planner) and data analyst. .

Examples of Lesson Plans Generated by Khanmigo

Khanmigo : In this activity, we’ll talk about your class goals and develop a humanities lesson plan together! What topic and grade level would you like to focus on for this lesson? Teacher : Year 5, world history, ancient civilizations. Khanmigo : Fantastic! I’m thrilled to collaborate with you on a Year 5 World History lesson. Now, would you like to dive right in and see a rough draft of the lesson plan, or would you prefer to add more details to customize it to your classroom’s needs? Teacher : A rough draft would be great. Khanmigo : Alright, let’s dive right in! Here’s a rough draft for a Year 5 World History lesson focusing on Ancient Civilizations: Objectives/Standards: Understand the key characteristics of ancient civilizations. Identify the contributions of ancient civilizations to modern society. Essential Question: How have ancient civilizations shaped the world we live in today? Materials: Textbook or online resources on ancient civilizations Chart paper and markers for group work “Ancient Civilizations” by Jane Shuter (Year 5 appropriate text) Hook: Ask students: “If you could time travel, which ancient civilization would you visit and why?” Lesson Activities: Introduction: Review the class purpose and objectives. Discuss what an ancient civilization is and provide examples. Direct Instruction: Read aloud from “Ancient Civilizations” by Jane Shuter, focusing on the key characteristics and contributions of each civilization. Collaborative Practice: Divide students into groups and assign each group an ancient civilization to research. Each group will create a poster highlighting the key characteristics and contributions of their assigned civilization. Discussion: Each group will present their poster to the class. After each presentation, discuss how the civilization has influenced our world today. Assessment: Formative: Teacher will circulate during group work to assess understanding and provide guidance. Summative: Each student will write a short essay on how one ancient civilization has influenced a specific aspect of our modern world. Potential Higher-Order Thinking Questions: How might our world be different if this civilization had not existed? Can you identify any modern practices or technologies that originated from this civilization? Extension Activities: Students can research and present on lesser-known ancient civilizations. Students can create a timeline showing the rise and fall of different civilizations. Differentiation: For students who need additional support, provide a list of key characteristics and contributions to look for during their research. For advanced students, challenge them to compare and contrast two different civilizations. Would you like to add more details to customize this lesson, or does this draft meet your needs?

Khanmigo can do this for you in one click.

Lesson plans are at the core of effective teaching. In this blog, we have explored what a lesson plan entails, tips for creating effective lesson plans, and pitfalls to avoid. Additionally, we have shown how Khanmigo can help teachers create effective lesson plans and we provided examples of lesson plans generated by Khanmigo. Utilizing lesson plans allows teachers to harness the full benefits of their education experience, leading to better results in the classroom environment.

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Strategies for Effective Lesson Planning

Stiliana milkova center for research on learning and teaching.

A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.  Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components:

• Objectives for student learning
• Teaching/learning activities
• Strategies to check student understanding

Specifying concrete objectives for student learning will help you determine the kinds of teaching and learning activities you will use in class, while those activities will define how you will check whether the learning objectives have been accomplished (see Fig. 1).

Steps for Preparing a Lesson Plan

Below are six steps to guide you when you create your first lesson plans. Each step is accompanied by a set of questions meant to prompt reflection and aid you in designing your teaching and learning activities.

(1) Outline learning objectives

The first step is to determine what you want students to learn and be able to do at the end of class. To help you specify your objectives for student learning, answer the following questions:

• What is the topic of the lesson?
• What do I want students to learn?
• What do I want them to understand and be able to do at the end of class?
• What do I want them to take away from this particular lesson?

Once you outline the learning objectives for the class meeting, rank them in terms of their importance. This step will prepare you for managing class time and accomplishing the more important learning objectives in case you are pressed for time. Consider the following questions:

• What are the most important concepts, ideas, or skills I want students to be able to grasp and apply?
• Why are they important?
• If I ran out of time, which ones could not be omitted?
• And conversely, which ones could I skip if pressed for time?

(2) Develop the introduction

Now that you have your learning objectives in order of their importance, design the specific activities you will use to get students to understand and apply what they have learned. Because you will have a diverse body of students with different academic and personal experiences, they may already be familiar with the topic. That is why you might start with a question or activity to gauge students’ knowledge of the subject or possibly, their preconceived notions about it. For example, you can take a simple poll: “How many of you have heard of X? Raise your hand if you have.” You can also gather background information from your students prior to class by sending students an electronic survey or asking them to write comments on index cards. This additional information can help shape your introduction, learning activities, etc.  When you have an idea of the students’ familiarity with the topic, you will also have a sense of what to focus on.

Develop a creative introduction to the topic to stimulate interest and encourage thinking. You can use a variety of approaches to engage students (e.g., personal anecdote, historical event, thought-provoking dilemma, real-world example, short video clip, practical application, probing question, etc.). Consider the following questions when planning your introduction:

• How will I check whether students know anything about the topic or have any preconceived notions about it?
• What are some commonly held ideas (or possibly misconceptions) about this topic that students might be familiar with or might espouse?
• What will I do to introduce the topic?

 (3) Plan the specific learning activities (the main body of the lesson)

Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles. As you plan your examples and activities, estimate how much time you will spend on each. Build in time for extended explanation or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that check for understanding. These questions would help you design the learning activities you will use:

• What will I do to explain the topic?
• What will I do to illustrate the topic in a different way?
• How can I engage students in the topic?
• What are some relevant real-life examples, analogies, or situations that can help students understand the topic?
• What will students need to do to help them understand the topic better?

(4) Plan to check for understanding

Now that you have explained the topic and illustrated it with different examples, you need to check for student understanding – how will you know that students are learning? Think about specific questions you can ask students in order to check for understanding, write them down, and then paraphrase them so that you are prepared to ask the questions in different ways. Try to predict the answers your questions will generate. Decide on whether you want students to respond orally or in writing. You can look at Strategies to Extend Student Thinking , http://www.crlt.umich.edu/gsis/P4_4.php to help you generate some ideas and you can also ask yourself these questions:

• What questions will I ask students to check for understanding?
• What will I have students do to demonstrate that they are following?
• Going back to my list of learning objectives, what activity can I have students do to check whether each of those has been accomplished?

An important strategy that will also help you with time management is to anticipate students’ questions. When planning your lesson, decide what kinds of questions will be productive for discussion and what questions might sidetrack the class. Think about and decide on the balance between covering content (accomplishing your learning objectives) and ensuring that students understand.

(5) Develop a conclusion and a preview

Go over the material covered in class by summarizing the main points of the lesson. You can do this in a number of ways: you can state the main points yourself (“Today we talked about…”), you can ask a student to help you summarize them, or you can even ask all students to write down on a piece of paper what they think were the main points of the lesson. You can review the students’ answers to gauge their understanding of the topic and then explain anything unclear the following class. Conclude the lesson not only by summarizing the main points, but also by previewing the next lesson. How does the topic relate to the one that’s coming? This preview will spur students’ interest and help them connect the different ideas within a larger context.

(6) Create a realistic timeline

GSIs know how easy it is to run out of time and not cover all of the many points they had planned to cover. A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts, ideas, or skills you want students to learn. Instructors also agree that they often need to adjust their lesson plan during class depending on what the students need. Your list of prioritized learning objectives will help you make decisions on the spot and adjust your lesson plan as needed. Having additional examples or alternative activities will also allow you to be flexible. A realistic timeline will reflect your flexibility and readiness to adapt to the specific classroom environment. Here are some strategies for creating a realistic timeline:

• Estimate how much time each of the activities will take, then plan some extra time for each
• When you prepare your lesson plan, next to each activity indicate how much time you expect it will take
• Plan a few minutes at the end of class to answer any remaining questions and to sum up key points
• Plan an extra activity or discussion question in case you have time left
• Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be more productive rather than sticking to your original plan

Presenting the Lesson Plan

Letting your students know what they will be learning and doing in class will help keep them more engaged and on track. You can share your lesson plan by writing a brief agenda on the board or telling students explicitly what they will be learning and doing in class. You can outline on the board or on a handout the learning objectives for the class. Providing a meaningful organization of the class time can help students not only remember better, but also follow your presentation and understand the rationale behind in-class activities. Having a clearly visible agenda (e.g., on the board) will also help you and students stay on track.

Reflecting on Your Lesson Plan

A lesson plan may not work as well as you had expected due to a number of extraneous circumstances. You should not get discouraged – it happens to even the most experienced teachers! Take a few minutes after each class to reflect on what worked well and why, and what you could have done differently. Identifying successful and less successful organization of class time and activities would make it easier to adjust to the contingencies of the classroom. For additional feedback on planning and managing class time, you can use the following resources: student feedback, peer observation, viewing a videotape of your teaching, and consultation with a staff member at CRLT (see also, Improving Your Teaching: Obtaining Feedback , http://www.crlt.umich.edu/gsis/P9_1.php and Early Feedback Form , http://www.crlt.umich.edu/gsis/earlyfeedback.pdf).

To be effective, the lesson plan does not have to be an exhaustive document that describes each and every possible classroom scenario. Nor does it have to anticipate each and every student’s response or question. Instead, it should provide you with a general outline of your teaching goals, learning objectives, and means to accomplish them. It is a reminder of what you want to do and how you want to do it. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructors learn from each other.

Additional Resources

Video clips of GSIs at the University of Michigan actively engaging students in a practice teaching session: https://crlte.engin.umich.edu/engineering-gsi-videos/ 

Plan the First Day's Session: How to create to a lesson plan for the first day of class:  http://gsi.berkeley.edu/gsi-guide-contents/pre-semester-intro/first-day-plan/

Fink, D. L. (2005). Integrated course design. Manhattan, KS: The IDEA Center. Retrieved from https://www.ideaedu.org/idea_papers/integrated-course-design/

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• Essay Database >
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• Essay on Time Management

Importance of Lesson-Planning Essay Examples

Type of paper: Essay

Topic: Time Management , Education , Time , Teaching , Learning , Students , Goals , Planning

Words: 2500

Published: 02/02/2020

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Introduction

A lesson plan is a framework for any lesson that a teacher has to compile before attending a class. The lesson plans are the products of a teacher’s thoughts about their classes including what goals they hope to achieve at the end of their classes and gives the different methods/ways of achieving the goals and most of the lesson plans are in written form (O'Bannon, 2008).

Importance of lesson planning

Lesson planning is of great significance to both the learner and the teacher in very many ways. The lesson plan acts as a guide to the teachers in order to efficiently teach the same subject and topic for a presentation. The plan therefore acts as a road map to the teaching process. It therefore keeps the teachers on track in order to accomplish the lesson objectives. In some other cases, through the use of the lesson plans, the teachers are able to achieve a logical content arrangement which in turn makes the lesson to be sequential thus improving the learning teaching process through logical impact of the instructions (O'Bannon, 2008). The lesson plan is significant for enabling the early preparation of teachers making a smooth running of the lesson, this happens when the lesson plan has been effectively organized. The early preparation of the teacher enhances effective content delivery and arrangement of all the required equipment and resources for facilitating the learning of that specific content. Some of the resources and equipment that would be organized prior to the lesson involve computers, projectors, availing hand outs and the preparation of the white writing boards and even the semblance of pens. The lesson planning process is important since it adequately provides an evaluation room and process for the teachers in their teachings and resource use. This is in line with the various components of lesson plans which include the objectives, the instructional activities and assessment/evaluation of the teaching process (Mitchell, Diana, & Stephen, 1999). A lesson plan is important in ensuring time management. Through the use of lesson plans, a teacher is able to be guided by the time limits that are provided against each and every activity that is to be carried out throughout the whole lesson, sticking to the provided time limits enable the students and teachers not to exceed the timeline thereby saving more time for other activities. Each time that has been allocated for each particular learning content is professionally utilized by the teacher thus enhancing a time balance during the teaching-learning process. Through the use of lesson plans, the teacher is able to realize the use of varied activities throughout the lesson. The lesson plan enlists the varied communication and instructional activities that a teacher should engage students in during the class time. Such learning activities include questions and answers, formation of groups for discussions, practicum, discussions, presentations and argumentative statements. Through this, the learners learning ability is boosted and thus learning becomes effective and efficient due to the application of a variety of practices within the single lesson framework. Lesson planning is important in the sense that the plans at times act as the memory banks for the teachers. Since the plans have kind of short notes written on them regarding the subject content to be taught, the teacher might refer to them at the time of memory lapse. This helps the teachers not to give irrelevant or rather suspicious instructions to the students. It therefore further act as a memory defense and a point of reference for the teachers while teaching. Lesson planning is a professional requirement for all teachers. A lesson plan is therefore a professional document that a practicing teacher or rather a teacher trainee needs to posses in order to deliver and work within their professional requirements. The ability of a teacher to make a lesson plan enhances the reliability and credibility of such a teacher in the professional teaching field. Through lesson planning, the teacher is able to carry out an assessment of whether the lesson objectives have been achieved by creating and testing a balance between what the objectives of the lesson were and the probable knowledge that has been gained throughout the lesson time thus enabling the teacher to assess the importance and effectiveness of different strategies and resources in achieving the varied educational goals. Lesson planning is a basis of future planning thus increasing the teacher’s future performance in the delivery of the content to learners. The content that has been taught to a particular group at an earlier date can be delivered to a next group of learners by gaining reference to the already existing lesson plans and short notes as the benchmark (Wong, 1998).

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The teaching learning context

The teaching learning context in this case involves a case of children around the age of eight at the lower grade level of learning who are learning more than one language basically English language and other foreign languages. This is basically evident by the presence of writings on the wall marts in a foreign language seemingly Chinese with its relevant translation into the English language. The theories of second language acquisition demand that the learning takes place gradually with limited output during the initial stages of learning new words. In establishing a lesson plan therefore, I would prefer the use of simple models that seem basic such as cups, bowls, spoons and troughs as the learning resources since they are the basic materials that the learners are used to and thus are able to initialize their meanings at a faster rate. This depends on the theory of second language acquisition which states that the progress in learning should be from the less demanding vocabulary related activities towards the complex ones. Vocabulary learning becomes more effective when learners engage themselves with small work groups just like the ones on the wall marts since they are mastered first (Barcroft, 2001). The methodology of learning foreign languages is largely based on the theory stating that it concentrates on simple words with their translations are effective methods of learning and should be reinforced together with relevant together with pictures and pronunciation with maximum avoidance of elements that would distract the process of vocabulary learning such as sentence building at the beginning of the language learning stage. (Nation, 2001) In establishing a lesson plan for such a class, interactions would be a major learning activity since the second language transfer is primarily based on the principles of social interactions with the learners having a comprehensive input to the learning process.

The elements of lesson planning

The core of a lesson is the task and thus the task is organized into varied categories bearing in mind the fact that any vocabulary and grammar formation is largely dependent and increases the likelihood of learners’ distraction away from the task on the detection of errors or looking up languages in grammatical dictionaries. The basic outline of the task based learning lesson is composed of the pre-task, Task and the language focus and task activities.

The lesson or instructional objectives

These are the specific aims that the teacher has for the indicated lesson and should be achieved at the end of the lesson. These are the objectives drawn from the lesson content and should be achieved as short term objectives. The instructional objectives are useful in providing guidance to the teacher in choosing the content matter to be taught to that group of learners. The instructional objectives also guide the teacher on the appropriate selection of materials and resources to be used during the lesson in order to facilitate the learning in class. Through the analysis of the instructional objectives, the teacher is able to design the appropriate teaching strategies and methods. Having understood the lesson objectives, the teacher is able to design and provide the set standards that can be used in measuring the level of student achievements. The objectives are also significant in providing the teachers with the appropriate feedback about the learner and providing observable behaviors to the learners relating to the topic of study (O'Bannon, 2008).

The pre-task cycle

At this point of the lesson, the teacher presents whatever content is to be expected of the students in the task phase. The teacher primes the students with the key vocabulary and grammatical constructs. The learner becomes responsible for selecting the appropriate language for this learning context themselves. The teacher may at this point present the learners with a model of the task through personal involvement, presenting audio materials, video materials or rather presenting the learners with pictures. At this stage, as a teacher I would provide the learners with basic pictures and audio materials that are present as the available resources for such a learning context (Ellis, 2003).

The task cycle

During this phase, the learners are allowed to perform the real task of the lesson; this may take several forms and structures dependent on the type of task thus ranging from small group works, individuals and even stratified clusters of students. The teacher might not play a role at this phase thus changing to be only a counselor or rather an observer. This a more of student centered methodology and is significant in the second language acquisition since the learners need to be more of involved in the process than the teachers. At this point the students will be involved in recitations and group discussions concerning their second language thus their ability to acquire the second language is boosted. After the learner discussions and problem solving approaches, the learners compile a report which is then presented to the teacher and this gives the tasks they have discussed and the final conclusions that they have reached. The learners therefore present their findings in spoken or written formats (Ellis, 2003).

The language focus stage

This stage the specific features from the task and highlighted and a basis of work is instituted upon them. The feedback concerning the learners’ performance at the reporting stage is also provided at this point. The main advantages of task based learning are that the language is used for genuine purposes indicating that real communications is able to take place. At the time when the learners are reporting their discussions they are forced to consider the general language form rather than the specific nature of other models. The aim of task based model is integrating all the four different learning skills. Since the task based learning model is concerned with reading texts, listening to texts, role plays, use of questionnaires and problem solving it offers a great deal of flexibility thus leading more motivational activities of the learners (Ellis, 2003).

The methodology of learning foreign languages is largely based on the theory stating that it concentrates on simple words with their translations are effective methods of learning and should be reinforced together with relevant together with pictures and pronunciation with maximum avoidance of elements that would distract the process of vocabulary learning such as sentence building at the beginning of the language learning stage. The various task phase methodologies such as the use of group discussions and chart studies are very key in improving the second language acquisition process thus would form a basis of learning through the task based model.

Challenges facing teachers in the planning process

Lack of adequate resources The lack of enough resources is one major challenge that faces the lesson planning process. Planning involves the infusion of various resources and equipment in the lesson content and activities. The available limited resources pose a problem when it comes to their utilization and planning for use. The planning of practicum sessions is restricted in such cases since the resources for such activities are not readily available thus limiting the achievement of such instructional objectives based on learner’s practicality and application.

The reference books and dictionaries are also limited thus making the planning for language studies a nightmare to the teachers.

The resources are not up to date The available resources such as dictionaries and encyclopedia may not be up to date thus unable to provide the current information with the changing technological world. Planning for lessons therefore becomes a very heavy task in that the available data does not really match the standards of study. The teachers are therefore unable to effectively plan and deliver to the learners due to the large information gap existing between the updated and old school books.

Limited time available

There is a major challenge in time that is allocated for each and every unit in the schools. All the units are allocated same duration of time which really does not take into considerations the wider nature of certain unit syllabi which require a lot of time. Practicum lessons which require a lot of time are therefore allocated little time thus a problem with achieving the topic objectives.

Individual differences and exposure

Learners hail from different social, economic and political backgrounds thus planning for learner involving activities is a major problem when it comes to assembling technological resources which might have not been exposed to those from disadvantaged backgrounds. This diverts the attention of the planner to use alternative resources which would not be effective. Learners have individual differences such as health issues, intellectual differences within learning institutions. Learners with disabilities require more time that is dedicated to them which is rarely not provided for by the school curriculum (Wong, 1998).

Insights gained for planning in the future

Acquisition of adequate resources and up to date The subject teachers at various learning institutions should be at a position of making requisitions for the resources that are needed for the learning process. The purchase should be made such that the learners do not really strain for the resources during the lesson hours. The resources being purchased should also conform to the changing structures so that they are up to date and with relevant information to help in the knowledge transfer and reconciliation.

Compressing the syllabus content

Since the time available is inadequate for covering the basic syllabus, the syllabus should be compressed such that only the relevant and crucial content is left for study. The teachers can also overcome this by only planning for the lessons in areas of available resources and for a limited duration of time.

SAMPLE LESSON PLAN

Sub-topic: Instructional Objectives:

Barcroft, J. (2001). Second language vocabulary acquisition:A lexical input processing approach. Foreign Language Annals, 37(2), 323-363. Chenoweth, K. (2009). How it's being done:Urgent lessons from unexpected schools. Cambridge: Havard Education Press. Ellis, R. (2003). Task-based language learning and teaching. Oxford: New York:Oxford Applied Linguistics. Mitchell, Diana, & Stephen, T. (1999). Exploring and Teaching the English Language Arts (4th ed.). Boston: MA:Allyn & Bacon. Nation, I. (2001). Learning Vocabulary in another language. cambridge: Cambridge University Press. O'Bannon, B. (2008). What is a Lesson Plan? Tennessee: University of Tennesseee. Wong, H. K. (1998). The first Days of School:How to be an effective Teacher. Mountainview,CA: Harry K. Wong Publications.

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Why Are Lesson Plans Important for Teachers? (17 Reasons)

For those shaping minds in the classroom, lesson plans are the daily bread, the quintessential ingredient that transforms a jumble of ideas into an orderly feast of knowledge. These plans are teachers’ silent allies, offering a scaffold to the sometimes unpredictable world of teaching.

But is there more to these plans than checkboxes and timelines? Could the humble lesson plan hold the key to transformative education? Join me as we peel back the layers and reveal the compelling reasons why lesson plans are indispensable to every teacher’s craft.

Lesson Plans Help in Setting Clear Objectives

When teachers craft lesson plans, they begin by outlining what they intend for students to learn. This process is intrinsic to successful teaching because clearly defined objectives establish the learning targets that students aim to hit by the end of a lesson.

For example, a science teacher might set an objective for students to understand photosynthesis by the end of the class. This clear objective gives students a concrete goal and a sense of purpose as they engage with the class material.

Setting clear objectives helps students:

• Focus : Students can concentrate on what is most important.
• Track Progress : They can monitor their learning journey against set goals.
• Stay Motivated : Knowing the ‘ why ’ behind their activities boosts engagement.

Additionally, these objectives serve as a north star for all classroom activities, ensuring that each task contributes directly to the intended outcomes. It removes the ambiguity about what is to be achieved and aligns both the teacher’s and the students’ efforts.

Such clarity also facilitates the effectiveness of formative assessments—periodic check-ins during the learning process to understand where students stand in relation to the lesson objectives.

Lesson Plans Provide Structure to the Class Period

A structured class period is akin to a well-choreographed performance. Each element of the lesson is thoughtfully planned and sequenced, creating a smooth flow that enhances student comprehension and engagement.

The structure delineated by a lesson plan is visible not just in the allocation of time to different activities but also in how the content logically progresses, building upon students’ previous knowledge.

What does this structure typically look like in a lesson plan?

• Introduction : The opening segment hooks students’ interests and outlines the lesson.
• Development : This longer phase dives into the new material, often with varying instructional techniques.
• Conclusion : A recap or reflective activity ties the lesson together, emphasizing key takeaways.

Through this structured approach, educators can maximize the instructional impact within the available time frame. An English teacher, for instance, might allocate time for a literature discussion, individual reading, and a writing exercise all within one class. This precision not only keeps the class moving but also ensures that pacing accommodates a complete learning cycle, from introduction to practice to assessment.

Lesson Plans Ensure a Cohesive Content Flow

Cohesion in lesson content is achieved when each part of the lesson connects seamlessly to the next, creating an educational journey where one concept builds upon another. This thoughtful sequencing promotes better understanding and retention, as students can see the relationship between ideas.

Table Illustrating the Content Flow in a Science Lesson Plan:

A lesson plan that lacks cohesion can lead to fragmented learning, with students struggling to make connections between disparate pieces of information. Conversely, a cohesive content flow helps students construct knowledge progressively, linking new learning to prior understanding and setting the stage for future lessons. This logical progression enhances cognitive processing and fosters an integrated approach to learning.

Lesson Plans Serve as a Guide for Teachers During Instruction

Teachers can refer to their lesson plans throughout the lesson to keep track of their teaching progress and ensure that they are covering all necessary material. This guidance is crucial, especially when dealing with complex topics or intricate activities that require careful pacing.

In essence, lesson plans are practical tools that help teachers to:

• Transition smoothly between topics and activities.
• Remember key questions to ask that provoke critical thinking.
• Include strategies for engaging all learners.

Furthermore, a lesson plan serves as a dynamic document that teachers can adapt in real time based on the class’s needs. For instance, if a particular concept isn’t resonating, the teacher can use alternate methods outlined in the plan to clarify. Essentially, a lesson plan assures that the instructor is prepared to handle the unpredictability of teaching.

Lesson Plans Improve Teacher Confidence in Delivering Content

Teachers who spend time developing their lesson plans thoroughly understand their subject material and instructional strategies, which translates to a more self-possessed and resolute teaching style. This self-assuredness is palpable and communicates to students a sense of authority and expertise.

Key elements of a lesson plan that bolster teacher confidence include:

• Detailed outline of the lesson content and activities.
• Pre-identified questions to provoke thought and discussion.
• Back-up plans for when activities don’t go as expected.
• Contingencies for early finishers or those needing extra support.

This robust preparation means teachers are not thrown off by unexpected questions or situations, as they have prepared contingency options. Moreover, teachers who feel confident are more likely to try innovative teaching methods, use technology effectively, and engage students in active learning.

Lesson Plans Contribute to Effective Time Management

Time management is a critical skill in education, as it allows instructors to cover all necessary content without haste. A robust lesson plan acts as a timekeeper, delineating how long should be spent on each segment of the class, ensuring that no single activity overshadows others and that there is a balance between different types of learning experiences.

For instance, a 60-minute lesson might be broken down as follows:

• Introduction: 10 minutes
• Main activity: 30 minutes
• Group practice: 10 minutes
• Conclusion and recap: 10 minutes

Without such foresight, it’s easy for a class session to become lopsided, with teachers either rushing through the last parts of their lesson or finding themselves with time to spare and no activities to fill it.

Lesson Plans Aid in the Organization of Teaching Materials

Organized teaching materials are essential for a smooth-running class. A lesson plan ensures that all the materials needed for a lesson are prepared and utilized effectively. This preparation prevents wasted time and maintains student engagement as the teacher seamlessly transitions from one activity to the next.

By having a designated place in the lesson plan for listing materials, teachers can:

• Prepare handouts, multimedia resources, and other instructional aids in advance.
• Set up needed technology or equipment before students arrive.
• Allocate and organize materials for group work or individual use during class.

Having materials organized as per the lesson plan also minimizes classroom disruptions. This operational readiness reflects a professional approach to teaching, showing students that their time is valued.

Lesson Plans Facilitate Meeting Diverse Learning Needs

In any given classroom, students come with a wide array of learning styles, abilities, and backgrounds. A lesson plan that addresses this diversity incorporates various teaching methods and materials, ensuring that all students have the opportunity to succeed.

For example, visual aids can help visual learners, while hands-on activities can benefit kinesthetic learners. Lesson plans predict these needs and equip teachers with an arsenal of strategies to differentiate their instruction.

This adaptability might manifest in the form of:

• Group work for peer-to-peer learning,
• Individual tasks tailored to student interests or levels,
• Multimedia resources to cater to different learning preferences.

Understanding and planning for diverse learning needs not only aids in student comprehension but also promotes an inclusive classroom atmosphere where each student’s potential can be realized.

Diversity in learning plans showcases a teacher’s commitment to cater to each student’s educational journey, recognizing that one size does not fit all in effective education.

Lesson Plans Assist in Assessing Student Learning

Assessment is an integral component of the teaching and learning process, and lesson plans are instrumental in integrating assessment seamlessly into classroom activities.

Effective lesson plans delineate when and how to assess understanding and skills through various forms:

• Formative Assessments : Checks for understanding during the lesson, which can be as simple as a thumbs-up or questioning.
• Summative Assessments : End-of-lesson evaluations, such as quizzes or projects, that measure what students have learned.
• Informal Assessments : Observations or spontaneous discussions that offer insight into student progress.

These planned assessments provide teachers with valuable feedback on student learning and instructional effectiveness, allowing for real-time adjustments to teaching methods and lesson pacing.

Moreover, integrating assessment strategies into lesson plans ensures that evaluations are purposeful and aligned with the lesson’s objectives, giving both teacher and student a clear understanding of the learning outcomes and expectations.

Lesson Plans Underline the Importance of Student Engagement

Lesson plans that emphasize student engagement incorporate elements designed to pique interest and foster active, hands-on involvement. The inclusion of engagement strategies such as interactive discussions, group work, and practical experiences speaks volumes about the lesson’s potential to resonate with students.

Strategies aimed at heightening engagement include:

• Asking thought-provoking questions to stimulate discussion.
• Incorporating real-world applications to demonstrate relevance.
• Utilizing gamification elements to make learning enjoyable.

By embedding these elements into lesson plans, teachers can create a dynamic learning environment where student intellectual curiosity and participation are paramount. An engaging lesson plan transforms passive classrooms into hubs of lively academic exploration, thereby increasing the retention of knowledge and fostering a love for learning.

Lesson Plans Facilitate Collaboration Among Teachers

Collaboration among educators is a powerful tool for improving instructional quality, and lesson plans are instrumental in promoting this collaborative spirit.

Here’s how a well-structured lesson plan can encourage teamwork:

• Teachers can work together to align lesson objectives with cross-curricular themes.
• Strategies can be pooled to create comprehensive lessons drawing on multiple areas of expertise.
• Lesson plans allow educators to share successful materials and ideas, reducing prep time and effort.
• Teachers can adapt and refine lessons from others to suit their individual classroom needs.
• Post-lesson discussions based on the lesson plan can lead to insights and shared improvements.
• Teachers can mentor each other by observing and giving feedback on implemented lesson plans.

When lesson plans are used as a foundation for collaboration, teachers combine their strengths, enriching the instructional process and ultimately enhancing student outcomes. This collective approach leads to greater coherence across the curriculum and provides a support network for educators to innovate and grow professionally.

Lesson Plans Streamline the Grading Process

Effective grading goes beyond merely assigning scores; it’s about providing meaningful feedback that fosters student growth.

Lesson plans can simplify this complex process by:

• Establishing clear criteria that link assessments directly to the lesson’s objectives.
• Preparing rubrics and checklists beforehand, ensuring a fair and consistent grading approach.
• Organizing the order of collected assignments for efficient review.

In a lesson plan, assessments are thought out in advance, aligning with the learning targets and making grading more systematic. This organization supplies teachers with a framework that facilitates the evaluation of student work, emphasizing feedback that contributes to learners’ educational development.

Lesson Plans Enable the Integration of Technology into Lessons

Incorporating technology into classroom learning has become an essential part of modern education. Lesson plans provide a framework for effectively embedding technological tools by:

Mapping Technology Use

• Detailing when and how to use specific digital resources.
• Planning for student-centered technology activities, like research projects or digital storytelling.

Facilitating Technology Integration

• Identifying opportunities for interactive lessons using digital platforms.
• Ensuring equitable access to technology for all students.

Enhancing Learning through Tech

• Employing tools that support visual learning, such as interactive whiteboards or educational software.
• Utilizing assessment tools that provide instant feedback through quizzes and online assessments.

Technology, when integrated thoughtfully as outlined in a lesson plan, can transform and enrich the educational experience, making learning engaging and accessible for everyone.

Lesson Plans Enhance Communication with Students and Parents

Clear and effective communication is paramount in education, and lesson plans lay the groundwork for this crucial interaction.

Here’s how lesson plans facilitate communication:

• Transparency: Lesson plans can be shared with students and parents, giving them a clear understanding of the educational objectives and expectations.
• Informed Discussions: Teachers can refer to lesson plans in parent-teacher meetings to discuss student progress and challenges.

Furthermore, posting lesson plans or sending summaries to parents can:

• Engage parents in their child’s learning journey.
• Help parents support homework and study sessions.
• Encourage parental feedback, which can inform future lesson planning.

By maintaining open lines of communication, lesson plans help establish partnerships between teachers, students, and parents, fostering a supportive community focused on student success.

Lesson Plans Offer a Framework for Reflection and Improvement

After a lesson, teachers can revisit their plans to consider what worked and what did not.

This retrospective examination is essential for continuous improvement and may include:

• Effectiveness of Instructional Strategies:  Analyzing which activities engaged students and which fell short.
• Pacing:  Reflecting on whether the allocated time for certain parts of the lesson was adequate.
• Student Outcomes:  Reviewing if the learning objectives were achieved and understanding areas where students may have struggled.

By incorporating both successes and areas for development, lesson plans evolve into living documents that grow in effectiveness with each iteration. In effect, lesson plans guide future instruction, ensuring that the quality of teaching is perpetually honed.

Lesson Plans Help Track Curriculum Coverage

Ensuring that each student receives a comprehensive education inclusive of all the necessary topics and skills is central to the responsibility of teaching. Lesson plans are the mechanism by which educators can track their coverage of the curriculum over the course of a school year.

They enable educators to:

• Conduct Detailed Curriculum Mapping: By recording which standards and benchmarks are covered in each lesson, teachers can ensure that no critical area is neglected. This also aids in making connections between different topics and identifying opportunities for integrative learning.
• Review Progress Towards Goals: Teachers can periodically check the curriculum topics covered against the annual academic calendar. This helps in determining if the class is on track to complete the necessary material before the year’s end or if adjustments need to be made to the teaching schedule.
• Identify Gaps and Address Discrepancies: In cases where certain objectives have not been adequately addressed, lesson plans offer the insight needed to remedy any omissions. Teachers can adjust upcoming lesson plans to revisit topics that need more attention, ensuring that students gain a full understanding across all areas.

Keeping such meticulous records through lesson plans ensures that education is balanced, sequential, and comprehensive, thus upholding high academic standards and consistency in learning experiences.

Lesson Plans Aid in Documenting Teaching Practices

Comprehensive documentation through lesson plans is an essential staple of educational professionalism.

Such records serve multiple vital functions:

• Continuity and Consistency : Detailed lesson plans provide a sense of continuity in teaching practices, ensuring that educational themes and objectives are consistently addressed over time. This is particularly crucial for complex concepts that require scaffolding or for courses that build upon previously acquired knowledge.
• Sharing of Best Practices : Accurate and eloquent documentation facilitates the sharing of pedagogical strategies with peers, fostering a collaborative professional environment. This exchange can inspire teachers to adopt and adapt new methods that may enhance their instructional repertoire.
• Institutional Memory : When teachers document their lesson plans, they contribute to the collective educational wisdom of their institution. For example, when a teacher moves on or retires, the documented lesson plans they leave behind can serve as valuable resources for incoming educators who assume the mantle of teaching those courses.

Documented lesson plans, therefore, are more than just a personal record for a single educator. They act as part of the vital infrastructure supporting the collective educational endeavor, ensuring that quality teaching endures beyond the tenure of individual teachers.

Final Thoughts

Remember that the time spent on lesson plans is a sacred investment. It’s through this investment that the rhythms of the classroom harmonize into an echo of shared educational purpose.

These scripted guides are vessels of intention, holding within them the potential to unlock every student’s learning capacity. They are the teacher’s silent pledge to every classroom challenge: a promise to approach each day with structure, purpose, and adaptability.

As we part ways with this discussion, let every teacher walk away with renewed reverence for the art of lesson planning — because these delicate threads weave the grand tapestry of education that spans generations and molds futures.

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Bea Mariel Saulo

Planning a Class

If you've ever given a formal presentation on a topic, you've probably done some kind of planning. You may have considered who your audience was and gathered information to meet their needs and interests. Or, you may have considered your own objective and worked to meet this goal. Either way, you probably spent more time gathering and arranging information than you did actually presenting it. Your confidence and ability to present may have also depended on the plan you created.

Planning a class presents similar challenges. Sure, we've all known the instructor who can "wing-it" and still amaze us with their infinite wit and wisdom. But many of us feel that we are not that instructor. In fact, some readers of this guide may be teaching a writing course for the first time. If so, you're probably beginning to realize that planning can be the most challenging part of teaching.

This guide will help you construct successful lesson plans. First, we'll review some effective strategies and techniques. Since there are many factors to consider when planning a class, this chapter is broken down into six different sections. If you are reading this for the first time, is useful to look at all six sections, as each one builds off the one before. In the future, you may decide to only reference the section that serves your immediate purposes.

Guidelines for planning an effective class are:

Using Goals to Shape a Lesson

Planning transitions, planning introductions, planning conclusions, planning classroom discussions.

• Creating Write to Learn Activities

Planning Group Activities

Reflecting on lessons.

• Citation Information

How This Guide Can Help

Begin planning a lesson by considering your goals. In addition to keeping in mind the overall goals for the course, consider the specific goals for that lesson. Ask yourself what you want your students to gain most from the lesson. Often, you'll come up with a list of two or three goals for the class. A successful lesson will combine various goals into a cohesive plan.

Let's say the goals in the syllabus for one class include Discussing and Practicing Critical Reading and Exploring How Purpose, Audience , and Context Influence a Writer's Choices . Lately, however, you've noticed small puddles of drool on your students' desks, a sure sign that they aren't fully involved in class. To help your students become more engaged during class, you create a third goal: Facilitating More Meaningful Discussions . The three goals for this lesson:

• Discussing and Practicing Critical Reading
• Exploring How Purpose, Audience, and Context Influence a Writer's Choices
• Facilitating More Meaningful Discussions

Reflect on your goals for the lesson, then prioritize them. Ask yourself what students most need to gain from the lesson. As you prioritize your goals, reflect once again on the overall goals for the course. Consider, as well, the goals for the current assignment.

If, Practicing Critical Reading is the most important goal for the day, focus your activities to meet this goal. Remember, however that Practicing Critical Reading is not your only goal for the class. Try to imagine how all three of the goals you've defined for the class can translate into activities that feed into each other.

Creating Activities that Reflect Goals

Consider the following example. Over the past few days, you and your students have discussed purpose, audience, and focus. To build on these discussions, use them as a starting point. Spend ten minutes at the beginning of class analyzing the context for the essay you're working with. This will help you pursue your goal of Exploring How Purpose, Audience, and Context Influence a Writer's Choices. After you've analyzed the essay's context, meet your goal of Facilitating More Meaningful Discussions by asking students to briefly share their personal reactions to the main ideas in the text. For the remainder of class, engage your students in a critical reading of the essay and an in-depth discussion of its argument and ideas. Since Practicing Critical Reading is the most important goal for the day, the majority of class time will be spent meeting this goal.

A loose outline of goals and activities might look like this:

• Goal: Exploring How Purpose, Audience, and Context Influence a Writer's Choices Activity: Analyze the context of a text (10 minutes)
• Goal: Facilitating More Meaningful Discussions Activity: Discuss students' reactions to a text (10 minutes)
• Goal: Practicing Critical Reading Activity: Practice critical reading of a text (30 minutes)

Typically, you'll plan more than one activity per class, so creating transitions between those activities is crucial. Students need to know when you're changing the focus of the class. When writing transitions, ask yourself, what is the significance of each of these activities? How do they connect to the daily goals? Why did I arrange them in this order? Is there a more logical way to organize these procedures?

Be sure to write out transition statements in your lesson plans so you don't find yourself grappling for explanations on the spot. If you can't explain the significance of an activity, look back at the unit assignment sheet or the description of goals in your syllabus. If the relevance of an activity is still unclear, replace it with something different to satisfy the same goal.

Strategies for Creating Effective Transitions

Highlight an activity's importance.

To help students understand where they are going, use transitions to explain the goal for an activity and why it is important.

For example: "In this second unit, you'll be concentrating on how cultural contexts shape texts. What influences a writer's perspective on an issue? Why does the writer approach this issue from a particular angle? Investigating the writer's context is important because it will help you read and think critically (two skills you'll develop this semester). Let's practice some critical reading by analyzing the context for the essay you've just read. I'd like you to break into five groups..."

Emphasize the Relationships Among Activities

Think of activities as building blocks, carefully arranged to lead students to a predetermined destination. If you want students to write from a rhetorical approach, consider the steps they have to take and plan accordingly. Then, explain to students how one activity leads to another.

For example: "Now that we've talked a bit about purpose, context, and audience in the writing process, let's identify these three concerns in the first essay assignment."

Emphasize Connections between Activities and Students' Own Writing

Students are more likely to participate when they see how activities relate to their own writing. For this reason, explain to students how an activity will help them become better writers for the next assignment.

For example: "To write effectively, we have to consider the context of our audience. This will help focus our writing so that it speaks to someone with different expectations. Since the context for essay three is not a familiar academic situation, you'll need to analyze your context and audience before constructing your argument. This next activity is aimed at helping you think more about the context for which we'll be writing."

Sample Outline of Lesson Plan with Transitions

The three goals for this lesson:

Activities and Transitions:

Transition: Now that we understand the context for this essay, let's think about it in the context of our classroom. We are not the audience this writer had in mind, so our reactions may be different. What were some of your reactions to the ideas in this essay?

Transition: It's useful to react informally to the ideas in a text but when you write a response for an academic audience, you'll need to show that you've read the text critically first before sharing your views. So let's practice critical reading for the last thirty minutes of class.

• Practice critical reading of a text (30 minutes)

Now that you have a loose outline of your lesson, think about how you'll introduce it. Introductions are important because, like transitions, they guide students' understanding of the course and its goals. When you provide an introduction, students see that you have a sense of where the lesson is headed. Not only will this add to your credibility, but students will be less inclined to ask, "Why do we have to do this?"

Use introductions to connect concepts from earlier classes to the upcoming lesson. Also use them as checkpoints or reminders for yourself and your students - this is where we've been and this is where we're going.

When writing introductions, look back at the previous lesson and tie up any loose ends. Perhaps students were walking out the door when you explained the connection between an activity and an upcoming essay assignment. Introductions are ideal times to reinforce important concepts.

Your introduction should include an outline of daily activities; but it is equally important to explain the purpose of these activities. Why do students need to practice critical reading in a writing class? How will their writing benefit from learning to analyze the rhetorical context surrounding a text? Without explanations, students wonder if their time would be better spent at home eating cheese puffs.

Methods for introducing class:

• Write an outline on the board, "What we'll do today" to provide a clear focus and keep the class on track.
• List activities on an overhead and uncover them as you address each one.
• Have students summarize what you did last class and how it connects to the upcoming essay. Then, explain how the next lesson will build on that.

Sample Outline of Lesson Plan with Transitions and Introduction

Introduction: Last time we discussed the ways context influences the choices a writer makes. Today we'll keep that in mind as we analyze the context for the essay you just read. Since our context is different from the one the writer intended, we'll spend a few minutes discussing your responses to the essay. Then, we'll focus on critical reading because this will help you accurately represent an author's ideas in the summary part of your essay. It will prepare you for the analytical writing we do in units two and three and it will also assist you in gaining the most from texts encountered beyond COCC150.

Effective transitions and introductions guide students' understanding of how activities, discussions and assignments relate to their own writing. Still, some students won't make these connections until they've engaged in class activities. Conclusions reinforce important connections and help students anticipate the goals for the next class.

Methods for concluding class:

• Summarize the information just covered in the class in your own words. Explain how the lesson builds on previous lessons and connects to the upcoming assignment.
• Have students conclude by summarizing or interpreting the significance of the lesson. What did they learn? How will it relate to their assignment?
• Ask students to do a brief "Write To Learn" activity reflecting on one thing they can take from today's class and apply to their writing.

Sample Outline of Lesson Plan with Transitions, Introduction, and a Conclusion

Transition: It's useful to react informally to the ideas in a text but when you write a response for an academic audience, you'll need to show that you've read the text critically first before sharing your views. So, let's practice critical reading for the last thirty minutes of class.

Conclusion: Today we reviewed the ways context influences the choices a writer makes. We also shared some of our responses to the essay and practiced critical reading strategies to help you write an accurate summary for essay one. Next time we'll focus on writing a response and consider the choices you'll have to make when drafting your own writing.

Instructors like to believe that if students are awake and engaged in conversation it's a cause for celebration. But there's more to consider. You may witness a spectacular discussion on the effects of teen magazines on youth culture or the implications of cyborgs in science fiction novels, but at some point you need to ask, "How do these discussions help students become better writers?"

When planning a discussion, consider your daily goals. Ask yourself, what do I want students to gain from this discussion? How will it contribute to the overall goal for the lesson? How does it connect to students' own writing?

Shape your outline or discussion plan to reflect the daily goals.

Discussions happen for different reasons. Perhaps you're leading a discussion to introduce a new concept or assignment. Maybe you're critiquing a sample essay, or looking closely at an assigned reading. Whatever the situation, you'll want to consider your role, as well as the goals. Taken together, these provide a starting point to give shape to your classroom discussions.

Planning to Introduce a New Concept or Assignment

When you are explaining what is meant by context, audience, or purpose ; or you are describing the writing situation for an essay, it is useful to engage students by asking questions that encourage them to reflect on their own knowledge. For example, when introducing audience as a rhetorical concept, you might ask, "Who did you think of as your audience when you completed your assignment for today? How did you make choices based on that audience?"

At some point though, students will begin to ask specific questions. This is an excellent time to define the concept you're introducing and provide them with clear answers.

Suggestions for Planning to Teach a New Concept

When planning to teach a new concept, write detailed notes in your lesson plans to help guide the discussion. Also, have several examples ready in case you need to present your points differently. After you explain a concept, plan to have students apply it to their own thinking or writing. Prepare questions or activities to gauge students' understanding and consider assigning additional reading to reinforce the lesson.

Suggestions for Introducing a New Assignment

When introducing a new assignment, be sure you've carefully reviewed it yourself beforehand. Highlight key places where you'll want to elaborate with examples or explanation. Also, anticipate any questions or confusions students may have.

Plan to check for understanding by asking students to summarize or interpret certain aspects of the assignment. For example, have them analyze the writing situation by asking, "How does this compare to the essay you just finished? Who is your new audience? How will you need to shape your writing to meet the needs of this audience?"

If a student raises a question about a concept or an assignment that you don't have an answer for, simply tell them you'll get back to them next class.

Planning to Model or Critique Student Samples

The goals for these types of discussions are clearly connected to students' own writing. You are showing them how concepts discussed in class translate into a particular type of writing. Or you are determining whether a writing sample meets the criteria for an assignment. During these discussions, you'll want to guide students with questions like, "What's effective about this piece of writing?" But don't hesitate to point out the problems areas in the sample.

Discussions about writing should be student-centered, but you also need to provide clear judgments. If an essay has some serious problems, be sure students are aware of this when they leave. When planning, highlight places where an essay is effective or ineffective. If students do not raise the same concerns, point these out for them. Your goal for these discussions is to have students walk away with a greater sense of what to focus on and what to avoid in their own writing.

Suggestions for Modeling Effective Writing

Model effective writing from your own students' work whenever possible. It's a good to do this even if some students are still having difficulty with a concept. For example, say you've finished teaching students how to write a summary, but the homework suggests that only eight students got it. You might decide to model two or three strong student samples in class.

Ask these individuals before class if they mind that you share their work (be sure to tell them that you are using their work as a positive model - it is never a good idea to put a student's problematic work on display for critique). Carefully plan out how you will facilitate this process. One approach would be to present a student's sample on an overhead and discuss what is working well in this piece with the class. Or you could ask the student to read their summary aloud. Consider other approaches as well, and decide which works best with your class and your teaching style.

Try to select work from various students throughout the semester. That way, students will see you're not basing judgments on one model for writing, but locating what's effective among various styles and approaches.

Suggestions for Critiquing Sample Writing

The samples for critique should not come from your own students. You should generate these samples or obtain them from another class. Be sure that whomever wrote the sample has given you permission to use it in class, and cross off their name before making copies.

It's useful to do critiques at the end of a unit, or just before a workshop. Have students read the entire sample piece of writing before coming to class and ask them to comment on how well it meets the criteria for the assignment. Consider various approaches to critiquing the sample and choose the approach that works best for you and your students:

Techniques for Teaching Students to Critique

• Make an overhead of the writing sample and mark it with students' comments during class.
• Role-play a student who is eager to hear a critique of their writing. Then have students pose as a workshop group whose job it is to inform you of how your paper could be improved. Encourage students to give specific and constructive criticism that will help you, as a writer, improve your piece.
• Arrange students in groups. Have students critique another writing sample. Then, have them present their critique to the class.

Planning to Lead a Discussion on an Assigned Reading

The goals for discussions will vary depending upon where you are in the sequence of your course. Perhaps you are using an author's ideas to generate ideas for students' writing, or pulling main ideas from a text and arranging them into an academic summary. You might want to determine whether or not a writer's choices are effective. You'll want to ask yourself, when planning these discussions, "What features of a text should we focus on in order to meet the daily goal?"

If the goal is to teach students summary skills, your discussion questions should be geared to accommodate this. You might create questions that ask students to define a writer's purpose and locate the main ideas. In most cases though, discussions will be dynamic, taking into account multiple purposes and goals.

Your text, course outline, or syllabus may include discussion questions as starting points. Use these as a guide, but also practice developing your own. If you are teaching students how to write a good essay, write out a list of questions that you think are relevant to an essay. Then look back at the daily goals and select those that best reflect these goals.

Arrange discussion questions in a logical order, but also plan to be flexible. Make a list of things that must be covered. Create a hierarchy of questions, but try not to insist on a particular order (discussions usually do not follow a linear path). Rather, think about how questions connect to one another. This way you can adapt during discussions.

Unfortunately, students won't always provide the insightful responses we dream of. Anticipate where your questions may receive shallow answers and plan to engage students with questions like, "Interesting, can you give a specific example for that? Or, can anyone take what Tony just said a go a bit further with it?"

Also, think about how you might phrase questions differently. Sometimes students are silent because they're not sure of what you're asking. Next to each question, list a few alternative ways to ask it. This may be all it takes to turn a tedious discussion into something exciting.

Planning Write to Learn Activities

Write to Learns (WTL) are short writing exercises intended to help students collect their thoughts, start a discussion, or reflect on an assignment. As with most activities, consider your goals when planning a WTL. What do you want students to most gain from the WTL? Your questions or prompts should clearly reflect this. If the goal is to have students evaluate a text, ask them to analyze the effectiveness of something rather than react to the main ideas. If the goal is to engage students' ideas and evaluate a text, plan questions that address both goals. Have students react to ideas first, then ask them to evaluate the author's use of evidence to support these ideas.

Think about how a WTL fits into your lesson. How does it connect with other activities? How might you use it to focus students' thoughts for a discussion or another activity? You can put WTL prompts on the board, display them on an overhead projector, or post them on your class Web site.

When to Use Write to Learns

The following are just a few suggestions. Most likely, you'll discover other uses for Write to Learns as you become familiar with your students and their needs. Since WTL's are informal exercises, you don't need to collect or grade them. Let students know that you'll discuss their answers if there's time. Also, let them know that you won't always read WTL's. If time permits, have students read each others' WTL so their responses can be validated by peers.

Some examples of when to use WTL's are:

To Begin a Write-to-Learn Lesson

Allow students time to focus their thoughts before asking them to engage in activities.

Sample WTL: Take about 5 minutes to free-write your personal reaction to one of the main ideas from one of these authors. Pick one, and keep writing. Don't stop. Just generate any thoughts or feelings you have about what the texts are saying. You can jot down any personal experiences you may have had that relate, or any observations that comment on the idea.

To Jumpstart a Discussion

Students typically participate more if they've had time to pre-write on the topic they're discussing.

Sample WTL: Please take out a piece of paper and write for five minutes or so about what you expect out of today's class. What do you hope to learn and contribute?

To Complete a Portfolio

Ask students to reflect on their writing process before collecting portfolios.

Sample WTL: Reflect on the summary/response paper. What are the strengths in your essay? What did you find most challenging? What did you discover about yourself as a writer when completing this portfolio? How can this discovery be useful to you in the future?

To Check for Understanding

See if students are getting something.

Sample WTL: Please take out a sheet of paper and summarize what we did in class today. What was the significance of each activity and how does it connect to the upcoming assignment?

To Generate Ideas for Papers

Have students begin the writing process with their own ideas and interests.

Sample WTL: List as many contemporary, debatable issues as you can on a piece of paper. Then go back and write down everything you've heard recently about these issues. Also include the sources for this information.

To Refocus a Discussion

Focus a discussion that gets off track or doesn't feel constructive.

Sample WTL: It seems a lot of you are having personal reactions to the ideas in this text. Take about five minutes to write these reactions down. If there's time at the end of class we'll discuss these concerns.

Writing is a dynamic process. As instructors of composition, we value lectures and discussions, but we also believe that writers benefit from collaborating and sharing ideas with other writers. For this reason, we encourage you to try different strategies for planning group activities.

When planning group activities, think about your goals. Then, design very clear and precise tasks to meet these goals. You should provide detailed instructions. Avoid complex language and confusing directions. If students don't understand a task, they tend to zone out and get distracted.

Your role during group work will vary depending on your teaching style and your students' needs. Some instructors roam the class while students are working, making themselves available if a student requests help. Or they join a discussion if students are off track. Other instructors sit quietly away from groups, without interfering. Whatever your approach, keep in mind that group work should center on students' ideas. You may guide their thinking, but the instructional goal for these activities is to help students learn more about the writing process. Therefore, you should try to work with students' ideas and push them to think harder rather than giving them your ideas.

Strategies for Facilitating Group Activities

The following are just a few strategies that instructors have found useful. You will discover other methods for employing group work that best match your own teaching style and your students' needs.

Assign Each Group Member a Role

Assigning roles is helpful in situations where students work as a group. For example, have students act as: the time keeper (who keeps everyone on track), the note taker (who does the writing), the task master (who makes sure everyone is participating), the devil's advocate (who challenges group ideas to ensure they are significant and well-supported), etc. This will keep all students involved and on task.

Give Each Group the Same Task

Put various questions on an overhead and ask all groups to address them. Then, have each group become an "expert" on one question. Have them present their responses to the class. Or, have each group address the same questions and compare their responses.

Give Each Group a Separate Task

Have each group look at a different text. Ask them to summarize it and present their work to the class.

Have Groups Practice Writing Collaboratively

Ask each group to summarize a text on a sheet of paper or an overhead transparency. Then have them display their summaries to the class or post them on the class Web site. You might also ask other groups to critique and comment on the writing.

Ask Groups to Role Play

Ask groups to role play various audiences (students, parents, teachers, city council persons, government officials, etc...) and analyze the same text. Then, collaborate as a class on the text's effectiveness for each audience.

Logistics of Group Activities

Much of the "know-how" concerning the logistics of group work comes from trial and error. The student who took meticulous notes in class is absent the day his/her group is to present. Or three students forget to bring drafts to class, as you requested. There is no way to avoid all of these hassles, but here's a list of things to think about to help you with some of the trouble shooting.

Things to Think About

• Contemplate how many groups you'll need and how many students you'd like in each group. Have students choose their own groups or form groups by counting off numbers or some other means (everyone who's wearing red in group one, etc...). Or arrange groups prior to class, based on your knowledge about students' personalities or writing abilities. Either way, anticipate student absences.
• Decide how much time to allow for each part of the activity.
• Determine how to present the activity. Will you distribute instructions on paper? List tasks on an overhead or board? It's best to provide visual as well as oral instructions for activities to help students stay on task.
• Think about whether students should turn in the work they do in groups.
• Decide if students should meet with groups outside of class and how they can facilitate this (in person, over e-mail, by phone, etc...).

Reflecting on each lesson will save you time when planning in the future. It will also help you become a more mindful teacher. We recommend saving a space at the end of your lesson plans where you can jot down brief notes on the following:

• What went well? Which activities or discussions would you like to use again next time you teach this course?
• What didn't work? How might you change a discussion or an activity to make it more effective next time?
• Did you get through all of the material for the lesson? If not, how might you combine this material with the activities and goals for an upcoming lesson (without falling too far behind)?
• What are students beginning to understand and what are they still struggling with? How might you reinforce the more challenging concepts in upcoming lessons?

Eglin, Kerri. (2008). Planning a Class. Writing@CSU . https://writing.colostate.edu/teaching/guide.cfm?guideid=95

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The importance of lesson planning for effective teaching.

Lesson planning is a crucial aspect of teaching that cannot be overlooked. It is the process of outlining what students will learn, how they will learn it, and how progress will be assessed. In this blog post, we will discuss the significance of lesson planning in teaching and provide tips on how to create an effective lesson plan.

Why is Lesson Planning Important?

Lesson planning is essential for effective teaching. It helps teachers to organize their thoughts and ideas, ensuring that they cover all the necessary topics and skills. A well-planned lesson is more likely to engage students and help them to achieve their learning objectives. Lesson planning also helps teachers to assess student progress and adjust their teaching methods accordingly. Without proper planning, teachers may find themselves struggling to keep students engaged and may not be able to cover all the necessary material.

Creating an Effective Lesson Plan

To create an effective lesson plan, teachers should start by identifying the learning objectives. What do they want their students to learn? Once the objectives have been identified, teachers should consider the best way to teach the material. This may involve using a variety of teaching methods, such as lectures, group work, or hands-on activities. Teachers should also consider the needs of their students, including their learning styles and abilities. They should ensure that the lesson is accessible to all students and that they are able to participate fully.

Another important aspect of lesson planning is assessment. Teachers should consider how they will assess student progress and ensure that they are meeting the learning objectives. This may involve using quizzes, tests, or other forms of assessment. Teachers should also consider how they will provide feedback to students and how they will use this feedback to adjust their teaching methods.

Finally, teachers should consider how they will evaluate the effectiveness of the lesson. Did the students achieve the learning objectives? Were they engaged and motivated? What could be improved for next time? By evaluating the lesson, teachers can identify areas for improvement and ensure that they are providing the best possible learning experience for their students.

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Importance of Lesson Plan for Teachers and Students

All teachers require a lesson plan that is thoughtfully prepared regardless of their ability, experience, or what their field of training involves. The importance of a lesson plan is emphasized by the need for clarity and comprehension regarding how the entire learning process will be handled as well as how students can understand and store the knowledge that is being passed onto them.

Lesson plans are necessary for helping students accomplish their goals within a learning environment on a short-term and long-term basis. Studies show the value of envisioning success in order to attain it. Similarly in a classroom setting, failing to have a lesson plan in place minimizes the prospects of envisioning certain outcomes and fulfilling your expectations.

It is essential for educators to prepare their lessons on a daily basis beforehand and implement the most ideal teaching methods. Attending classroom sessions without a lesson plan is detrimental to teachers and students. When an educator is not properly prepared, they will create the impression of being unprofessional and incompetent among their peers, administrative staff, and students.

Table of Contents

Purpose of Lesson Planning

A lesson plan serves as a guide that a teacher uses every day to determine what the students will learn, how the lesson will be taught as well as how learning will be evaluated. Lesson plans enable teachers to function more effectively in the classroom by giving a detailed outline that they adhere to during each class. This helps to make sure that every moment spent in class is used to teach meaningful concepts and have worthwhile discussions rather than figuring out what you are supposed to do as time goes on.

Lesson plans generally consist of essential components such as objectives, requirements, resources, procedures, and evaluation techniques. Since every part of an effective lesson plan has an impact on the learning process for students, it is crucial to handle them by taking a strategic approach.

A lesson plan is a vital step towards creating a complete curriculum . It delves deeper into the details to make sure that you provide your students with the right information at an appropriate time while making your career easier by giving you a clear sense of direction that you can follow each day.

Importance of Lesson Planning in Teaching

The basis of creating a lesson plan is the objectives of learning and giving learners a chance to discover, establish, and demonstrate what they are taught. It facilitates a learning environment that focuses on the class as a whole rather than concentrating on the teacher.

All effective teachers have a plan that they consider when they deliver training. The plan may be a simple list or a more complex system that is structured and detailed. Lesson plans are essential tools that teachers develop to guide their training sessions. They are properly planned, prepared, and executed to achieve specified learning outcomes.

A conventional lesson plan usually consists of details pertaining to the lesson, the outcomes that will be addressed and the method that will be used as well as the materials and activities that will be included to engage and evaluate the students. The last part of a lesson plan deals with the assessment session from both the teacher’s and student’s standpoints.

Having a lesson plan that has been carefully constructed for every lesson boosts your confidence and maximizes the possibility of having purposeful learning sessions with your students whenever you enter the classroom. It equips you with a general outline of your goals and the things you need to achieve them.

When a lesson is productive, it not only refers to everything going according to your plan, it also ensures that teachers and students learn from each other. Reflecting on lesson plans after every class gives teachers insight into what worked effectively and the reasons why in addition to what could have been handled in a different way. This makes it possible to adjust to unexpected occurrences in the classroom and make changes to the lesson plan when necessary.

Importance of Lesson Planning in Science

While science may appear to be an easy subject for teachers due to its factual and logical content, in reality, it can be very challenging to teach science. Even the most highly trained and experienced teachers will be overwhelmed if they do not have a lesson plan. In order for the students to understand what they are being taught, a lesson plan is a critical part of the process that determines how the topic will be delivered during class periods .

This type of plan should ideally be based on how students comprehend concepts and retain them after the lesson is completed. Teaching science is an extremely rewarding experience when the learning process is successful. Science lessons are complicated as teachers not only have to provide extensive knowledge; they are also responsible for dispelling various myths.

Students are expected to consider other perspectives of the world and be receptive to concepts that defy logic. This is why a science lesson should be planned carefully to make sure it is effective instead of ending up with confusion. It is also important to structure science lessons in the form of relatable stories that make the teaching procedure clear and worthwhile.

When lessons are organized, students can visualize much more and in case they get lost along the way, they will be able to get back on track. There are several ways to implement lesson planning for science but regardless of the approach that you choose to take, the goal is to plan lessons that will allow students to make great progress. Studies show that the teacher is the most important factor that affects a student’s achievement according to research carried out on 60,000 learners.

Benefits of Lesson Planning

• Providing guidance to teachers
• Clarifying the learning objectives for teachers
• Improving the quality of lessons
• Enabling visualization of the entire teaching process
• Making learning easier for students

All teachers need to maximize the importance of a lesson plan to enhance how they educate their learners. A lesson plan works like a map that directs you on how to cover different topics within the curriculum and serves as an amazing tutoring tool. Through lesson planning, teachers can understand what is expected from the lesson and enable the students to understand their objectives.

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Essay Writing: A complete guide for students and teachers

P LANNING, PARAGRAPHING AND POLISHING: FINE-TUNING THE PERFECT ESSAY

Essay writing is an essential skill for every student. Whether writing a particular academic essay (such as persuasive, narrative, descriptive, or expository) or a timed exam essay, the key to getting good at writing is to write. Creating opportunities for our students to engage in extended writing activities will go a long way to helping them improve their skills as scribes.

But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ideas.

In this article, we will drill down to some aspects that will assist students in taking their essay writing skills up a notch. Many ideas and activities can be integrated into broader lesson plans based on essay writing. Often, though, they will work effectively in isolation – just as athletes isolate physical movements to drill that are relevant to their sport. When these movements become second nature, they can be repeated naturally in the context of the game or in our case, the writing of the essay.

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Planning an essay

The Boys Scouts’ motto is famously ‘Be Prepared’. It’s a solid motto that can be applied to most aspects of life; essay writing is no different. Given the purpose of an essay is generally to present a logical and reasoned argument, investing time in organising arguments, ideas, and structure would seem to be time well spent.

Given that essays can take a wide range of forms and that we all have our own individual approaches to writing, it stands to reason that there will be no single best approach to the planning stage of essay writing. That said, there are several helpful hints and techniques we can share with our students to help them wrestle their ideas into a writable form. Let’s take a look at a few of the best of these:

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

Whether students are tackling an assignment that you have set for them in class or responding to an essay prompt in an exam situation, they should get into the habit of analyzing the nature of the task. To do this, they should unravel the question’s meaning or prompt. Students can practice this in class by responding to various essay titles, questions, and prompts, thereby gaining valuable experience breaking these down.

Have students work in groups to underline and dissect the keywords and phrases and discuss what exactly is being asked of them in the task. Are they being asked to discuss, describe, persuade, or explain? Understanding the exact nature of the task is crucial before going any further in the planning process, never mind the writing process .

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

Once students have understood what the essay task asks them, they should consider what they know about the topic and, often, how they feel about it. When teaching essay writing, we so often emphasize that it is about expressing our opinions on things, but for our younger students what they think about something isn’t always obvious, even to themselves.

Brainstorming and mind-mapping what they know about a topic offers them an opportunity to uncover not just what they already know about a topic, but also gives them a chance to reveal to themselves what they think about the topic. This will help guide them in structuring their research and, later, the essay they will write . When writing an essay in an exam context, this may be the only ‘research’ the student can undertake before the writing, so practicing this will be even more important.

RESEARCH YOUR ESSAY

The previous step above should reveal to students the general direction their research will take. With the ubiquitousness of the internet, gone are the days of students relying on a single well-thumbed encyclopaedia from the school library as their sole authoritative source in their essay. If anything, the real problem for our students today is narrowing down their sources to a manageable number. Students should use the information from the previous step to help here. At this stage, it is important that they:

●      Ensure the research material is directly relevant to the essay task

●      Record in detail the sources of the information that they will use in their essay

●      Engage with the material personally by asking questions and challenging their own biases

●      Identify the key points that will be made in their essay

●      Group ideas, counterarguments, and opinions together

●      Identify the overarching argument they will make in their own essay.

Once these stages have been completed the student is ready to organise their points into a logical order.

WRITING YOUR ESSAY

There are a number of ways for students to organize their points in preparation for writing. They can use graphic organizers , post-it notes, or any number of available writing apps. The important thing for them to consider here is that their points should follow a logical progression. This progression of their argument will be expressed in the form of body paragraphs that will inform the structure of their finished essay.

The number of paragraphs contained in an essay will depend on a number of factors such as word limits, time limits, the complexity of the question etc. Regardless of the essay’s length, students should ensure their essay follows the Rule of Three in that every essay they write contains an introduction, body paragraphs, and a conclusion.

Generally speaking, essay paragraphs will focus on one main idea that is usually expressed in a topic sentence that is followed by a series of supporting sentences that bolster that main idea. The first and final sentences are of the most significance here with the first sentence of a paragraph making the point to the reader and the final sentence of the paragraph making the overall relevance to the essay’s argument crystal clear. 

Though students will most likely be familiar with the broad generic structure of essays, it is worth investing time to ensure they have a clear conception of how each part of the essay works, that is, of the exact nature of the task it performs. Let’s review:

Common Essay Structure

Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer’s general perspective and approach to the question.

Body Paragraphs: These are the ‘meat’ of the essay and lay out the argument stated in the introduction point by point with supporting evidence.

Conclusion: Usually, the conclusion will restate the central argument while summarising the essay’s main supporting reasons before linking everything back to the original question.

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

●      Paragraphs should follow a logical sequence; students should group similar ideas together to avoid incoherence

●      Paragraphs should be denoted consistently; students should choose either to indent or skip a line

●      Transition words and phrases such as alternatively , consequently , in contrast should be used to give flow and provide a bridge between paragraphs.

HOW TO EDIT AN ESSAY

Students shouldn’t expect their essays to emerge from the writing process perfectly formed. Except in exam situations and the like, thorough editing is an essential aspect in the writing process. 

Often, students struggle with this aspect of the process the most. After spending hours of effort on planning, research, and writing the first draft, students can be reluctant to go back over the same terrain they have so recently travelled. It is important at this point to give them some helpful guidelines to help them to know what to look out for. The following tips will provide just such help: 

One Piece at a Time: There is a lot to look out for in the editing process and often students overlook aspects as they try to juggle too many balls during the process. One effective strategy to combat this is for students to perform a number of rounds of editing with each focusing on a different aspect. For example, the first round could focus on content, the second round on looking out for word repetition (use a thesaurus to help here), with the third attending to spelling and grammar.

Sum It Up: When reviewing the paragraphs they have written, a good starting point is for students to read each paragraph and attempt to sum up its main point in a single line. If this is not possible, their readers will most likely have difficulty following their train of thought too and the paragraph needs to be overhauled.

Let It Breathe: When possible, encourage students to allow some time for their essay to ‘breathe’ before returning to it for editing purposes. This may require some skilful time management on the part of the student, for example, a student rush-writing the night before the deadline does not lend itself to effective editing. Fresh eyes are one of the sharpest tools in the writer’s toolbox.

Read It Aloud: This time-tested editing method is a great way for students to identify mistakes and typos in their work. We tend to read things more slowly when reading aloud giving us the time to spot errors. Also, when we read silently our minds can often fill in the gaps or gloss over the mistakes that will become apparent when we read out loud.

Phone a Friend: Peer editing is another great way to identify errors that our brains may miss when reading our own work. Encourage students to partner up for a little ‘you scratch my back, I scratch yours’.

Use Tech Tools: We need to ensure our students have the mental tools to edit their own work and for this they will need a good grasp of English grammar and punctuation. However, there are also a wealth of tech tools such as spellcheck and grammar checks that can offer a great once-over option to catch anything students may have missed in earlier editing rounds.

Putting the Jewels on Display: While some struggle to edit, others struggle to let go. There comes a point when it is time for students to release their work to the reader. They must learn to relinquish control after the creation is complete. This will be much easier to achieve if the student feels that they have done everything in their control to ensure their essay is representative of the best of their abilities and if they have followed the advice here, they should be confident they have done so.

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