Lesson plan

Last updated February 19, 2024

A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students. There may be requirements mandated by the school system regarding the plan.^[1] A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached (test, worksheet, homework etc.).^[2]

Main classes of symbiotic relationships

While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order:

Title of the lesson
Time required to complete the lesson
List of required materials
List of objectives, which may be behavioral objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion)
The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts —these include showing pictures or models, asking leading questions, or reviewing previous lessons
An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and, where appropriate, guided practice by students to consolidate new skills and ideas
Independent practice that allows students to extend skills or knowledge on their own
A summary, where the teacher wraps up the discussion and answers questions
An evaluation component, a test for mastery of the instructed skills or concepts—such as a set of questions to answer or a set of instructions to follow
A risk assessment where the lesson's risks and the steps taken to minimize them are documented
An analysis component the teacher uses to reflect on the lesson itself—such as what worked and what needs improving
A continuity component reviews and reflects on content from the previous lesson^[3]

Herbartian approach: Fredrick Herbart (1776-1841)

According to Herbart, there are eight lesson plan phases that are designed to provide "many opportunities for teachers to recognize and correct students' misconceptions while extending understanding for future lessons." These phases are: Introduction, Foundation, Brain Activation, Body of New Information, Clarification, Practice and Review, Independent Practice, and Closure.^[4]

Preparation/Instruction: It pertains to preparing and motivating children to the lesson content by linking it to the previous knowledge of the student, by arousing curiosity of the children and by making an appeal to their senses. This prepares the child's mind to receive new knowledge. "To know where the pupils are and where they should try to be are the two essentials of good teaching." Lessons may be started in the following manner: a. Two or three interesting but relevant questions b. Showing a picture/s, a chart or a model c. A situation Statement of Aim: Announcement of the focus of the lesson in a clear, concise statement such as "Today, we shall study the..."
Presentation/Development: The actual lesson commences here. This step should involve a good deal of activity on the part of the students. The teacher will take the aid of various devices, e.g., questions, illustrations, explanation, expositions, demonstration and sensory aids, etc. Information and knowledge can be given, explained, revealed or suggested. The following principles should be kept in mind. a. Principle of selection and division: This subject matter should be divided into different sections. The teacher should also decide as to how much he is to tell and how much the pupils are to find out for themselves. b. Principle of successive sequence: The teacher should ensure that the succeeding as well as preceding knowledge is clear to the students. c. Principle of absorption and integration: In the end separation of the parts must be followed by their combination to promote understanding of the whole.
Association comparison: It is always desirable that new ideas or knowledge be associated to daily life situations by citing suitable examples and by drawing comparisons with the related concepts. This step is important when we are establishing principles or generalizing definitions.
Generalizing: This concept is concerned with the systematizing of the knowledge learned. Comparison and contrast lead to generalization. An effort should be made to ensure that students draw the conclusions themselves. It should result in students' own thinking, reflection and experience.
Application: It requires a good deal of mental activity to think and apply the principles learned to new situations. Knowledge, when it is put to use and verified, becomes clear and a part of the student's mental make-up.
Recapitulation: Last step of the lesson plan, the teacher tries to ascertain whether the students have understood or grasped the subject matter or not. This is used for assessing/evaluating the effectiveness of the lesson by asking students questions on the contents of the lesson or by giving short objectives to test the student's level of understanding; for example, to label different parts on a diagram, etc.

Lesson plans and unit plans

A well-developed lesson plan reflects the interests and needs of students. It incorporates best practices for the educational field. The lesson plan correlates with the teacher's philosophy of education, which is what the teacher feels is the purpose of educating the students.^[5]

Secondary English program lesson plans, for example, usually center around four topics. They are literary theme, elements of language and composition, literary history, and literary genre. A broad, thematic lesson plan is preferable, because it allows a teacher to create various research, writing, speaking, and reading assignments. It helps an instructor teach different literature genres and incorporate videotapes, films, and television programs. Also, it facilitates teaching literature and English together.^[5] Similarly, history lesson plans focus on content (historical accuracy and background information), analytic thinking, scaffolding, and the practicality of lesson structure and meeting of educational goals.^[6] School requirements and a teacher's personal tastes, in that order, determine the exact requirements for a lesson plan.

Unit plans follow much the same format as a lesson plan, but cover an entire unit of work, which may span several days or weeks. Modern constructivist teaching styles may not require individual lesson plans. The unit plan may include specific objectives and timelines, but lesson plans can be more fluid as they adapt to student needs and learning styles.

Unit Planning is the proper selection of learning activities which presents a complete picture. Unit planning is a systematic arrangement of subject matter. "A unit plan is one which involves a series of learning experiences that are linked to achieve the aims composed by methodology and contents," (Samford). "A unit is an organization of various activities, experiences and types of learning around a central problem or purpose developed cooperatively by a group of pupils under a teacher leadership involving planning, execution of plans and evaluation of results," (Dictionary of Education).

Criteria of a Unit Plan

Needs, capabilities, interest of the learner should be considered.
Prepared on the sound psychological knowledge of the learner.
Provide a new learning experience; systematic but flexible.
Sustain the attention of the learner til the end.
Related to social and physical environment of the learner.
Development of learner's personality.

It is important to note that lesson planning is a thinking process, not the filling in of a lesson plan template. A lesson plan is envisaged as a blue print, guide map for action, a comprehensive chart of classroom teaching-learning activities, an elastic but systematic approach for the teaching of concepts, skills and attitudes.

The first thing for setting a lesson plan is to create an objective, that is, a statement of purpose for the whole lesson. An objective statement itself should answer what students will be able to do by the end of the lesson. The objective drives the whole lesson plan; it is the reason the lesson plan exists. The teacher should ensure that lesson plan goals are compatible with the developmental level of the students. The teacher ensures as well that their student achievement expectations are reasonable.^[5]

Delivery of lesson plans

The following guidelines were set by Canadian Council on Learning to enhance the effectiveness of the teaching process:

At the start of teaching, provide the students with an overall picture of the material to be presented. When presenting material, use as many visual aids as possible and a variety of familiar examples. Organize the material so that it is presented in a logical manner and in meaningful units. Try to use terms and concepts that are already familiar to the students.
Maximize the similarity between the learning situation and the assessment situation and provide adequate training practice. Give students the chance to use their new skills immediately on their return home through assignments. Communicate the message about the importance of the lesson, increase their motivation level, and control sidelining behaviors by planning rewards for students who successfully complete and integrate the new content. To sustain learning performance, the assessments must be fair and attainable.
Motivation affects teaching outcomes independently of any increase in cognitive ability. Learning motivation is affected by individual characteristics like conscientiousness and by the learning climate. Therefore, it is important to try to provide as much realistic assignments as possible. Students learn best at their own pace and when correct responses are immediately reinforced, perhaps with a quick “Well done.” For many Generation Z students, the use of technology can motivate learning. Simulations, games, virtual worlds, and online networking are already revolutionizing how students learn and how learning experiences are designed and delivered. Learners who are immersed in deep experiential learning in highly visual and interactive environments become intellectually engaged in the experience.
Research shows that it is important to create a perceived need for learning (Why should I learn, the realistic relatable objective) in the minds of students. Then only students can perceive the transferred "how and what to learn" part from the educator. Also, provide ample information that will help to set the students' expectations about the events and consequences of actions that are likely to occur in the learning environment. For example, students learning to become adept on differential equations may face stressful situations, high loads of study, and a difficult environment. Studies suggest that the negative impact of such conditions can be reduced by letting students know ahead of time what might occur and equipping them with skills to manage.

Lesson plans and classroom management

Creating a reliable lesson plan is an important part of classroom management. Doing so requires the ability to incorporate effective strategies into the classroom, the students and overall environment. There are many different types of lesson plans and ways of creating them. Teachers can encourage critical thinking in a group setting by creating plans that include the students participating collectively. Visual strategies are another component tied into lesson plans that help with classroom management. These visual strategies help a wide variety of students to increase their learning structure and possibly their overall comprehension of the material or what is in the lesson plan itself. These strategies also give students with disabilities the option to learn in a possible more efficient way. Teachers need to realize the wide range of strategies that can be used to maintain classroom management and students. They should find the best strategies to incorporate in their lesson planning for their specific grade, student type, teaching style, etc. and utilize them to their advantage. The classroom tends to flow better when the teacher has a proper lesson planned, as it provides structure for the students. Being able to utilize class time efficiently comes with creating lesson plans at their core.^[7]

Assignments

Assignments are either in-class or take-home tasks to be completed for the next class period.^[8] These tasks are important because they help ensure that the instruction provides the students with a goal, the power to get there, and the interest to be engaged in rigorous academic contexts as they acquire content and skills necessary to be able to participate in academic coursework.^[9]

Experts cite that, in order to be effective and achieve objectives, the development of these assignment tasks must take into consideration the perceptions of the students because they are different from those of the teacher's.^[10] This challenge can be addressed by providing examples instead of abstract concepts or instructions. Another strategy involves the development of tasks that are specifically related to the learners' needs, interests, and age ranges.^[10] There are also experts who cite the importance of teaching learners about assignment planning.^[11] This is said to facilitate the students' engagement and interest in their assignment. Some strategies include brainstorming about the assignment process and the creation of a learning environment wherein students feel engaged and willing to reflect on their prior learning and to discuss specific or new topics.^[11]

There are several assignment types so the instructor must decide whether class assignments are whole-class, small groups, workshops, independent work, peer learning, or contractual:

Whole-class—the teacher lectures to the class as a whole and has the class collectively participate in classroom discussions.
Small groups—students work on assignments in groups of three or four.
Workshops—students perform various tasks simultaneously. Workshop activities must be tailored to the lesson plan.
Independent work—students complete assignments individually.
Peer learning—students work together, face to face, so they can learn from one another.
Contractual work—teacher and student establish an agreement that the student must perform a certain amount of work by a deadline.^[5]

These assignment categories (e.g. peer learning, independent, small groups) can also be used to guide the instructor's choice of assessment measures that can provide information about student and class comprehension of the material. As discussed by Biggs (1999), there are additional questions an instructor can consider when choosing which type of assignment would provide the most benefit to students. These include:

What level of learning do the students need to attain before choosing assignments with varying difficulty levels?
What is the amount of time the instructor wants the students to use to complete the assignment?
How much time and effort does the instructor have to provide student grading and feedback?
What is the purpose of the assignment? (e.g. to track student learning; to provide students with time to practice concepts; to practice incidental skills such as group process or independent research)
How does the assignment fit with the rest of the lesson plan? Does the assignment test content knowledge or does it require application in a new context?^[12]
Does the lesson plan fit a particular framework? For example, a Common Core Lesson Plan.

Related Research Articles

A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.

Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.

Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".

<span class="mw-page-title-main">Active learning</span> Educational technique

Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills". In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.

A lesson or class is a structured period of time where learning is intended to occur. It involves one or more students being taught by a teacher or instructor. A lesson may be either one section of a textbook or, more frequently, a short period of time during which learners are taught about a particular subject or taught how to perform a particular activity. Lessons are generally taught in a classroom but may instead take place in a situated learning environment.

Kinesthetic learning, kinaesthetic learning, or tactile learning is learning that involves physical activity. As cited by Favre (2009), Dunn and Dunn define kinesthetic learners as students who prefer whole-body movement to process new and difficult information. However, scientific studies do not support the claim that using kinesthetic modality improves learning in students identified as kinesthetic learning as their preferred learning style.

A KWL table, or KWL chart, is a graphical organizer designed to help in learning. The letters KWL are an acronym, for what students, in the course of a lesson, already know, want to know, and ultimately learn. It is a part of the constructivist teaching method where students move away from what are considered traditional methods of teaching and learning. In this particular methodology the students are given the space to learn by constructing their own learning pace and their own style of understanding a given topic or idea. The KWL chart or table was developed within this methodology and is a form of instructional reading strategy that is used to guide students taking them through the idea and the text. A KWL table is typically divided into three columns titled Know, Want and Learned. The table comes in various forms as some have modified it to include or exclude information.

Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based, rote memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems, or scenarios.

Sheltered instruction is an approach to teaching English-language learners that integrates language and content instruction. The phrase "sheltered instruction", the original concept, and the underlying theory of comprehensible input are all credited to Stephen Krashen.

The zone of proximal development (ZPD) is a concept in educational psychology. It represents the space between what a learner is capable of doing unsupported and what the learner cannot do even with support. It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise. The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) during the last three years of his life. Vygotsky argued that a child gets involved in a dialogue with the "more knowledgeable other" such as a peer or an adult and gradually, through social interaction and sense-making, develops the ability to solve problems independently and do certain tasks without help. Following Vygotsky, some educators believe that the role of education is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning such as skills and strategies.

Adapted physical education is the art and science of developing, implementing, and monitoring a carefully designed physical education. Instructional program for a learner with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness. Principles and Methods of Adapted Physical Education and Recreation. Adapted physical education generally refers to school-based programs for students ages 3–21yrs.

Personalized learning, individualized instruction, personal learning environment and direct instruction all refer to efforts to tailor education to meet the different needs of students.

Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work. It also helps faculty recognize where students are struggling and address problems immediately. It typically involves qualitative feedback for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.

Language teaching, like other educational activities, may employ specialized vocabulary and word use. This list is a glossary for English language learning and teaching using the communicative approach.

Backward design is a method of designing an educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages:

Identify the results desired
Determine acceptable levels of evidence that support that the desired results have occurred
Design activities that will make desired results happen

Thematic teaching is the selecting and highlighting of a theme through an instructional unit or module, course, or multiple courses. It is often interdisciplinary, highlighting the relationship of knowledge across academic disciplines and everyday life. Themes can be topics or take the form of overarching questions. Thematic learning is closely related to interdisciplinary or integrated instruction, topic-, project- or phenomenon-based learning. Thematic teaching is commonly associated with elementary classrooms and middle schools using a team-based approach, but this pedagogy is equally relevant in secondary schools and with adult learners. A common application is that of second or foreign language teaching, where the approach is more commonly known as theme-based instruction. Thematic instruction assumes students learn best when they can associate new information holistically with across the entire curriculum and with their own lives, experiences, and communities.

Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability. Differentiated instruction means using different tools, content, and due process in order to successfully reach all individuals. Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." According to Boelens et al. (2018), differentiation can be on two different levels: the administration level and the classroom level. The administration level takes the socioeconomic status and gender of students into consideration. At the classroom level, differentiation revolves around content, processing, product, and effects. On the content level, teachers adapt what they are teaching to meet the needs of students. This can mean making content more challenging or simplified for students based on their levels. The process of learning can be differentiated as well. Teachers may choose to teach individually at a time, assign problems to small groups, partners or the whole group depending on the needs of the students. By differentiating product, teachers decide how students will present what they have learned. This may take the form of videos, graphic organizers, photo presentations, writing, and oral presentations. All these take place in a safe classroom environment where students feel respected and valued—effects.

The gradual release of responsibility (GRR) model is a particular style of teaching which is a structured method of pedagogy framed around a process devolving responsibility within the learning process from the teacher to the eventual independence of the learner. This instructional model requires that the teacher, by design, transitions from assuming "all the responsibility for performing a task...to a situation in which the students assume all of the responsibility". The ideal result is a confident learner who accepts responsibility for their own learning and directs this learning through the cognitive processes involved, moving through the academic spectrum, to independent choice. As Buehl (2005) stated, the GRR model "emphasizes instruction that mentors students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise".

Classroom Assessment Techniques, also referred to as CATs, are strategies educators use to gauge how well students are comprehending key points during a lesson or a course. The techniques are meant to be a type of formative assessment that also allow teachers to make adjustments to a lesson based on students' needs. CATs are most commonly ungraded, unanimous, and are conducted during class time.

Pre-assessment is a test taken by students before a new unit to find out what the students need more instruction on and what they may already know. A pre-assessment, is a way to save teachers time within the classroom when teaching new material. It is a great way to find out more about the students, what they are interested in and how they learn best.

References

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↑ "What Is A Lesson Plan?". English Club. Retrieved 15 October 2014.
↑ "Writing Lesson Plans Archived 2011-07-22 at the Wayback Machine ." Huntington University 15 Mar. 2009.
↑ Cunningham, Gini. "Lesson Plans and Unit Plans: The Basis for Instruction". ASCD. Retrieved 2018-02-15.
1 2 3 4 Mitchell, Diana, and Stephen Tchudi, "Exploring and Teaching the English Language Arts" (4th Ed.). Boston, MA: Allyn & Bacon, 1999.
↑ Lesson Plan Reviews Introduction. Teachinghistory.org. Accessed 15 June 2011.
↑ Nagro, Sarah A.; Fraser, Dawn W.; Hooks, Sara D. (2019). "Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction". Intervention in School and Clinic . 54 (3): 131–140. doi:10.1177/1053451218767905. S2CID 149859982.
↑ Moore, Kenneth (2014). Effective Instructional Strategies: From Theory to Practice. Los Angeles, CA: SAGE Publications. p. 218. ISBN 9781483306582.
↑ Dougherty, Eleanor (2012). Assignments Matter: How to Transform Urban Schools Through Fearless Leadership. Alexandria, VA: ASCD. p. 9. ISBN 9781416614401.
1 2 Uhlenwinkel, Anke (2012). Teaching about the religious values of Europeans: critical reflections from the second student exchange of the EVE-project. Berlin: Universitatsverlag Potsdam. p. 103. ISBN 9783869561752.
1 2 Herring, James (2011). Improving Students' Web Use and Information Literacy: A Guide for Teachers and Teacher Librarians. London: Facet Publishing. p. 8. ISBN 9781856047432.
↑ Biggs, J. (1999) Teaching Learning at University (pp. 165-203). Buckingham, UK: SRHE and Open University Press.