What are some effective ways to improve lesson planning for teachers?

I particularly like the suggestion of using SMART goals when creating learning objectives and linking learning objectives closely to students' interests and skills. I want to add that knowing students' family values and cultural and linguistic backgrounds is also essential. When we consider students' backgrounds and experiences, we have more family involvement and support, which will improve home-school collaboration, student involvement and interest, and a positive teaching and learning environment.

D'après mon expérience, la planification efficace des cours à l'université est cruciale pour maximiser la réussite académique. J’ai l’habitude d’adapter mes objectifs à la nature du public cible. De penser en termes de compétences à développer chez mes étudiants et du caractère interactif entre les étudiants par pairs et par groupe, d’un côté et entre mes étudiants et moi, de l’autre côté.

Though objective-driven education is attractive and effective, it might obscure the understanding of education as an "event", which should harness a sense of surprise, for students and teachers alike. It is important to embrace also generality, unmeasurability, irrelevance, and open-endedness as the mirror image of goal oriented education.

Setting clear objectives is a fundamental aspect of effective lesson planning. Clear objectives provide a roadmap for both teachers and students, outlining what is expected to be achieved by the end of the lesson. Start by clearly identifying the overarching learning goals for the lesson. What specific knowledge, skills, or understanding do you want students to gain? Ensure that your objectives align with curriculum standards or learning outcomes established by educational authorities. This helps maintain consistency and accountability in the educational process. Bloom's Taxonomy provides a hierarchy of cognitive skills. Consider where your objectives fall within this hierarchy to ensure a balanced approach.

I use IDEA: Introduce-talk about the focus Demonstrate-show how it works Explain-explain how it works and why it’s relevant Apply-have the students apply what they’ve learned. It’s a dumbed down version but it applies to any teaching

My experience says that the learning of subject should be together. Flip class a good concept and Students can be asked to read about the topic a day before so that the class can be interactive

“Less is more” in lesson planning, especially in writing your language teaching objectives, emphasizes quality over quantity for deeper understanding. It allows for thorough exploration of key concepts, aligning with SLA principles that stress meaningful interaction. This reduces cognitive overload, boosting student engagement and retention. It also offers flexibility, enabling adaptation to student needs and interests. Balancing this with curriculum requirements ensures comprehensive coverage without overwhelming students.

Its important to understand and have knowledge of your objectives. A teacher should be confident in the subject and be able to go off script if the learners questioning takes them there, there is nothing less engaging then when an educator can only read off script and is unable to delve deeper into the subject. Remember “Knowledge is only power when it is shared”. Know your objectives, share that knowledge and be mindful that we have the ability to listen, a good teacher will learn as much from the learners as they learn from the teacher, check learners prior knowledge/understanding.

I strongly believe that we as instructors are too focused on the syllabus and what must be taught, which of course is crucial, however, we forget about our audience, the students, and how they want to have the lesson delivered. This changes every class and how we prepare, including the lesson plan, must change with it. Therefore, the lesson plan must be flexible and dynamic enough to change depending on the audience, and by doing so, you will gain the attention, as well as the engagement of your students because you are listening to their needs. In summation, go in with a plan, but like most plans, be prepared to change midstream, in the way you are delivering the lesson so that is a unique experience for everyone, including yourself.

#1 objective should be: make them enthusiastic ! Often teachers dive into details without explaining the relevance of watch they are about to teach. Enthusiastic students will learn much easier than unmotivated ones !

Teaching methodology should be aligned with the learning objectives. It depends on the subject as well as topics to be covered in a session to boost the interest and skill enhancement among wards. Activity / project based learning is the core of science learning. To substantiate, internal structure of plant or animal cells can only be understood perfectly after observing it under the microscope. Flipped and inquiry based learning improves creativity and curiosity among students. Applying topic specific techniques by integrating with the latest tools proves to be best to achieve learning outcomes.

"I have clearly defined objectives, and I adapt appropriate teaching methods to provide better explanations to my students. Recently, I taught my mild to moderate class how to use a protractor to measure angles. Recognizing the complexity of the topic, I designed an interactive and visual-centered lesson. At the beginning of the lesson, I did not immediately introduce how to use the protractor, but instead took them through several processes before arriving at how to use it to measure angles."

To tech law, I often use different contemporary issues happening around us to illustrate the law in action and further to explain the "is proposition" and "ought proposition of law" in my class.

Methodology is the vehicle through which instruction is delivered. While objectives point to where we are going , methods are the means of getting there. Teaching methods must be aligned to the objectives as well as be in sync with the content, learning style, learner preferences and tastes, cultural influences, learner ages, abilities and pre instructional knowledge of the learners. Methodology is the point of digression between what could be effective teaching and otherwise. Methods are the intersection for learner, content , objectives and the learners. In a nutshell, poor choice of methods results in ineffective teaching and vice versa.

In my experience, I use all of the learning methods: direct instruction, inquiry-based learning, cooperative learning, project-based learning, or flipped learning, depending on my students age, their learning profile, ability to use a given method, their ability or difficulty in understanding a lesson and the the period that the class is taught. I usually combine 2 to 3 methods, depending on the topic and the period. For example after recess, I usually combine direct instruction with inquiry-based and individual activities, not cooperative learning, just to bring their attention to the classroom and help them focus.

I really adhere and teach to the rubrics which reflect assessment of knowledge. I believe rubrics are like a contract between the instructor and student; a sort of hand-shake. Letting the student know that these are the items or pieces of an assignment that need to be accomplished in order to get a specific grade is fair. A good rubric can hold the student accountable for their learning and accomplishment.

La metodología de aprendizaje (en este caso, universitaria) en las facultades de Derecho no se ha visto demasiado alterada en los últimos años, en lo esencial al menos, aunque sí de forma colateral al introducir determinadas experiencias que pueden generar otro entorno de aprendizaje profesorado-alumnado. Siguen siendo necesarias las lecciones magistrales, por supuesto; del mismo modo que continuar insistiendo en superar la barrera de la interacción directa con el estudiantado. Debemos crear escenarios docentes más dinámicos, cercanos y que promuevan el valor añadido como competencia esencial del estudiantado.

Consider how your students can prepare for class. Make sure that there is different possibilities to choose from. For example listening to a podcast, litterature, video etc. so all are given the possibility to show up well-prepared. Differentiate during class, some students may need to debate the subject in groups, others kinesthetic tasks, other individual work etc.

Another effective method is task-based learning and teaching, in which is based on completion of meaningful, relevant and realistic tasks.

Learner engagement strategies are very important for learning to happen. Examples include polling, pair, think, and share, case scenarios, questions/answers, games,…

Use a lesson plan, especially if you're a new instructor, when teaching English as a second language (ESL) students reading, writing, speaking, and listening skills. course plans are essential because they help define the goal and purpose of a course, include detailed instructions on how the lesson will proceed, aid in scheduling, and highlight the vocabulary and/or critical abilities that the class will require. By giving you the chance to reflect on your teaching and generate ideas for upcoming classes, lesson planning can also aid in your professional development.p

It is always good to have a plan first but don't be afraid of changing if it didn't work the way it was intended. Keep tweaking until you find the best possible plan, given the constraints at hand.

Apply real-world applications to enhance learning e.g for food microbe lessons 1. Case Studies: Use real examples of foodborne illness outbreaks to discuss causes and public health impacts. 2. Industry Speakers: Invite food industry professionals to share practical insights. 3. Field Trips: Visit food processing plants or labs . 4. Lab Experiments: Simulate real-life scenarios, like pathogen detection in food. 5. Project-Based Learning: Assign projects on current issues, like improving food safety. 6. Current Events Discussion: Talk about recent news in food microbiology. 7. Technology in Food Microbiology: Show how modern tech is used in the field. 8. Community Collaboration: Partner with local food producers for hands-on experience.

For better understanding of concepts for students, teachers can plan their entire lecture, the topics to be covered and their sequence, way of explaining difficult concepts in easy language etc.

Uma aula sem planejamento certamente não irá sair do campo da exposição dialogada, onde o estudante não terá oportunidade de contribuir. Além de que a aula não terá uma linearidade.

I am a physics teacher. I usually start my class with "what we are going to learn today" which sets the objectives. After a brief introduction to the topic, I ask a couple of questions to drive the students from known to unknown (for them). In the rest of the class, I try to answer these questions through different activities. In the end, I again ask a few questions to check the attainment of the learning outcomes.

As a teacher, planning your activities accordingly helps a lot for delivery effectively lesson in class. Planning ahead and teaching based on your plan will give you focus hence your research and time will be aligned with your plan.

I believe most educators always want to create engaging activities but the instructions and actionable plans need to be clear. I once conducted a speaking activity with low proficiency students. The activity is ‘promoting an item’. It’s indeed engaging only to know that they were CLUELESS and UNCLEAR throughout the task. So I opt to execute tongue twister. It’s common but the activity is not complex and they can participate easily. So no matter how engaging an activity can be you must consider the students’ level and anticipation.

As an English teacher for adults, my approach centers around tailoring materials to suit the varied needs and dynamic lives of my students. Starting with a standard course book, I enrich each unit with personalized presentations. These are crafted to either replace or complement the book's content, ensuring relevance and heightened engagement. This strategy is particularly effective in tackling common challenges like limited time and variable concentration among adult learners. By weaving in relatable topics, I grasp their attention, fostering a more interactive, personalized learning experience. This not only makes learning more captivating and directly applicable but also enhances retention and encourages practice beyond the classroom.

Best materials include Flash cards Power point slides Case studies reflecting on the topics of discussion Worksheets Students when ask each other- makes the topics revised.

Refined updated resource materials cater to the needs of the learners are mandatory to ensure desired outcomes. Approach becomes different in academic and competitive preparations. It is always best strategy to read authentic texts many times instead of reading many books one time. Hence 1 text book for theoretical concepts and another text book for solving questions. Using Videos and ppts - for enhancing interest and understanding of wards. Precise and accurate information - in the form of Notes Mind-maps and past paper solving- Recap of concepts Continuous evaluation- Regular tests and assessments to boost confidence is the best strategy.

Try not to overuse power point. Always provide students with rich, meaningful experiences where possible. Too many worksheets can be demotivating

Material is what students take home after class. They may refer to them to practise better and to study for exams. They need to be crafted in a way that they prepare students to achieve lesson objectives.

La méthode de la Conception Universelle de l’Apprentissage (CUA) peut vous aider à concevoir des supports d’apprentissage qui sont accessibles à tous les apprenants. Elle s'appuie notamment sur les principes de l'ergonomie cognitive et de la psychopédagogie pour concevoir des dispositifs de formation numérique efficaces et centrés sur l'apprenant. Par exemple, dans le contexte de l'enseignement supérieur, la CUA pourrait impliquer la création d'interfaces intuitives dans une plateforme d'apprentissage en ligne, facilitant ainsi la navigation des étudiants. Elle prend également en compte la diversité des apprenants, favorisant l'inclusion et la personnalisation des parcours pédagogiques.

Ein Gamechanger sind Montessori - Lernmaterialien, weil sie die individuelle Entwicklung ermöglichen. Sie stehen in offenen Regalen bereit. Orientierung bietet den Schülerinnen ein visualisierter Lernplan. Für ihre Studien gibt es eine große Bibliothek, natürlich auch Zugang zur "Weltbibliothek", dem Internet. Für viele Bereiche ist es sinnvoll digitale Optionen zu nutzen, ganz besonders für kreative Arbeiten und Präsentation von Ergebnissen. Im Fremdsprachenunterricht sind die digitalen Optionen unentbehrlich. Es sollten auch klassische Materialien, wie z.B. vorbereitete Leseübungen oder Vokabellisten, zur individuellen Nutzung bereit stehen.

When preparing materials, especially the components needed for a science lab, I took time at the beginning to get organized. Taking a planful approach enabled me to provide impactful learning experiences for my students. I listed all the materials to be created and/or gathered, then estimated the time each would take to build/acquire. This helped me see the big picture—I was able to batch similar tasks and identify where in my schedule I could complete this preparation.

Teaching can be an experience for not only teachers but also for students if presented in an engaging manner While preparing material make sure to use interactive questions and answers, games, videos or interviews related to your subject and relevant to the topic. Clarify, rectify, reread, understand to revise and present your topic and teaching well for better knowledge of your students.

Challenges in the classroom can be Students disruptive behavior- which can be avoided through students direct engagement and discussion session. Unclear concepts and boring lectures which can be made interesting through educational movies, images and videos.

As Winston Churchill once said “plans are of little importance, but planning is essential.” You should expect your lesson plan to be imperfect, but having it will make it much easier to adjust, if needed. Your students may be more (or less) advanced than expected. You may find yourself having to spend more time on specific topics and Elsa on others. Make sure to have some flexibility in your plan, and be ready to react so that you can serve the ultimate goal - your objectives for the students. Solicit feedback to let you know when adjustments are needed and you will thrive.

One important aspect of anticipating challenges would be (I apologize because COVID ran this phrase into the ground) the willingness to PIVOT. Sometimes you may just need to abandon ship. Embrace this as an opportunity to demonstrate vulnerability for students and the inevitability of failure. I pride myself on engaging and creative lesson planning, but I never allow my pride to become too great to pull a trusted student to the side and ask “What’s our temperature? Is this working? What are your peers thinking?” If it’s a no, I tried, but it’s okay to try again in a different way or just move on. Students should see their teachers fail, but model the recovery.

Leave time for interaction and discussions. Many teachers make it a 2 hours one way information stream. Discussion keeps students alert and you also might learn a thing or two 😉

Expect the unexpected when teaching in the classroom. Students not cooperating, technical problems, last minute documentation, parents meeting on a short notice, etc. You name it! Though, whatever it is, teacher should always go in prepared. Prepare work for the students in case if you have to leave the class or couldn't enter. Prepare mentally and emotionally your reactions when dealing with students not cooperating Sometimes teacher have to think and act fast depending on the scenario placed it so that the class/lesson will continue to run smoothly, with or without their presence

I think flexibility and adaptability are key - you need to be able to respond to 'teachable moments' in the classroom, and even deviate from your original plan if it is not working or is taking you a different way. Particularly in early sessions, the importance of building a rapport and engaging learners is paramount, even at the expense of delivering against all your lesson objectives. Adaptability comes with practice, but thorough prep and giving some thought to how the lesson might develop really helps.

Permita-se errar. A estratégia educativa desenvolvida por você pode parecer clara em um primeiro momento, mas só na execução que você verá onde de fato poderá melhorá-la. É a partir de várias execuções de estratégias que você poderá antecipar os desafios pensando em turmas maiores, se funcionaria com mais pessoas, quais as limitações entre outros.

De fato é importante ter sempre o tal do "Plano B". Por exemplo, quando eu preparo uma atividade com slides no Power Point, sempre tenho um backup físico da apresentação. Outros exemplos para estes, é ter o arquivo em nuvem, no e-mail e em um pendrive. Nunca deixando salvo e disponível somente em um lugar, o que normalmente fazem (no notebook ou no desktop). Mais uma questão de garantia da aplicação da atividade, sem perder tempo, é ter a possibilidade de realiza-lá sem tecnologias digitais, para o caso de alguma eventualidade.

In my experience, the ability to anticipate challenges is one of the most useful skills as a teacher. Nothing will ever go according to a lesson plan regardless of how efficiently this has been planned. One of the main areas to consider in this are students’ misconceptions.

Handling a class with international students is always tricky and very challenging. You don't know what clicks. I highly recommend that teachers be agile. This means: *Be open to changes at any point in time. * Allow the students to freely express their thoughts no matter how unpopular it may be. * Ensure that the classroom is a safe space for open discussions. * Listen carefully to the discussions and take notes. This way, challenges becomes opportunities for growth.

As part of my PGCE, lesson reflections were mandatory. While at the time, I found this a little time consuming and often might have been a little frustrated by this! However, the habit it instilled has been invaluable - I still consistently reflect on how my lessons have gone and think about how I can improve them further. It is this reflection that separates good teachers from great ones and I encourage all my colleagues to find time to reflect

I cannot understate how important it is to make this one of the main themes. In fact, when I grade (depending on the assignment) I will have a notepad right next to me. And if students comment on something, or continue to make the same mistake, or even if they all seem to fly through the assignment or a particular question with ease, I make a note of it. That way I might be using the same "base" assignment for years at a time, but it continues to be refined and relevant over numerous years with small changes along the way. In fact I often complete the grading, and then immediately incorporate the changes into the assignment right after so that it is already ready for the next semester when its fresh on my mind.

Regularly reflect on your lesson plans and seek feedback from colleagues or mentors. Analyze what worked well and what could be improved. Revise and refine your lesson plans based on these reflections to continuously enhance your teaching practice.

Formative assessments are essential to determining the efficacy of a lesson. The assessments must be explicitly aligned to the standards that are being taught and pride must go our of the window. Teams should be collective in their approach to interpreting data to determine how to best modify or adjust instruction to increase learning outcomes. All members of the team must be invested in all students succeeding in learning.

Lesson content will evolve with experience. As part of the reflection process consider which areas you may need to upskill in. In science we are blessed with a plethora of easily accessible courses from professioanl bodies and research. However there are many ways to adapt your teaching to be up to date and relevant to future careers of your students. Develop your network on platforms such as LinkedIn and you may find unexpected bonuses such as visiting speakers and help with codesign of resources.

Throughout my career, both as teacher and teacher educator, the most under-rated component is to evaluate and reflect upon a lesson. This is a crucial part of the lesson planning process. To evaluate - is important and aids assessment of content length and learning impact. To reflect - is essential to look back and deduce how well the lesson was taught, how the activities were executed and the extent to which learners where engaged. This provides an opportunity to decide if something needs to change or be sustained as well as identify further strategies to deliver/plan even better.

Each lesson should have a period of evaluation and reflection built into it. Taking time to reflect on what worked well, what could be improved, and take stock of your feelings and attitudes towards a lesson is critical. I like to together with my learning team and use a tool like Miro to debrief and conduct a reflection exercise where we jot down and discuss successes, areas for improvement and ideas for the next iteration of the learning event. It really helps us break down and evaluate the learning development process and prepares us for the next iteration of the lesson.

When I am conducting a PLC meeting with a teacher, we go through these four questions when diving into an upcoming lesson. - What is it that I want students to learn? - How will I get them to learn it? -How will I know they have learned it? - What will I do when they don’t understand what they learn?

A lesson without considerable reflection afterwards enforces complacency in teacher development. The lesson given could have been excellent, but that doesn’t necessarily mean it will be with every type of learner in the future. Keep an eye out for holes in accessibility and inclusivity by putting yourselves in the shoes of a multitude of learners who may receive this lesson and make some slight adjustments.

J'ai 60 ans et j'enseigne depuis plus de 30 ans. Je me souviens de mon prof de physique, quand j'étais moi même étudiant, qui posait sa vache sur le bureau et pendant 2 h nous impressionnait par sa capacité à nous donner de la connaissance et à répondre à nos questions. Aujourd'hui je fais la même chose et je pense pouvoir dire que mes étudiants apprécient et moi aussi. Etre libre de ses connaissances est la chose la plus agréable quand on est prof.

I personally think THE most important aspect of lesson planning is to be curious and spend time to get to know your students, see what motivates them, what topics excite them, and learn their strengths, weaknesses, and needs. This can all be done by a comprehensive assessment. In this way you can create a tailored and effective lesson plan.

If you've mastered the basics and have "enough" to run a week/sem/year's worth of classes - stop planning! Go live life, read stuff, DO stuff - start noticing and collecting fresh ideas to incorporate into your existing/upcoming lessons. Also have in mind that curricular standards are important, but not sacred.

Considering all the methods mentioned above, I would also suggest differentiation. Our students have different needs and abilities. To ensure that all the students are able to actively participate and succeed, we should consider giving them the right tasks, class work, or homework.

In my experience , you need to consider each age group’s strengths,interests and weaknesses not only by their ages but also by their cultural backgrounds. Having multiple cultural backgrounds can be beneficial .. but you need to pay close attention to use that power in order to enhance

Be realistic. Off course we must stick to the school year syllabus, but we also need to know our student's limitation. A good lesson plan should be able to follow both by teacher and students.

Mis mejores momentos como profesora son cuando se juntan dos circunstancias: tener tiempo y energías para atender a cada uno de los estudiantes de manera individualizada, y aprender de compañeros con los que se da una colaboración estrecha.

Incorporating real life, timely examples also add to your authenticity. I've incorporated current events from CNN 10 as a foundation.

Music teachers use some interesting planning concepts easily adapted to other settings. Here is one to consider… Macro-Micro-Macro Design your lesson starting with big picture perspective, giving students time to recognize the context and relevance of the lesson. The main portion of the lesson works towards more specific and detailed knowledge, skills, behaviours, or competencies that link to the outcomes of the lesson. Wrap it up by returning to the context and relevance, offering students opportunities to connect the lesson to future learning, new questions, or new perspectives on the material.

I handle international doctorate students. Coming from different backgrounds and different stages in their career, cultural considerations take centerstage. In scenarios like this, including examples from the students culture enriches every discussion and promote inclusivity.