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▲{{short description|Description of the course of instruction for a lesson}}
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 (education)|class]] learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the [[
==Main classes of symbiotic relationships ==
[[File:Triple A Lesson Plan Model.png|thumb|The "Triple A" model for planning arranges a lesson in a sequence of activating learning, acquiring new learning, and applying the learning.|alt=A diagram of the three stages for the "Triple A" model of lesson planning.]]
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
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#Development of learner's personality.
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.<ref name=Mitchell/>
===Delivery of
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 equation]]s 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.<ref>{{Cite journal|title=Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction|journal = [[Intervention in School and Clinic]]|volume = 54|issue = 3|pages = 131–140|doi=10.1177/1053451218767905|year = 2019|last1 = Nagro|first1 = Sarah A.|last2 = Fraser|first2 = Dawn W.|last3 = Hooks|first3 = Sara D.| s2cid=149859982 }}</ref>
====Assignments====
Assignments are either in-class or take-home tasks to be completed for the next class period.<ref>{{Cite book|title=Effective Instructional Strategies: From Theory to Practice|last=Moore|first=Kenneth|publisher=SAGE Publications|year=2014|isbn=9781483306582|___location=Los Angeles, CA|pages=218}}</ref> 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.<ref>{{Cite book|title=Assignments Matter: How to Transform Urban Schools Through Fearless Leadership|last=Dougherty|first=Eleanor|publisher=ASCD|year=2012|isbn=9781416614401|___location=Alexandria, VA|pages=9}}</ref>
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.<ref name=":0">{{Cite book|title=Teaching about the religious values of Europeans: critical reflections from the second student exchange of the EVE-project|last=Uhlenwinkel|first=Anke|publisher=Universitatsverlag Potsdam|year=2012|isbn=9783869561752|___location=Berlin|pages=103}}</ref> This challenge can be addressed by providing examples instead of [[Abstraction|abstract concepts]] or instructions. Another strategy involves the development of tasks that are specifically related to the learners' needs, interests, and age ranges.<ref name=":0" /> There are also experts who cite the importance of teaching learners about assignment planning.<ref name=":1">{{Cite book|title=Improving Students' Web Use and Information Literacy: A Guide for Teachers and Teacher Librarians|last=Herring|first=James|publisher=Facet Publishing|year=2011|isbn=9781856047432|___location=London|pages=8}}</ref> 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.<ref name=":1" />
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* Contractual work—teacher and student establish an agreement that the student must perform a certain amount of work by a deadline.<ref name=Mitchell/>
These assignment categories (e.g. peer learning, independent, small groups) can also be used to guide the
* What level of learning do the students need to attain before choosing assignments with varying difficulty levels?
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* 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?<ref>Biggs, J. (1999) Teaching Learning at University (pp. 165-203). Buckingham, UK: SRHE and Open University Press.</ref>
* Does the lesson plan fit a particular framework?
==See also==
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*[[Syllabus]]
*[[Bloom's Taxonomy]]
*[[
*[[NCLB|No Child Left Behind]]
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* Ahrenfelt, Johannes, and Neal Watkin. ''100 Ideas for Essential Teaching Skills (Continuum One Hundred).'' New York: Continuum, 2006.
* {{Citation
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| last2 = Dick
| first2 = Walter
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| isbn = 978-0-673-15122-3 }}
* {{Citation
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| last2 = Briggs
| first2 = Leslie
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| first = Peps
| title = Lean Lesson Planning: A practical approach to doing less and achieving more in the classroom
| url =
| place = Brighton
| publisher = Teacherly.co
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* Wolfe, Shoshana. ''Your Best Year Yet! A Guide to Purposeful Planning and Effective Classroom Organization (Teaching Strategies).'' New York: Teaching Strategies, 2006.
{{Education}}
{{DEFAULTSORT:Lesson Plan}}
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[[Category:Teaching]]
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