Intro: Last week, I wrote about the first stage of Lesson Planning: Mapping A Unit or The Before.
Today, the focus is the part of planning that is viewed as boring and laborious: Lesson Planning or Doing The Lesson Plans. I get why teachers don’t like the required responsibility. It’s repetitive, takes time, and you’ll change your mind anyway.
Let me reframe your thoughts on lesson planning, though. If you think of the task as you’re designing a lesson, it’ll become a duty you’ll embrace and love.
How To Design A Unit
1. Varied Lesson Intros: A way to design your lessons is to change the way lessons are introduced. Instead of telling students the concept and reviewing a chart, try one of these techniques.
A. Hook: When I introduce any new concept(no matter the subject), I play a song(if one exists). Why? It’s passive learning and interests the auditory learner. You’ll notice that some kids will think it’s lame but those auditory learners will sing the song throughout the instructional block.
B. Use Real World Connections: We’re living in the Tik Tok/Snapchat generation…If you don’t get kids attention in the first ten seconds, they will move on to a new story. To make sure that they don’t move on, project pictures, play videos and ask questions that are relevant to them.
C. Interactive Concept Review: Games are your friend if they’re utilized properly. Kids learn without realizing they’re actually learning. That’s teaching at its highest form.
2. Plan Engaging But Rigorous Activities: Activities are what the kids will be doing…so you might as well make them engaging.
A. Fun Reinforcement: Whenever I reinforcement a grammar skill, the activity is typically fun but meets the standard. Where to find them? I’ll say this in a whisper: Teacher Pay Teachers is a Phenomenal place to look. (Don’t tell your coaches that I said it)
B. Make Them Applicable And Relatable: As adults, don’t we read and watch things in which we enjoy and relate. Kids think the same. Plan activities that will interest them.
C. Incorporate Technology: Several students are 1:1(have their own personal computer) after the pandemic. They’re using technology more than ever. Find ways to incorporate technology in all domains. One caveat, though: Ensure that it’s rigorous and challenging, as well. Otherwise, it’ll be for nought.
D. Give Projects: Kids–especially GT ones–love projects. They’re fun and give them an opportunity to work with their classmates and/or friends for a common goal.
3. Mix Up Instruction/Methods: The I(Do) or the Mini-Lesson, We(Do), You(Do) is a popular method of instruction, which is the mode that I favor but that doesn’t mean teachers shouldn’t mix it up.
A. Video-Alouds: Read-Alouds are a staple of many ELA(English/Language Arts) classrooms but I propose that teachers should conduct Video-Alouds, too. It’s a routine where you play short videos and solicit questions during and after the video has finished.
B. Class Discussion: Although efforts have been made to change instructional delivery, teachers doing a 10-15 mini-lesson and then asking students to practice the skill is the prevalent way of instructing.
Engaging in more frequent class discussions of text, math concepts, social studies topics, and science theories will not only capture students attention but improve classroom community.
C. Flip The Gradual Release: While the gradual release is a good model for teaching, it’s ok to flip or change it from time to time. I understand scaffolding but reversing the gradual release model provides an opportunity to assess what students know.
Conclusion: I’m cognizant that Lesson Design isn’t as boring as Lesson Planning but requires more leg work. Taking the effect size of Lesson Design(0.70) into account, it’s worth it.
To simplify: Proper design leads to better student outcomes.
Next Week: Make Sure To After-Plan
Be Phenomenal, Mr. Short
The Phenomenal Student 