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LESSON PLANNING.pptx

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Influencing skills
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LESSON PLANNING.pptx

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Understand who you are going to educate. Anticipate various learning styles (visual, auditory, tactile or a combination) Tailor your lesson plan to incorporate all learning styles
through independent and group exercises. If you are
familiar with the students' group dynamics you may
choose to plan ahead of time to increase engagement and interaction. Keep in mind that you may alter any activity
to be done independently, in pairs, or in small groups.
Depending on the amount of time and size of the class you can be selective or mix it up and use all of these
techniques

Understand who you are going to educate. Anticipate various learning styles (visual, auditory, tactile or a combination) Tailor your lesson plan to incorporate all learning styles
through independent and group exercises. If you are
familiar with the students' group dynamics you may
choose to plan ahead of time to increase engagement and interaction. Keep in mind that you may alter any activity
to be done independently, in pairs, or in small groups.
Depending on the amount of time and size of the class you can be selective or mix it up and use all of these
techniques

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LESSON PLANNING.pptx

  1. 1. http://www.free-powerpoint-templates-design.com LESSON PLANNING PRESENTED BY NAZIA MALIK
  2. 2. How to Make a Lesson Plan Know your students. 1 2 3 4 Set learning objectives. Write the objective for the lesson Plan your timeline.
  3. 3. Know your students Understand who you are going to educate. Anticipate vario us learning styles (visual, auditory, tactile or a combination) Tailor your lesson plan to incorporate all learning styles through independent and group exercises. If you are familiar with the students' group dynamics you may choose to plan ahead of time to increase engagement and interaction. Keep in mind that you may alter any activity to be done independently, in pairs, or in small groups. Depending on the amount of time and size of the class you can be selective or mix it up and use all of these techniques
  4. 4. Set learning objectives. A learning objective is a statement that provides a detailed description of what students will be able to do upon completing a course. The statement should be simple and to the point. It is the teacher's role to help students understand how to use the information they will learn during the lesson in a practical way.
  5. 5. Write the objective for the lesson. Outline the main topics or ideas you wish to cover during the lesson. The overview will function as the foundation upon which the lesson will be built.
  6. 6. Plan your timeline The curriculum you wish to cover may be too much for the time allotted. If this is the case, simply break your lesson plan into sections. This allows you to speed up or slow down depending on the amount of time remaining. Learning is dynamic. As you engage with students, encourage them to question and share ideas during the course of the class but be mindful of the time and the lesson plan. The lesson plan is your guide to ensure the learning goals you've set for your students are met in the time allowed.
  7. 7. Lesson Plan: Simple Addition
  8. 8. Learning Objectives Students will be able to add two single-digit numbers together.
  9. 9. Introduction (10 minutes) •Call the students together as a group. •Ask them if they know how to add. •Take responses by raised hands. •Show the students two manipulative. •Ask a student to add the two manipulative. •Take responses by raised hands. •Reiterate to the students one plus one equals two. •Write the equation 1 + 1 = 2 on the whiteboard. •Inform students that today they will learn to add.
  10. 10. Explicit Instruction/Teacher Modeling (10 minutes) •Write the following vertical equations on the whiteboard 1+3= ___, •3+2= ___, and 4+2= ___. •Explain to students that addition can be done using manipulative. •Complete the first addition problem with one manipulative in each hand. •Inform students that in order to complete the addition equation the items must be added altogether. •Ask the students to count the manipulative repeating after you. •While holding up the manipulative one at a time, count to four. •Inform the students that one plus three equals four. •Complete the addition problems 3+2 and 4+2 in the same way.
  11. 11. Guided Practice/Interactive Modeling (10 minutes) •Give each student a pencil and a blank piece of paper. •Give each student two sets of manipulative to add together. Don't give anymore than 5 in each set. •Ask students to count the number of manipulative in each set , and record the amounts on a piece of paper. •Ask students to add the two numbers together. •Walk around the room and check the students' addition •problems. •Give the students assistance when needed.
  12. 12. Independent Working Time (10 Min) •Give each student a Simple Addition #4 worksheet and a pencil. •Read the instructions to the students. •Allow them to complete the worksheet.
  13. 13. Differentiation •Enrichment: Give the students a worksheet without manipulative. Evaluate if they can add doing mental math. Allow students to add numbers higher than 5. •Support: Give the students a worksheet to count items and write the number to represent the amount of items.
  14. 14. Assessment (10 minutes) •Grade the worksheet completed during independent working time. •Give feedback and allow for reinforcement if the stud ent did not master the concept of addition.
  15. 15. Review and Closing (10 minutes) •Call the students together as a group. •Have them use their fingers to add numbers together.
  16. 16. Lesson Plan: Road Rules
  17. 17. Learning Objectives Students will be able to identify common road signs, and know the safety rule for each.
  18. 18. Introduction (10 minutes •Gather your students in a group and read them a story about road signs. •Explain to your students that road signs are important because they help people follow rules of the road to keep drivers, bicyclists, and pedestrians safe. •Ask your class if any of them have seen signs from the book.
  19. 19. Explicit Instruction/Teacher Modeling (10 minutes) •Display the poster with common road signs on it. Great exampl es of signs include: stop sign, yield, do not enter, one way, pedestrian crossing, speed limit signs, etc.* •Point to each sign, describing the name and function of each. Have the class repeat each sign name as you say it aloud. •After describing each sign's function, ask your class some questions to think about. Great examples include: How would this help drivers stay safe? How would this help ped estrians stay safe? •Bring out the bingo worksheets, which have been cut into strips . Demonstrate how to cut out a road sign square. •Model how to use the glue stick to paste the road sign squares to a small piece of construction paper.
  20. 20. Guided Practice/Interactive Modeling (15 minutes) •If your students are developmentally ready, pass out a pair of child-safe scissors to each student, and instruct them to cut the ir bingo strips into squares. If your students aren't ready to use scissors on their own, cut out the squares for them. •Walk around the room and provide assistance where needed.
  21. 21. Independent Working Time (15 minutes) •Pass out a small sheet of construction paper and a glue stick to each student. •Instruct your class to glue their road signs on to the piece of construction paper.
  22. 22. . Differentiation •Enrichment: Challenge advanced students to incorporate m ath into this lesson by completing the Count the Traffic Signs worksheet. •Support: Assist students who are struggling by cutting out al l of the squares for them. Reiterate the name and function of each sign as you glue them down, one by one.
  23. 23. Assessment (5 minutes) your students are working, walk around the room to observe their work and ask them questions about the different road signs they're working with. Great questio ns include: What does this sign mean? How would that help people stay safe?
  24. 24. Review and Closing (05 minutes) close the lesson, review the story you read at the beginning of the class. As you read, instruct your class to call out the names of the signs they see. •Ask students to share the importance of each sign with you. •Encourage them to look out for these signs as they pass them on the roads
  25. 25. Thank you

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