files/a3-effective-lesson-plan-template-3ogybg0c.pdf
EFFECTIVE LESSON PLAN TEMPLATE
RESOURCE PLANNER (PUT CHECK ONLY FOR THE APPROPRIATE ACTIVITY)
Resources Needed
Use of Media & Technology
Cooperative Groupings
Writing Opportunities
• Padlet
• Phet Simulation
• Edpuzzle.com (video lesson)
• Nearpod
• Socrative
• Google
• Timed Round robin
• Timed Pair Share
• Mastermind
• Numbered Head
Together
• Rally Coach
• Roundtable
• Exit Pass
• Essay Questions
Hands-On Experiences
and/or
Manipulative Usage
Differentiation
STEAM/21st Century Skills
Career Skills
• Laboratory
Activity
• Designed Tasks
• Simulation
• Ipad use (when
possible)
• Differentiated Activity
• Differentiated Questions
• Differentiated Question
Levels
• Differentiated Output
• Math Integration
• Real life examples
• Communication.
• Ability to Work Under Pressure.
• Decision Making.
• Time Management.
• Self-motivation.
• Conflict Resolution.
• Leadership.
• Adaptability
Cross Cu
icular
Connection
How is your lesson
Link to UAE culture
Reflection (at the end of the
lesson)
SUBJECT/CODE TEACHER STANDARD(S)
DATE CLASS / CLUSTER WEEK & PERIOD NUMBER
CHAPTER & LESSON CH: LEARNING OUTCOMES & KPIS: Students will be able to:
O
P
E
N
IN
G
Time
LO
No.
Starte
M
A
IN
A
C
T
IV
IT
Y
Time Teacher Directed Activities Student Directed Activities
Time Extension, Refinement, and Practice Activities
C
L
O
S
IN
G
Time Formative Assessment
Time Closure Activities
files/construction-of-lesson-plan-using-blooms-taxonomy-handout-1-yo
d5mw.pdf
1
Using Bloom’s Taxonomy for lesson planning
Step 1: How to Create Actionable Learning Outcomes
The key to effective teaching practice is to design your class with the end goal in mind. Ask yourself this: What,
exactly, do I want my students to be able to do with the ideas I’m discussing in this lesson?
In order to achieve your end goal, start with a plan. Create actionable, specific and appropriate learning
outcomes that
idge the gap from students’ existing knowledge to what you hope they’ll understand by the
end of the class. There are two things that must be considered when creating an effective learning outcome:
What do I want my students to be able to do after this class?
✓ When thinking through your goals, stick to actionable and measurable ve
s—
How do I know that my students have achieved it?
✓ Think about how you will be assessing students once they have performed the task.
•Create
actionable
learning
outcomes
Step 1
•Develop
questions for
class discussion.
Step 2
•Choose teaching
methods and
learning
activities.
Step 3
•Choose methods
to assess the
students.
Step 4
2
Step 2 and 3: How to develop questions for class discussion and how to choose teaching
methods and learning activities.
After creating the learning outcome with the measurable action ve
, the next step is to plan how to
deliver the material to the students by choosing the activities and questions that will support the
chosen learning outcomes. Below are guiding questions that should be considered in the process.
1. What cognitive level of Bloom’s is your learning outcome driving at?
2. How can you formulate questions based on the particular ve
in the learning outcome?
3. What activities can I use in my class that targets my learning outcome?
3
Step 4: How to Choose Effective Assessment Methods
When connecting a learning outcome to a form of assessment, it’s worth remembering that assessment is a
tool for teaching, not a scale that determines success or failure. To
idge the gap between what you’re
asking students to achieve (through your learning outcomes) and how you’re going to measure their success
through various forms of assessment, follow the following four-step approach:
1. Develop an actionable learning outcome
2. Identify the action ve
within that learning outcome (i.e. explain, identify, categorize, etc.)
3. Determine which cognitive learning level (Bloom’s level) this ve
fits into (i.e. explain → analyse)
4. Choose an effective assessment method
Bloom’s taxonomy is one of the most useful tools available to educators. Why? It’s the answer key to
how students learn and helps equip educators with the knowledge they need to design valid assessment
techniques. Below, are the various assessment techniques that can be used for the different levels of
learning.
Resource: https:
tophat.com/innovative-activities-to-engage-
students/?utm_source=blog&utm_medium=cta&utm_content=blooms-taxonomy-activities-guide
https:
tophat.com/innovative-activities-to-engage-students/?utm_source=blog&utm_medium=cta&utm_content=blooms-taxonomy-activities-guide
https:
tophat.com/innovative-activities-to-engage-students/?utm_source=blog&utm_medium=cta&utm_content=blooms-taxonomy-activities-guide
files/differentiated-instruction-strategies-kit-n1cv30fm.pdf
Miss Taylor Brooke Stancil’s
Differentiated Instruction Strategies
Choral Response: Choral response is a very simple technique in which the teacher asks
questions to the class as a whole and the students answer in unison. This is a good way of
assessing the class’s overall understanding without singling students out.
Clothesline: Teacher stretches a string out across the room. One side of the string signifies
“know a lot” while the other side is labeled “know nothing” and the students place themselves
where they feel necessary for a particular topic.
Fist of Five: Students use their fingers as a scale of one to five to express understanding.
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Four Corners: Teacher can choose basically anything to label the four corners of the classroom.
For example, the teacher may ask an opinionated question and can label each corner with a
different answer. The students go to the corner they agree with.
Individual Response Boards: Each student has a small white board or chalk board. The teacher
asks the class a question and the students record their response on the board.
Signal/Pinch Cards: Fold an index card 4 ways. Number the sections 1-4 or A-D. You can use
this for true and false, multiple choice, almost anything. This is a very simple assessment tool.
Speedometer: Students move crossed arms from being together to apart to show how much they
understand a particular topic. This is a good way for the students to assess their own learning.
Windshield: The teacher asks the students if their “windshield” is clear, buggy, or muddy. This
shows their own understanding of the content.
Exit Cards: You can do anything with these really. The teacher can asks a question before they
leave and have them write the answer, have the students reflect on what they learned today. One
of my teachers had us write one thing we learned and one question we have.
Entrance Card/Warm-Up: Prior to the lesson, the students answer a question or set of question
posed by the teacher.
Index Card Summaries: This is exactly what it sounds like. After a lesson, have the students
summarize what they have learned on an index card.
One Minute Essay: After the teach relays new information to the students, give them one
minute to write a short essay about what they have learned. They are much more likely to
emember the material if you do this from time to time and have them write it down.
Jigsaw: Divide the students up into four groups and provide each group with some material to
study. Allow the students to become experts on that particular topic. Then, by choosing one
student from each group, develop four different groups and allow the “experts” to share what
they studied with the rest of the group. This is fast, effective way to cover new information; it
decreases student workload, and encourages collaboration.
Three Minute Pause: After the teacher presents a lot of new material, she asks the students to
think for three minutes about what they have learned. They can jot down notes or sketches to
show what they have learned.
Idea Spinner: Teacher creates a spinner with predict, explain, evaluate, and summarize. They
eview something and ask a question asking the students to do whichever they land on when they
spin the idea spinner.
Inside-Outside Circle: Half the class makes a circle facing out. The other half makes a circle
facing the inside circle. They ask each other review questions then rotate in the same direction.
Great for test review!
Think-Pair-Share: Have the students read or study something. Give them time to think and
eflect. Put the students in pairs and let them discuss the material. Let the pairs share what they
have learned or their thoughts.
Circle Maps: These are great for defining things in context. They are also a great
ainstorming
tool.
Bu
le Maps: this is good to design process of describing attributes of something.
Double Bu
le Maps: Similar to a bu
le map but with two main bu
les. It works well for
comparing and contrasting two things.
Bridge Maps: Bridge maps provide a visionary pathway for creating and interpreting analogies.
They are used for developing analogical reasoning and metaphorical concepts for deeper content
learning.
Tree Maps: Tree maps are ideal for inductive and deductive classification.
Brace Maps: these maps work well when showing parts of a whole as well as physical
elationships of an object. It helps tap into spatial reasoning.
Flow Maps: These maps show sequencing, orders, time lines, and cycles. They also help to see
elationships between stages and sub-stages of events.
Multi-flow Maps: Great to use for cause and effect!
Colored Cups: Give students in groups 3 different colored cups. Green means they are doing
well. Yellow means they need help. Red means they are stuck and need a lot of help. This is a
great way for the teacher to monitor group work.
Graffiti Wall: One a white board, poster, or chalk board, students take turns coming up and
writing random things that relate to one topic. They can write it big, small, crooked, or anything.