Chapter Three- Planning for Teaching: The Lesson Plan
Planning for Teaching Resources
Adjunct Faculty Handbook
Home page, Table of Contents
Student Learning Outcomes
Collegewide outcome goals and targeted achievements
The Course Outline
Develop a well-designed course outline
The Lesson Plan
Five sections of a lesson plan
Classroom Management
General guidelines and information for teaching activities
Assessment & Grades
Testing Center, Letters & Scale, Reporting, Submitting, and Changing Grades information
Lesson plans should include the following five parts.
Introduction
An introduction, which explains the objective of the lesson, is important to link with previously learned material. In addition, you must gain the attention of the students, whether it means doing something that is different or presenting the lesson in a way that they quickly realize the importance of the material being presented. Remember the guidelines for good speakers: consider your audience and get their attention first.
Body
A body contains the information to be taught as well as the methods to be used in the presentation. In some cases, the body may be only an outline of information and sources that are used to support the presentation. When a procedure is being taught, it is important to list, in order, the correct sequence, so that steps are not inadvertently left out. The lesson should include the student performance objectives: what should be expected of the student. As the instructor, you should keep objectives in mind throughout the entire lesson.
Resources
The resources include all the materials, texts, equipment, and extra items that are necessary to present the lesson in its entirety. Listing these will help you to remember to take the items to class with you. Also, if there are additional audiovisual equipment needs, you will need to request these items early using the TIM system
Evaluation
An evaluation is the method used to determine if the student has met the performance objectives. Such methods as quizzes, procedural exams, question and answer sessions, and project summaries are used to determine the effectiveness of the lesson. The evaluation should reflect the type of performance objectives stated in the lesson plan. For example, a paper and pencil true-false test would not be appropriate for a procedure involving a psychomotor skill development activity. NOTE: the questions you ask of the students as the lesson is progressing will help you evaluate whether what you are teaching is being "learned".
Summary
A summary wraps up the information into a neat package and ensures that the students have grasped the material presented. Questions should be asked that require students to respond in a way that shows that they understand what was learned. The format of the lesson plan can vary in layout. Whatever is comfortable is important. Lesson plans may be for more than a class period. They may cover an entire unit. Use your own judgment as to what works for you. HINT: write down notes about case studies or anecdotal information that you plan to use to enhance learning. The more you have written down the less you must remember in the classroom. That way you can get into the joy of teaching and get out of the mechanics.