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Lesson Plan Guides for Teachers in the Philippines

7 Components of an Effective Classroom Lesson Plan

effective classroom lesson plan

Whether you teach multiple subjects or teach in a specific subject area, a lesson plans matters. The quality of your lesson plans will greatly determine how efficiently class time is utilized and how much learning your students absorbed each period.

Lesson plans doesn’t have to be lengthy. The main thing is to make sure they contain the main topics of the lesson. It is used to guide your instruction so you can maximize classroom hours.

Here are the 7 Components of an Effective Lesson Plan

Necessary Materials

What will you need to teach in this lesson? Scissors, glue, paper..? It is helpful for your and your students to have a list of materials so when the exercise is carried on, all the materials are already available and so you can focus on the teaching rather than finding missing materials.

Clear Objectives

What exactly do you want your students to accomplish by the end of the lesson? Communicating the learning objectives to your students, both verbally and in writing, serves to motivate them to work with a clear purpose in mind. This should be clearly communicated to your students at the very beginning of the lesson and posted in a strategic and visible location in your classroom.

It makes it easier for you and your students to stay on target throughout the lesson with clear objectives.

Background Knowledge

Understand your students’ background  – previous experiences, prior learning, etc – is a key to prepare your students for the new concept you’re about to discuss. For you as a teach as well, this will let you change your strategy on how to introduce your lessons the way your students get it at their perspective.

Direct Instruction

This is the very core of your lesson plan. This is where you present the new concept that is included in the lesson objectives. Speak clearly and concisely.  Speak loud and clear as you’re explaining each step as you go along.

Student Practice

There are 3-step process that allows you to gradually release your students from watching you model the correct application of the concept to allowing them to apply the concept independently.

First, Guided Practice

After you’ve presented and provided few examples, involve your students in a few additional examples using the board or document camera. They will gain confidence as they go through the process with you.

Converse with them, questioning them when they offer their input, as you maintain your role as leader. At this point, they’re still “under your wing” as you walk them through the process, but you’re allowing them to participate in the process with you.

Second, Collaborative Practice

This is where students get to apply the new concept in cooperative activities. This includes working with a partner, in small groups, or in larger groups. Go around the room to check if they understand, pause to clarify as needed. If you notice an area where many students are confused or struggling, stop and address this particular point with the entire class.

Third, Independent Practice

Once students have had the opportunity to apply and practice the concept with their classmates through collaborative activities, it’s time for them to apply and practice the concept on their own! This is where you can see if they really got the lessons.

Closure

Summarize and wrap the covered topics. It’s a quick synopsis of the lesson.

You may want to ask students to pair share or to share out something they learned that period, or to provide an example of the concept taught. Keep it simple and short

Example: “Today we learned about metaphors and similes. Tell your partner one example of a simile and one example of a metaphor.”

Demonstration of Learning (Quick Assessment)

The demonstration of learning (D.O.L.) assessment evaluates whether or not your students met your lesson objectives. It aims to provide you with valuable feedback which should drive your instruction. Make sure the D.O.L. accurately reflects the learning objectives and allows your students to apply what they learned during the lesson.

Student performance on the D.O.L. tells you if you need to go back and reteach the same lesson the following day, or if your students are ready to move on to the next lesson.

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