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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. Objectives for student learningTeaching/learning activitiesStrategies 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. (1) Outline learning objectives What is the topic of the lesson? (2) Develop the introduction Conclusion Online: Related:  Undervisningsmetoder

Metacognitive Strategies or “Thinking About My Thinking” - LD@school Add to favorites Summarized by Cindy Perras, M.Ed., OCT Educational Consultant, LDAO "Efficient learners use metacognitive strategies but students with learning disabilities tend to lack the skills to direct their own learning. However, once they learn the metacognitive strategies that efficient learners use, students with learning disabilities can apply them in many situations.” (Lerner and Kline, 2006, p. 184) Description In order to be effective learners, students must not only use their memory and the language skills they have internalized, they must also develop their own way of learning. According to Pierre Paul Gagné et al. (2009): “Metacognition enables students to be more active in their learning, i.e., to mobilize all of their resources in order to have successful learning experiences. According to the LD Online Glossary (2014), metacognition is the process of "thinking about thinking." Implementing Metacognitive Strategies Click here to access the chart as a PDF. References

Links and Resources | Early Childhood Today | Scholastic Below is a list of early childhood resources and links for early childhood professionals. By posting some links and not others, it is not our intention to endorse specific products and organizations. The National Association for the Education of Young Children (NAEYC) Offers information on early childhood education and development, accreditation, public policy, research, professional development, and more. Zero To Three Find resources for your work with parents of infants/toddlers, infant/toddler development, and public policy designed to improve the lives of our nation's youngest children. The National Association of Child Care Resource & Referral Agencies What is the state of child care in our country? Education Resources Information Center Using this online library of education research and information, you'll find journal articles, research papers, policy papers, and other education-related resources materials that can support your work in early childhood classrooms.

positive psychology, research-based neuroscience research, classroom climate research, social emotional learning research, resiliency research, and restorative justice research Dr. Patty O’Grady, Ph.D.Assistant Professor of Education, University of Tampa The shiny new students who want to be teachers arrive in my classroom. They read and remember all their new learning. Positive Psychology Overview How to manage this transformation so that these new teachers begin the first day of school with their eyes searching for the fearful, failure-avoiding student? Learned Optimism Every new teacher who crosses the path of children and youth does so with heart and spirit should learn to explicitly teach the positive psychology in their classrooms, K-12. Positive principles - Understanding positive emotions entails the study of contentment with the past, happiness in the present, and hope for the future. Flow - The birthplace of positive psychology at the University of Pennsylvania - founded by Benjamin Franklin - is a worthy irony given that the pursuit of happiness is the birthright of all children. Not Just Touchy-Feely Anymore The Teaching Task Force References

Metacognitive Study Strategies for College Students Introduction Learning is something that everyone is expected to be able to do; but very rarely does anyone sit us down and tell us how to learn. We may learn component skills that allow us to perform a task; for example, learning specific steps to perform a task or the parts of a paragraph or essay. These are steps toward producing a product; not actually learning and mastering knowledge. Perhaps even more importantly; how do we decide what we need to learn and understand when and how we have learned it? How often, when faced with a new idea or a problem, do you sit down and think "What do I already know about this?" This course has been designed with the new college student or at-risk college student in mind, with the goal of providing skills and strategies necessary for success both in college and on the job. Learning to learn from a metacognitive perspective will give you the ability to control and direct your learning experience and make more out of your courses. Lessons

Four Skills to Teach Students In the First Five Days of School Jane Mount/MindShift The first few days of school are a vital time to set the right tone for the rest of the year. Many teachers focus on important things like getting to know their students, building relationships and making sure students know what the classroom procedures will be. While those things are important, Alan November, a former teacher-turned-author and lecturer says the most important ideas to hammer home will help students learn on their own for the rest of the year. “The name of the game is to find the right information with the right question,” said November during a workshop at the 2014 gathering of the International Society of Technology in Education in Atlanta. “The best teachers were kids who had really struggled with the material and really understand what it’s like to learn.” “Kids literally take their teachers assignment and Google it,” November said. “Your kids are not thorough,” November said to the hundreds of educators gathered.

Teaching to Academic Standards: Explanation What are academic standards? What's different about academic standards? What do standards have to do with my classroom? How have standards developed since they began in the early 1990s? Another perspective What are the benefits of academic standards? How can standards help students to learn better? What do critics of standards have to say? What are academic standards? What are these statements? Note that the standard doesn't prescribe how to get the students to this destination -- that is determined by the curriculum. Standards are the WHAT of education while curriculum and instruction are the HOW. Two kinds of standards are referred to -- content standards and performance standards. A performance standard measures how well a student's work meets the content standard. Performance standards are essentially the same as rubrics. Standards can be found on state department Web sites and on Web sites such as the Putnam Valley School District's. © 2004 Educational Broadcasting Corporation.

Kolb’s Learning Cycle – Live Language Learning All teachers, regardless of the discipline, must be considerate of the various learning styles of students. You learn this in Teaching 101: Teaching is not a one size fits all scenario. This goes a long way in explaining why our vocation has so many challenges. In today’s teaching seminar at the CAVILAM center in Vichy, France we spent a lot of time discussing the merits of Kolb’s learning cycle and how it can help all teachers remain attentive to the various learning styles of their students. We are each wired differently and have unique ways of engaging in the learning process. First, a teacher must help a student complete the full cycle of learning. The second task, which is associated with the first, is that teachers need to vary their activities so that no one style of learning is favored over the others.

Teaching students how to learn It's no secret that students learn best when they self-regulate--set their own academic goals, develop strategies to meet them and reflect on their academic performance. High-achieving students know what needs to be learned and how to learn it, educational psychology studies increasingly show. But while making those kinds of self-assessments may sound simple--and something most college students could do--many psychology professors find their students aren't self-aware enough to conduct them. Some faculty believe they can help students develop these strategies through their teaching. Others, however, don't think it's their place to do so, pointing to the load of content they already must teach in one semester. They, along with University of Texas strategic-learning advocate Claire Ellen Weinstein, PhD, and others, say it's never too late to teach students how to learn. Taking charge "You need the 'will' as well as the 'skill,'" he says. Forethought. Spurring students along

Curriculum: National and State Standards "All states and schools will have challenging and clear standards of achievement and accountability for all children, and effective strategies for reaching those standards." -- U.S. Dept. of Education Search our interactive map to find standards specific to your state: U.S. Map of State Standards Common Core State Standards Initiative "The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)....These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. English Language Arts Standards Mathematics Standards Voluntary National Education Standards for the Major Subject Areas

Kolb Learning Cycle Tutorial - Static Version Text and concept by Clara Davies (SDDU, University of Leeds) Tutorial design by Tony Lowe (LDU, UNversity of Leeds) Multimedia version (Flash plug-in required). Introduction Reflective practice is important to the development of lecturers as professionals as it enables us to learn from our experiences of teaching and facilitating student learning. Concrete Experience (doing / having an experience) In the case of the PGCLTHE, the 'Concrete Experience' is the 'doing' component which derives from the content and process of the PGCLTHE programme - through attending the workshops or, in the case of the on-line module, your reading of the on-line learning materials - together with your actual experience of teaching in the classroom plus your other teaching duties and practices. Reflective Observation (reviewing / reflecting on the experience) Abstract Conceptualisation (concluding / learning from the experience) Active Experimentation (planning / trying out what you have learned) References

Erica's Ed-Ventures Goals, Objectives and Outcomes › Assessment Primer › Assessment › University of Connecticut Outcomes Pyramid The assessment literature is full of terminology such as “mission”, “goals”, “objectives”, “outcomes”, etc. but lacking in a consensus on a precise meaning of each of these terms. Part of the difficulty stems from changes in approaches to education – shifts from objective-based, to competency-based, to outcomes-based, etc. education have taken place over the years with various champions of each espousing the benefits of using a different point of view. The Outcomes Pyramid shown below presents a pictorial clarification of the hierarchical relationships among several different kinds of goals, objectives, and outcomes that appear in assessment literature. The 'pyramid' image is chosen to convey the fact that increasing complexity and level of specificity are encountered as one moves downward. The pyramid structure also reinforces the notion that learning flows from the mission of the institution down to the units of instruction. Outcomes Pyramid Definitions Objectives

Piaget's Stages of Cognitive Development According to psychologist Jean Piaget, children progress through a series of four critical stages of cognitive development. Each stage is marked by shifts in how kids understand the world. Piaget believed that children are like "little scientists" and that they actively try to explore and make sense of the world around them. Through his observations of his children, Piaget developed a stage theory of intellectual development that included four distinct stages: The sensorimotor stage, from birth to age 2The preoperational stage, from age 2 to about age 7The concrete operational stage, from age 7 to 11The formal operational stage, which begins in adolescence and spans into adulthood. Jean Piaget's Background Jean Piaget was born in Switzerland in 1896. continue reading below our video Loaded: 0% Progress: 0% Simon offered Piaget a position supervising the standardization of the intelligence tests developed by Binet and Simon. A Look at Piaget's Stages of Cognitive Development Fundamental Concepts

Active Learning For The College Classroom The past decade has seen an explosion of interest among college faculty in the teaching methods variously grouped under the terms 'active learning' and 'cooperative learning'. However, even with this interest, there remains much misunderstanding of and mistrust of the pedagogical "movement" behind the words. The majority of all college faculty still teach their classes in the traditional lecture mode. "Active Learning" is, in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. Exercises for Individual Students Because these techniques are aimed at individual students, they can very easily be used without interrupting the flow of the class. The "One Minute Paper" - This is a highly effective technique for checking student progress, both in understanding the material and in reacting to course material. The "Socratic Method" Immediate Feedback Critical Thinking Motivators Share/Pair Cooperative Learning Exercises Angelo, T. Crow, L.