There’s always a teacher whose classroom is abuzz with energy, where the discussion is lively and the students are engaged. Pursuing a master’s degree in education and learning the latest teaching strategies can help you make sure that classroom is yours.
It all starts with a dynamic lesson plan, as Walden University MSEd students learn in the course Designing Curriculum, Instruction, and Assessment. Ellen Ullman’s article, “How to Plan Effective Lessons”—required reading for the master’s in education students—breaks down the process into three parts: an objective, the body, and a reflection. Teachers who use this formula report increased engagement, improved behavior, and heightened enjoyment among their students. Read along with our online master’s in education scholars to learn how to create winning lesson plans:1
An effective lesson gets students thinking and allows them to interact and ask questions, tap into their background knowledge, and build new skills. This article offers practical tips for planning engaging lessons that will help your students retain more of what they learn.
“A lot of approaches to lesson planning are content-driven, giving teachers some boxes to fill in,” says Peter Brunn, director of professional development at the Developmental Studies Center in Oakland, California, and author of The Lesson Planning Handbook: Essential Strategies That Inspire Student Thinking and Learning. “While these approaches include what we want to teach, they don’t often contain how we’re going to teach it.” It’s the “how,” says Brunn, that makes all the difference in whether students actually learn.
Effective lesson planning requires the teacher to determine three essential components: the objective, the body, and a reflection.
To start, come up with an active objective. Instead of, “Today we'll cover the causes of the Civil War,” try reframing it so that the lesson seems a little more engaging. “Today we’ll explore different reasons that the Civil War began” may seem like a subtle change, but rather than signaling that you are going to lecture, it allows space for the students to figure it out together with you. Brunn encourages teachers to create lessons that allow students to investigate various possibilities—even wrong answers—so that they truly understand why something is right. “You can’t wing that kind of lesson,” he says. “You have to set it up intentionally.”
Once you have an active objective, it’s time to plan the body of the lesson. Brunn suggests writing down open-ended questions and deciding how you will ask them and what you will do if your students don’t or can’t answer these questions. How will you probe their thinking? You need to continually facilitate the lesson to keep students focused.
Judy Sheldon, an instructor in methods in secondary social studies and the field supervisor for student teaching at Syracuse University, encourages teachers to create opportunities for higher-order thinking. “Find ways to let them reveal things, and put that into your plan. You might want them to interpret a map, analyze a document, and so on. Always make sure they are building their skills,” Sheldon says.
Next, it’s reflection time. Ask students what they learned academically and socially and what they think you could have done differently. Brunn says the answers will help you close the lesson thoughtfully. Brunn has worked with educators in the Virginia Beach City Public Schools to help them design more effective lesson plans. The district emphasizes 21st century skills development, so teachers seek to infuse effective communication, collaboration, problem-solving, critical thinking, and creative thinking into all of their lessons.
“We try to get teachers to ask a lot of open-ended questions for students to discuss,” says Lorena Kelly, elementary curriculum coordinator. “When you prepare your lessons in that manner, your lessons become more strategic.”
Kelly acknowledges that it’s challenging to switch from the traditional sage-on-the-stage teaching method to taking a backseat and letting lessons be a bit more ambiguous, but she believes strongly in making the change. “You lose a bit of control, but when the kids take charge, they retain a lot more of what they learn,” she says.
Kelly and Kelli Cedo, who coordinate Title I programs for the district, hold lesson-planning workshops using the following strategies:
To help teachers learn how to create safe, collaborative classrooms, Cedo guides them in building communities that address all levels of learners. She encourages teachers to think with the end in mind, asking, “What are my students gaining in this learning? Will they be able to transfer it or apply it to something?”
Kelly and Cedo say the teachers they worked with were amazed at the difference they saw in student engagement, behavior, and enjoyment once they began planning lessons in a more strategic manner. “In the end, we must have all the students in mind. Every decision has to be about the success of every student,” Kelly says.
Here are some more tips on developing effective lesson plans:
“A goal without a plan is just a wish,” wrote The Little Prince author Antoine de Saint-Exupéry. Practical resources like Ullman’s idea-filled article give Walden University MSEd students the tools to craft effective lesson plans to meet all their teaching goals. No fear of wishful thinking.
And when choosing graduate programs for teachers, a goal and a plan to achieve it are also crucial. For a working professional balancing career and family, an online master’s in education offers a flexible, convenient path to the degree you seek, for the career you want. Take your place in the classroom and get ready to lead your students to new heights of learning.
Walden University is an accredited institution offering an MS in Education degree program online. Expand your career options and earn your degree in a convenient, flexible format that fits your busy life.
1Walden MSEd curriculum source: http://www.ascd.org/publications/newsletters/education-update/oct11/vol53/num10/How-To-Plan-Effective-Lessons.aspx
Walden University is accredited by The Higher Learning Commission, www.hlcommission.org.