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WorksheetsAspects of lesson plans
Total questions: 17
Worksheet time: 13mins
Julia Andrews sings "let's start at the very beginning..." but what is the best place to start when you want to design a lesson plan?
Start with how you will capture the students' interest
Start with what you want the students to learn
Start by identifying the next page in the textbook
Start by identifying resources that you will use in the lesson
When Roy Killen says that lesson planning is "iterative" he means that
It is linear
It is hard and takes time
It involves revisiting different aspects to make sure that they all align and work together
You shouldn't worry about it too much, because teachers should always be flexible
Deciding in advance what will be the student learning outcomes is an important aspect of lesson planning. Select all true statements:
A lesson should relate to a big idea within the subject curriculum
It is important to identify the intended learning outcome of the lesson itself
Students need to know the learning intention
A lesson's learning intention should always relate to knowledge
One big constraint that teachers have to learn to work within is a lack of (a) .
Making decisions about lesson content includes which of these?
Deciding content that will help students achieve the learning outcomes
Planning examples that will help the students understand
Thinking about content that your students can relate to
Being aware of common difficulties associated with learning your chosen content
Which of these statements best reflects the role of students' prior knowledge in your lesson planning?
The topics of previous lessons
What I know about student understanding of concepts from previous lessons
Ideas, experiences, knowledge and misconceptions that students bring from lifeworld experience
all the above
Direct instruction and expository teaching are examples of a (a) -centered approach to teaching and learning.
Learner-centered approaches to teaching and learning differ from teacher-centered ones in that the (a) has a much greater and more active role.
Which teaching strategy is best? Choose the statements that are correct.
Learner-centered strategies are always better
A variety of teaching strategies is important
It depends on the circumstances
Teachers should use their preferred teaching style, because this is what they are good at and comfortable with.
Which of these are functions of the lesson opening?
So that students see the lesson as relevant to them
To make links to what students already know
To raise students' curiosity and interest
To give a lecture of the key ideas
Which of these need consideration in the main body of the lesson?
What instructions will enable students to do tasks as intended?
What sequence of tasks or learning experiences will scaffold students' understanding and allow development of higher level skills?
What sequence of events will create a suitable level of active involvement for students?
How will you monitor students' engagement and understanding?
Which of these are important for lesson closure?
It forms a logical conclusion for students
It results in all materials and resources being in the right place at the end
It is on time
It happens
Which of these statements about formative assessment is most correct?
It happens at the end of the lesson
It can happen throughout the lesson
Which of these statements about evaluating the lesson is/are true?
Best done at the end of the lesson
Best done throughout the lesson
Best done by reflecting back on how the lesson was for you, the teacher
Best done by reflecting back on how the lesson was for you, the teacher, and the students
One key tool of formative assessment that Roy Killen doesn't discuss here is success criteria, which are the features of good work. For example, a gorgeous graph has an appropriate, full and clear title; the axes are correctly labelled; the numbering on axes is correct; and the line (or bar etc) is accurate.
What roles could success criteria play in a lesson?
It could be brought up in the lesson opening e.g., students share ideas about what is needed to draw a gorgeous graph, and the teacher corrects or adds ideas as needed, so everyone knows the success criteria for what they are learning to do.
It could be something that comes up in the lesson closure e.g., the teacher invites students to show thumbs up or down to show how confident they feel about how well they achieved each aspect drawing a gorgeous graph OR teachers invites students to say how tricky they find aspect of drawing the graph.
It could be something that focuses the teacher's talk as they circulate around students e.g., "how did you work out the best title? What information did you decide to include in it?" OR "can you walk me through how you have made your graph gorgeous?"
It could be something that is a focus for teacher feedback e.g., "great work, but check your title, does it show exactly what the graph is about?" OR "Great effort; something to check is how you have organised the numbering on the x axis."
Which of these statements about success criteria make(s) a good point about their role and/or function in lessons?
Having a good idea of the success criteria for the learning focus of a lesson could help you plan a better lesson.
Success criteria are not important, because they would be mentioned in this chapter.
Success criteria should be secret because good students will work them out.
Sharing success criteria is helpful because it makes it clear to students how they can succeed.
Roy Killen is an Australian scholar. What are some aspects of lesson planning that are especially relevant in the context of New Zealand secondary schools?
Use of te reo
Connections to an NCEA achievement standard
Identification and incorporation of relevant concepts from Maoritanga
Considering choices you have to make the learning relevant and meaningful to the students in front of you
