Environmental Education

By Khan

Key words; Steps for Preparing a Lesson Plan, Presenting the Lesson Plan, Plan the
specific learning activities, What 
is Lesson Planning?, Strategies for Effective Lesson Planning

Strategies for Effective Lesson Planning

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

 

Steps
for Preparing a Lesson Plan

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.

Outline
for 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?

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?

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?

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,
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.

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.

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

Conclusion

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 instructor learn from each other.

. 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