Content

• Steps
• Advice

Developing an effective lesson plan requires an investment of time, effort, and an understanding of your students' goals and abilities. The purpose of lesson plans, as well as instruction, is to motivate students to absorb what you are saying and remember as much as possible. Here are a few ideas to help create effective lesson plans for most of your class hours.

Steps

Method 1 of 3: Basic Outline

1. 

   Stick to your goals. When embarking on a lesson, first of all write down what the lesson goals are. Keep it simple, for example: "Students can determine the structures of animal body parts that help them eat, breathe, move and develop". In simple terms, after studying this lesson, what will your students learn? If you want a little more detail, you can write more ways to accomplish that goal (through movies, games, flashcards, etc.)
   • If your student is young, then a simpler goal like “Improve reading and writing”. This can be skill-based or it can be conceptual. See the article "How to write educational goals" to learn more about this.

2. 

   
   
   Write an overview. Use bold to note the headings of the lesson. For example, if you are going to teach Shakespeare's "Hamlet", then in general you can write ideas like: Where did Shakespeare produce the Hamlet? How honestly does this work represent? How the author's wishes as well as his avoidance towards contemporary society are reflected in the work?
   • Write more or less depending on the duration of the lesson. For a lesson, normally we will go through 6 to 7 main ideas, but it is okay to highlight more ideas.

3. 

   
   
   Plan your time. In case there are too many ideas compared to the allotted time, break the lesson into sections, so you can adjust the communication speed quickly or slowly depending on the progress of the lesson. Take the one hour class as an example.
   • 1: 00-1: 10: "Warm up".Gather students and summarize the session's discussion on typical tragedies; which leads to the Hamlet.
   • 1: 10-1: 25: "Giving information". An overview of Shakespeare's biography. Focus on the period of composing in the past 2 years, of which Hamlet is the centerpiece.
   • 1: 25-1: 40: “Practical Guide.” Discussion regarding the main scene in the play.
   • 1: 40-1: 55: "Creative exercise". Ask students to write a paragraph each describing what is related to Shakespreare. Tell the good students to write 2 paragraphs and make suggestions for the weaker students.
   • 1: 55-2: 00: "Conclusion". Collecting, assigning homework, and sending the class home.

4. 

   
   
   Understand your students. Clearly define the objects that convey your knowledge, what are the learners' styles (listening, seeing, grasping, or synthesizing forms), what students have already grasped and where in the lesson have may embarrass them. Focus on making your lesson plan adapt well to the majority of students in the class and adjust especially to those who are naturally gifted, who are weaker or are difficult to absorb in the teaching process.
   • Nothing to worry about except that your students include children with both introvert and extrovert personalities. Some of them just like to work alone while others like to sit in groups to discuss. Knowing this feature will help you find a solution for a specific student.
   • It can sometimes be confusing when there are a few individuals in the class who understand the lesson like you and how they see you as a "person from Mars". If you can identify these outstanding children, place them together with others, and do not place them together (in other words, to make it easier for you to manage the classroom. ).

5. 

   Use many different methods of interaction. Some students in the class can study on their own, others are in pairs, while others do well in groups. You can stay that way, as long as your students are well receptive. But because your students have a unique personality, give them the opportunity to experience different types of interactions, the effectiveness will greatly increase.
   • Indeed, any activity can be divided up to be performed alone, in pairs or in groups. If you have ideas in mind, see if you can modify the way students work. Who knows, you will discover more interesting ones!

6. 

   Diversify forms of learning. Are you feeling awkward because there are boys who don't have the patience to watch a 25-minute video or read a two-page quote? It's okay, no student is more "stupid" than any other student. What you need to do is find other learning methods to make the most of those children.
   • Each student has their own learning method. Some children need to see information, others only need to listen, while others are better at absorbing lessons with visual aids. If you have just been giving a long lecture, stop and let the children discuss. If your student is interested in reading, change your usual teaching method to document research. Learning from there will be much more fun.
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Method 2 of 3: Plan Lessons

1. 

   Opening lesson. There is an unwritten rule that students do not brainstorm at the beginning of a class. For example, in the class of surgery, if at the beginning of the class you immediately explain the method of dissection, your student will not be able to understand. Slowly bring students into the focus of the lesson, that is why each lesson needs to be "warmed up". Not only awakens their sleepy brain, but also prepares them to absorb new knowledge.
   • Start your mind with a simple game (can play guessing words or explain vocabulary to see their knowledge, or simply ask what last week learned), or ask questions , use pictures to start writing. Either method works, and it's important for students to catch up and direct them to think about the lesson (even if you haven't introduced the lesson yet).

2. 

   Communication. This is the part that should be conveyed directly but you can use some supporting methods such as a video, song, paragraph or even theorem. This part is what determines where the rest of the lesson is going. Without this, your students will not understand at all.
   • Depending on the student's proficiency, you can get straight to core knowledge. Think about how much clarity you want to convey. For example, to analyze the sentence "He hung his coat on the shelf", you must understand the context where the "shirt" and "hanger" appear. Take your case and let the next session develop it.
   • It can be helpful to let students know the lesson content in advance. In other words, it is telling the students the "focus of the lesson". This is the most specific way for students to remember the knowledge of the lesson as soon as they finish studying.

3. 

   Do guided homework. After the students have obtained the information, you need to provide assignments for them to practice. However, as the knowledge is still new, let them begin with guided practice. Try using practice types like picture matching, image recognition, etc. Remember, you cannot start writing your analysis before doing the "fill in the blanks" exercise.
   • If possible, do two exercises. It is better to have students test understanding at two different levels - for example, writing and speaking (two different skills). Try to combine different activities for students of diverse backgrounds.

4. 

   Test results and evaluate the process. After you have completed the guided exercise, do an assessment if your students understand what you convey? If so, you can go to the next step. If not, repeat the knowledge again, but this time use a different teaching method.
   • If you have taught a group of students long enough, you will find it strange why there are students who stumble at definitions that seem easiest and cannot be understood by them in such a short time. If that matters, have them sit with better students so as not to interrupt class. You don't want those children to be left behind and even less to interrupt teaching, so wait until everyone can absorb one knowledge.

5. 

   Do the homework yourself. Once students have been equipped with the basics, let them reinforce themselves. This doesn't mean you leave the classroom! The goal is for students to make a creative effort to master the knowledge you have just imparted. So how do students' thinking develop?
   • This completely depends on the topic and the skill you want to use. It can range from a 20-minute puppet show to two-week heated debate.

6. 

   Take time to ask questions. If there is ample time in the class, take the last 10 minutes of the class to ask questions. It is possible to start with an argument about an issue and then multiply it into many questions surrounding it. Or spend 10 minutes clarifying questions for students. Both ways are helpful for the children.
   • If most of your students hesitate to raise their hands, have them sit opposite each other. Then, come up with one side of the topic and ask them to discuss it for 5 minutes. Next, direct your attention to the class by calling a group to present. Excitement will arise immediately!

7. 

   Conclude the lesson. In essence, each lesson is a discussion. If you stop suddenly, the lesson will be like being skipped. This doesn't mean the lecture is bad, it's just that we will feel incomplete. If time allows, close with a few conclusion. It is a good idea to repeat what you have learned with students.
   • Take 5 minutes to repeat what you learned during the day. Ask your students questions to test (but not to include any new information) and to reinforce the lesson and knowledge acquired. This makes everything a circle: Go back to the beginning to finish!
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Method 3 of 3: Thoughtful Preparation

1. 

   If you are afraid you will forget, write it down. New teachers always feel secure when writing such lesson plans. Although it will take more time than the class itself, if it makes you feel more confident, do it. You will feel confident if you know what you are going to say, what to ask, and where to talk.
   • As you get used to teaching, lesson preparation can be gradually reduced until you can teach spontaneously without having to practice beforehand. Do not spend too much time planning and writing more than class time. This skill should only be applied when you first enter the profession.

2. 

   Have to improvise. Have you spent many hours composing? Great! But also for reference only. You won't technically say in class: “Come on kids, it's 1:15! ALL PEN ISS! ”. That's really not the way to teach. Know that it is good to give a lesson in writing, but also be flexible in adjusting according to the situation.
   • If the lesson plan burns out, consider what to cut out and what not. Consider what knowledge the student needs most. On the other hand, if time is wasted, use activities that you have spent an hour mapping out of.

3. 

   Plan further than usual. The expression "redundant is better than missing" is applicable in this case. Even if you have a specific length for each section, do a little farther. If a lecture is 20 minutes long, only allow 15 minutes. You never know how your students will cooperate!
   • The easiest way is to create a game or discussion for the purpose of drawing conclusions about the lesson. Have your students sit together, offer an idea or a question, and then let them discuss freely.

4. 

   Prepare lesson plans so that the substitute teacher will also understand. In case something unexpected happens and you cannot teach that class, you will have to find someone to teach it. To make things go smoothly, the person replacing you also needs to understand the lesson plan. On the other hand, if you forget it, with an easy-to-understand lesson plan, recalling will be much easier.
   • There are many lesson plan templates you can find online, or you can consult with other teachers what format they are writing in. But only follow a certain format, otherwise you will be easily confused. Be as consistent as possible!

5. 

   Set up a backup plan. In teaching, there will come a time when mischievous students mess around with lesson plans and you just stand still and watch everything happen. There will be test periods where only half of the students go to class, or the video disc for lessons will be "swallowed" by the DVD player. To avoid these situations, you need a backup plan.
   • Most experienced teachers have all the lessons that they can use whenever they need it. When you succeed in a certain class, keep the lesson plan and apply the same method to different lessons like "The Law of Evolution", "Natural Selection" or "Inheritance". Or keep getting Beyoncé's record ready for use in lectures on the development of pop music, on women's progress in contemporary society or simply a music lesson for a sixth afternoon class. .
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Advice

• In the lesson plan, incorporate a variety of relevant information. Know how to re-focus students as they wander out of scope.
• As for shy students, try to get some of these girls answering your question at some point.
• Preview study materials with students and set goals for the next week or two.
• After class, review your instructional plan and how you actually present to your children and think, will you have any other changes coming up?
• Remember that what you teach must conform to the standard framework of the Department of Education and the Department of Education.
• If the lesson plan doesn't work for you, try the Dogme approach to teaching. This teaching method does not require specific textbooks and allows students to be fully active.