Chapter 4:
Developing Unit
and Daily Lesson
Plans
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Chapter 4 Objectives
After completing chapter 4, students should be able to do the
following:
1. Describe the four levels of planning.
2. Identify and describe the key components of a unit and daily
lesson plan.
3. Differentiate between teacher-centered and student-centered
instruction and name various methods associated with each.
4. Explain the importance of daily lesson planning in the learning
process.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Chapter 4 Objectives—Continued
5. Operationally define set induction and lesson closure,
and explain their importance to effective teaching.
6. Operationally define instructional strategy, and name its
two components.
7. Describe the four variables that should be considered in
the selection of an appropriate instructional method.
8. Develop a unit plan for a given area within your area of
specialization.
9. Develop daily lesson plans for a unit or series of units.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Purposes for Planning
• Permits Teachers to Anticipate Needs for
Resources—so materials can be Gathered and
Organized.
• Provides a Plan that Directs Classroom
Interactions.
• Gives Confidence for New Teachers.
• Enables Lessons to be Coherent and Logical.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Teacher-Student Planning
• Teachers and Students can be
Engaged
Engaged in the Planning
Process.
• Amount of Teacher-Student Panning Varies:
− Selecting Class Projects.
− Choosing Types of Reports.
− Selection of Outside Readings.
• Involving Students in the Planning Process Enables
Teachers to Identify Students’:
− Strengths and Weaknesses.
− Points of Interest.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Teacher-Student Planning—Continued
Teacher-Student Planning:
− Promotes
Ownership
Ownership of the Curriculum.
− Provides
Insight
Insight for the Teacher—understand
whether Students Know the Material
Or
Or Not.
− Helps Teachers Reallocate Resources to Needed
Areas of Instruction.
− Makes Planning and Teacher more Efficient.
− Helps Teachers Meet the Needs of All Students.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Instructional Materials
•
•
Effective
Effective Planning Allows Teachers to do the
following:
− Survey Available Materials and Media.
− Technology to Enrich Instruction—Textbooks,
Supplementary Reading Materials, DVDs, Software.
− Preview and Examine Materials Mentioned Above.
− Select these Materials and Coordinate them with Units
and Lessons.
• Utilization of these Materials
Increase
Increase Motivation and
Stimulate Learning.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Levels of Planning
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
First Level of Planning—Course
Planning
•
•
Course Planning
Course Planning is the Most General Type of Planning
Teachers Utilize.
•
•
Beginning
Beginning Teachers use the following for Course Planning:
− Textbook—should be supplemented.
− State Curriculum Suggestions.
− Supplementary Material.
•
•
Experienced
Experienced Teachers use the following for Course Planning:
− Experience—the Major Source of their Work.
− Textbooks.
− State-Curriculum Suggestions.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Second Level of Planning—Unit
Planning
• Courses are Divided into a Sequence of Manageable Units called
Units.
• Units Divide the Year’s Work into
Discrete
Discrete Segments of Study.
• Each Unit is Organized around a Specific Theme/a Cluster of
Related Concepts.
• The Unit Contains many Related Learning Activities and
Experiences.
• Examples of Units might be Plants/Community Helpers.
• Unit Planning links the Following
Critical
Critical Elements of Instruction:
− Goals and Objectives.
− Content and Activities.
− Evaluation.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Unit Planning—Continued
Unit Planning has the following Components:
1.
1.
Topic
Topic—Derived from Course Outline, Textbook/State-
Curriculum Guide.
2.
2.
Goals and Objectives
Goals and Objectives
—
—Listed Learning
Intentions/Goals.
3.
3.
Content Outline
Content Outline
--
--Outline of Material to be Covered.
4.
4.
Learning Activities
Learning Activities
--
--Teacher and Student Activities
Arranged in a Series of Daily Lessons leading to
Learning Outcomes.
5.
5.
Resources and Materials
Resources and Materials
--
--Materials to be used for the
Unit.
6.
6.
Evaluation
Evaluation—the Procedure to Assess and Evaluate
Learning.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Unit Planning—Continued
• Units
Vary
Vary in Length Depending on Grade Level
and Focus.
• Many Schools Now Utilize
Thematic
Thematic Units.
• Thematic Units are Effective because:
− Offers Teaching Teams Useful, Logical and Flexible Way
of Organizing Interdisciplinary/Cross Curricular Teaching
Over a Block of Time.
− Plan that Provides Instruction that is Relevant, Less
Fragmented and Stimulating.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Unit Planning—Continued
• Themes can be
Global/Specific
Global/Specific in Content.
• Specific Themes might be: Realistic Fiction, Folklore, or
Science Fiction.
• Global Themes might be: Conflict, Terrorism or Climate.
• Unit Planning w/Teacher Teams Permits Teachers of
Different Disciplines—Science, Social Studies, Art and
Language Arts—to Share Insights and Connections for
Instruction.
• Instruction Becomes Stimulating and Coherent.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Unit Planning—Continued
• Sources for Ideas for Constructing Unit Plans are
as follows:
−
−
State
State-Curriculum and
School
School District Guides—
Explicitly Mandated Objectives and Goals to be
Covered.
− Course Textbooks—Offer Clues/Ideas But
Teachers Must Ensure that the Goals and
Objectives of the Unit are Met by using Other
Related Resources.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Unit Planning—Continued
• Mandated Curriculum is Presented in Terms
of Minimum Competencies, therefore
Teachers must still:
−Plan Additional Units to Reach their
Goals.
−Plan the Sequence, Present the Content
and Test the Outcomes.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Steps in Unit Planning
!.. Topics, Sequence and Time Identified
!.. Topics, Sequence and Time Identified
2. Develop Unit Objectives/Goals
2. Develop Unit Objectives/Goals
3. Student Outcomes and Behavioral Complexity
3. Student Outcomes and Behavioral Complexity
4. Design Learning Activities and Group Unit
Objectives
4. Design Learning Activities and Group Unit
Objectives
5. Develop a Series of Daily Lesson Plans that are
Interrelated and Address the Learner Outcomes
5. Develop a Series of Daily Lesson Plans that are
Interrelated and Address the Learner Outcomes
6. Preview and Acquire Needed Instructional
Materials
6. Preview and Acquire Needed Instructional
Materials
7. Assess and Evaluate
7. Assess and Evaluate
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Third Level of Planning—Weekly
Planning
Weekly Plans:
Weekly Plans:
− Watered-Down Copies of the Week’s Daily Lesson
Plans.
− It Appears Usually on
Special
Special Form Provided by
the School.
− Format Varies from School to School.
− Facilitates Daily Instruction by Maintaining the
Focus for the Teacher.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Fourth Level of Planning—Daily
Lesson Planning
Daily
Lesson Plan Considerations
Lesson Plan Considerations are as follows:
1.
1.
Detailed
Detailed and Specific.
2. Defines the Objectives and Class Activities for
One Day.
One Day.
3. Derived from the
Unit Plan.
Unit Plan.
4. Reflects Individual Needs, Strengths, and Interests of the
Teacher
Teacher
and
Students.
Students.
5. Might have to be
Modified/Adjusted
Modified/Adjusted During its Implementation
6. Teachers should have Alternative
s
s when a Daily Lesson needs to
be Modified during its Use.
7. Does Not Ensure Success—Delivery is also Important.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Post-Lesson Evaluation
• Student Evaluation should be an
Integral
Integral Part of Lessons Taught.
• Purpose of Evaluations: Determine the Degree which Learners have
Attained the Lesson’s Outcomes.
• Evaluations Vary in Specificity and Level of Formality.
• Evaluation Information can come from: Answers to Questions,
Student-Group Work, Individual Seatwork/Class Activities and
quizzes or tests.
• Evaluations help Teachers
Differentiate
Differentiate Instruction.
− Students who have Not Mastered Material can be Re-taught.
− Students who Mastered Material can receive Enrichment.
Activities during the Re-teaching Phase.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Lesson Plan Formats—Number 1
•
•
Jacobson, Eggen and Kauchak
Jacobson, Eggen and Kauchak (1989) suggest the following
Lesson Plan Format:
1.
1.
Objectives
Objectives—the Intent of the Lesson from Unit Plan.
2.
2.
Introduction
Introduction (Set Induction)—an Activity to Obtain Attention of
the Learners.
3.
3.
Content
Content—Outline of Content of Lesson.
4.
4.
Methods & Procedures
Methods & Procedures
—
—Listing of Developmental Activities
taken from Unit Plan.
5. Closure—Wrap-up Activity.
6.
6.
Resources & Materials
Resources & Materials
—
—List of Materials for the Lesson.
7.
7.
Evaluation Procedure
Evaluation Procedure
—
—Activity/Technique to Determine if
Students Learned the Intended Outcome.
8.
8.
Assignment
Assignment
—
—
In
In
-
-
Class/Homework Assignment to be Completed
Class/Homework Assignment to be Completed
for the Next Class Period.
for the Next Class Period.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Lesson Plan Formats—Number 2
•
•
Madeline Hunter
Madeline Hunter
’
’
s
s (1980) Lesson Plan Format—Detailed and
Specific Suitable for
Teacher
Teacher
-
-
Centered Lessons:
Centered Lessons:
1.
1.
Anticipatory Set
Anticipatory Set—Prompts Students to Focus before Lesson
Begins.
2.
2.
Objective and Purpose
Objective and Purpose—Teacher Informs Students of the
Lesson’s Focus and how it will be Use.
3.
3.
Input
Input—New Knowledge, Processes/Skills that will be Learned.
4.
4.
Modeling
Modeling
—
—Examples used to Teach the Lesson’s Content/Intent.
5. Checking for Understanding—Method to Determine whether
Students Understand the Lesson Intent that Occurs during
Modeling/Student-Guided Activity.
6.
6.
Guided Practice
Guided Practice
—
—Students Practice New Learning under Teacher
Supervision.
7.
7.
Independent Practice
Independent Practice—Unsupervised Practice in Class of New
Learning
.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Lesson Plan Formats—Number 3
• Used for
Small
Small
-
-
Group Instruction
Group Instruction and Student-Centered:
1.
1.
Objectives
Objectives—Lesson Intent
/
/Students be able to do.
2.
2.
Initial Focus
Initial Focus (Set Induction)—Teacher Directed Activity to Obtain
Students’ Attention.
3.
3.
Major Task
Major Task—Teacher-Directed Presentation of Task w/directions
and Available Options.
4.
4.
Group Activity
Group Activity
—
—Task Assigned to Students Utilizing New
Learning.
5. Debriefing—
Teacher and Student Reflect on What Worked and
Teacher and Student Reflect on What Worked and
Did Not Work.
Did Not Work.
6.
6.
Resources and Material
Resources and Materials—List of Materials Needed
.
. Practice
New Learning under Teacher Supervision.
7.
7.
Evaluation
Evaluation
—
—Formal and Informal Techniques to determine
whether Students have Learned the New Material.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Lesson Plan Formats—Number 4
• This format is Utilized for the Backward Design Approach to
Instruction—Goals of Lesson are Articulated Right at the
Beginning:
1.
1.
Enduring Understanding (s)
Enduring Understanding (s)—Essentials Knowledge and Sills.
2.
2.
Essential Questions
Essential Questions
—
—Related Questions that Cover the Enduring
Understanding (s) and guide/focus teaching/learning.
3.
3.
Assessment/Acceptable Evidence
Assessment/Acceptable Evidence
—
—how Students will
Demonstrate that they Understand the New Learning.
4. Strategies/Best Practices used to Explicitly Teach
Understandings
Understandings
—
—
Teaching/Learning
Teaching/Learning Experiences that Equip
Students & Demonstrate the Understandings Designed to Obtain
Student Attention & Interest.
5.
5.
Resources and Material
Resources and Material
—
—List of Materials Needed to
Accomplish tasks.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Nine
Nine Examples
Of Lesson Plan
Formats Follow
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Number 1—Outline of Key
Question/Discussion Lesson Plan Format
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Number 1—Continued
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Number 2—Outline of Inquiry and
Problem Solving Lesson Plan Format
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Number 3—Concept Attainment
Lesson Plan
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Number 4—Cooperative
Learning Lesson Plan
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Number 5—Direct Instruction
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Number 6—Creativity Lesson Plan
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Number 7—A Sample Language Arts
Lesson
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Number 7—Continued
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Number 8—Sample Small-Group
Strategy Lesson Plan
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Number 9—Sample Key
Question/Discussion Lesson Plan
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Team Planning
Team Planning
Team Planning is
Important
Important because of the
following reasons:
1. Reduces Duplication and Supports the Connectedness of Several
Disciplines.
2. Fosters the Development of Reading and Writing Assignments could be
Planned that could Enhance Student Understanding of Topics.
3. Allows Teachers to Plan for a Common Group of Students
4. Facilitates Effective Teaching.
5. Engages Teachers in Critical Thinking and Analysis.
6. Facilitates the Creation of Effective Evaluation Procedures.
7. Enables Teachers to better Differentiate Instruction.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Teaching Special Education
• Teachers Must
Differentiate
Differentiate Assignments, Modify their
Plans, and Vary the Type of Work Students do to Meet the
Needs of this Population.
• Planning
Guidelines
Guidelines are as follows:
− Gather Information about the Exceptional Student’s Differences and
how it might Affect Learning.
− Seek out help from District Special Education/Resource Experts.
− Obtain Equipment that will help these Students Function at an
Optimal Level.
− Adapt Curriculum, Teaching and Instructional Strategies.
− Ensure that Barriers—both Physical & Psychological—are Removed
to Facilitate Learning and Movement.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Teaching Gifted and Talented Students
Characteristics
Characteristics of G/T Children are as follows:
1. Advanced Intellect—learn quickly.
2. High Verbal Skills—communicates effectively.
3. Keen Power of Concentration—Time-on- Task is
High.
4. Atypical Response Behavior—may be more
Sensitive/Creative than Peers.
5. High Performance Ability—Across many
Domains.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Teaching Strategies for G/T Students
1.
1.
Differentiate Instruction
Differentiate Instruction to meet their Needs.
2.
2.
Vary Instruction
Vary Instruction and Grouping Strategies.
3.
3.
Varied Questioning
Varied Questioning
—
—especially the Use of Higher Levels of Questioning.
4. Compact the Curriculum.
5.
5.
Accelerate
Accelerate Pace and Content of Instruction.
6.
6.
Independent
Independent Study/Research.
7. Utilize Tired Instruction—
Utiliz
Utilize Learning Materials at Different Levels.
8. Utilize
Interest Centers.
Interest Centers.
9. Apprenticeships.
10. Teacher Must
Advocate
Advocate for these Students—Expansion of Program, more
Resources and Funding.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Lesson Plan Structure
•
•
Set Induction
Set Induction
− Outset of Lesson.
− Gets Students’
Undivided Attention.
Undivided Attention.
− Arouses Interest.
− Establishes a
Conceptual
Conceptual Framework for the Lesson.
− Pose a Perplexing Story.
− Share a Story.
−
−
Be Creative.
Be Creative.
− Use Suspense.
− Use Models, Diagrams/Pictures.
− Utilize Stimulating Questions.
Cognitive Set
Cognitive Set
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Lesson Plan Structure—Continued
• Techniques to
Get Quiet
Get Quiet are as follows:
− Stand Quietly.
− Talk using a Low Tone.
− Flick Lights on and Off.
• Importance of
Advance Organizers
Advance Organizers—Ausabel (1963):
− Teacher’s Introductory Remarks.
− Could be Based on Students’ Interests.
− Sets the Stage for Learning.
− Makes Explicit what is Expected from Students (Frame of Reference
of What to Look for.
− Generalizations, Definitions/Analogies.
− Background Information.
− Conceptual Bridge.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Strategies and Procedures
• Effective Lessons Consist of:
− Content to be Taught.
− Instructional Strategy Employed in Teaching It.
• Instructional Strategy is the Global Plan for
Teaching the Lesson.
• The Instructional Strategy Consists of:
− Methodology.
− Lesson Procedure.
Overall Plan for the Lesson
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Strategies and Procedures—Continued
• Methodology:
− Acts like a Student Motivator.
− Sets the Tone for the Lesson.
• It Consists of:
− Planned Patterned Behaviors.
− Definite Steps Teaches uses to Influence Learning.
− It should Capture and Hold Students’ Attention.
− It should Engage them in the Lesson.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Overview of a Lesson Plan
• Lesson Procedures:
− Sequence of Steps/Activities Teacher and Students use to
Achiever the Lesson Objectives.
− Leads Students to the Acquisition of the Learning Objectives.
• An Example using a Lesson on Atomic Energy:
− Present a Short Introductory Lecture on Atomic Energy.
− Show a Film on Splitting the Atom.
− Conduct a Summary Discussion on the Content of the Film.
− Conduct a Question-and-Answer Session on Major Points
Covered in the Lecture and in the Film.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Parts of a Lesson Plan—Student Practice
•
•
Student Practice
Student Practice Types:
− Guided Practice—with the Help and Encouragement of the
Teacher.
− Independent Practice—without the Help and Encouragement
of the Teacher.
•
•
Guided Practice:
Guided Practice:
− Could be Oral.
− Geared for Group Participation OR
− Geared for Group Creation of a Product/Ideas.
− It is a Safety Net Allowing Students the Opportunity to Try a
New Concept under the Guidance of a Teacher.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Parts of a Lesson Plan—Student Practice—
Continued
•
•
Guided Practice
Guided Practice
—
—
Continued:
Continued:
− Teachers Can Determine whether Concept (s) have been
Understood and Internalized.
− Teachers can Immediately Reteach Students who Experience
Trouble Understanding the New Concepts—Immediacy is
more Effective than Returning to the Concept Latter.
− Peer Groups can Facilitate Reteaching by Restating the
Concepts in the Students’ Language.
•
•
Independent Practice
Independent Practice Occurs Only when the Teacher is
Sure that Students Fully Understand the Concept (s).
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Parts of a Lesson Plan—Student Practice
and Assessment and Evaluation
•
•
Independent Practice:
Independent Practice:
− Generally Creative Homework Assignments that
Explore the Concept (s) in Depth:
−
−
Examples:
Examples: Interview Experts, Model Building,
drawing, map making.
•
•
Assessment and Evaluation:
Assessment and Evaluation:
− Determines whether Students Learned the Material.
− Well Written
Objectives
Objectives Facilitate the Development
of Evaluation and Assessment.
− Determine if Reteaching is Necessary.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Methodology Selection
• Two
Types of Methods
Types of Methods for Teaching are:
2. Student
2. Student
-
-
Centered
Centered
1. Teacher
1. Teacher
-
-
Centered
Centered
• Passive
• Listen
• Lecture
• Textbook
• Active
• Engaged
• Hands-
On
•
Learning Occurs
Learning Occurs
•
•
Lesson Plans
Lesson Plans
•
•
Teachers & Students
Teachers & Students
Involved
Involved
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Methodology Selection—Continued
Method
Selection Depends
Selection Depends on the following:
− Teaching Experience and Preference.
− Type of Lesson Procedures Employed.
− Content and Objectives of the Lesson.
− Teacher Characteristics—Personality and Comfort Level.
− Learner Characteristics—Maturity Level, Learning Styles, Interests,
Academic Ability.
− Learning Environment—materials, space available.
− Teacher Domain Emphasized—Cognitive, Affective or Psychomotor.
− Time—what time of the day it is.
− Weather—think late spring versus a cozy winter day.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Methodology Selection—Continued
•
•
Time Spent
Time Spent for Each Approach Depends on the
following Issues:
− Subject being Taught.
− Grade Level of Students.
− Time Available for Instruction.
− Materials Available.
− Philosophy of School and Teacher.
• Effective Teacher
Combine
Combine the Elements of both
Approaches where Possible.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Procedure Selection
•
•
Lesson Procedure:
Lesson Procedure:
− Outline/Model of Instruction.
− Facilitates the Implementation of the Lesson.
− It has two forms: Teacher-Centered and Student-Centered
− Lesson Must be well Structured.
− It must Keep Student Interested and Motivated.
• Techniques to
Maintain Motivation
Maintain Motivation and
Interest
Interest are as follows:
− Engage Students in Active Learning.
− Use Relevant Content.
− Be Enthusiastic about Teaching—show your Passion.
− Challenge Students Appropriately.
− Make Explicit your Expectations for Learning.
− Incorporate Students’ Interests, Ideas, Suggestions, and Opinions into
Lessons.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Closure
Closure Activity:
Closure Activity:
− Could Take Place at the End of a Lesson/During
Course of a Lesson to Check for Understanding
before Preceding to the Next Part of the Lesson.
− Designed to Help Students Organize New Material
w/Itself and Other Lessons.
− Show the Relationship Among the Major Ideas.
− Tie Together the Parts of the Lesson.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Closure—Continued
• Closure Activities are
Appropriate
Appropriate for the
following Situations:
− Following a Film, CD, Play, or TV Program.
− Summarizing the Presentation of a Guest Speaker.
− Closing a Group Discussion.
− Consolidating Learning of a New Concept.
− End a Science Experiment.
− Concluding a Long Unit of Study.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Closure—Continued
•
•
Methods
Methods of
Providing Closure
Providing Closure are as follows:
− Relate Learned Material Back to the General Theme.
− Cueing—Leading the Witness—Filling in an Outline
− Using Summary Questions
.
.
− Structured Statements that Relate New and Previously Learned
Material—Can we relate this example to examples we have studied in
the past?
− Students Demonstrate/Apply what they have Learned—Let’s do this
oral exercise together.
• Remember
All
All Students Should Achieve Closure before Preceding to
the Next Lesson.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Lesson Planning for Everyday Usage
Experienced Teachers
Experienced Teachers
Beginning/Pre
Beginning/Pre
-
-
Service
Service
Teachers
Teachers
1.
1.
Objectives
Objectives Play a Small Part in Initial
Planning.
1.
1.
Plan Extensively.
Plan Extensively.
2. Focus on
Content
Content & Specific
Instructional
Activities.
Activities.
2. Include the following in Planning:
Objectives,
Objectives,
Subject Matter,
Subject Matter,
Materials, Strategies & Methods and
Materials, Strategies & Methods and
Evaluation.
Evaluation.
3. Plan
Not Written Down
Not Written Down
—
—in their
Minds.
3. Plans
Written
Written and Referred to during
Lessons.
4. Use
Incidental
Incidental Planning.
4.
4.
Modify
Modify the Amount/Content of
Planning as
Experience is Acquired.
Experience is Acquired.
5. Plan for Every
Free Thinking
Free Thinking
Moment
Moment of the Day.
5. Plan for Every
Free Thinking
Free Thinking
Moment
Moment of the Day.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Reflective Teaching
•
•
Reflective Teaching
Reflective Teaching
—
—Cruickshank (1987):
− Look Back/Examine Your Teaching.
− Examine Student Satisfaction.
− Consider whether Students were Actively Engaged in the Lesson (s).
− Change Teaching Strategies Accordingly.
•
•
Reflective Teachers
Reflective Teachers:
− Formulate their Own Rules, Principles and Philosophies that Lead to
Better Practices/Effectiveness.
− Become Better Decision Makers.
− Better Planners.
− Effective Teachers.
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Lesson Plan Structure Concepts
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
Reflection
Write 3 Small Ideas from the Chapter
Write 3
Small
Small Ideas from the Chapter
1.
1.
____
____
2.
2.
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3.
3.
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One Big Idea from the Chapter:________________
One Big Idea from the Chapter:________________
Effective Instructional Strategies
Chapter 4: Developing Unit And Daily Lesson Plans
