There are four criteria for an effective lesson plan objective: Manageable, Measurable, Made first, and Most important.
Ask questions that seek to understand and/or further your learning to cultivate a culture of curiosity and humility.
Begin with the end in mind
Progress from unit planning to lesson planning. Define the objective, decide how you’ll assess it, and then choose appropriate lesson activities.
Break it Down
When a student makes an error, provide just enough help to allow them to ‘solve’ as much of the original problem as they can.
Mini assessments during a lesson that assess students progress towards the end goals of a unit of learning.
Move strategically around the room during all parts of the lesson.
Culture of Error
Create an environment where your students feel safe making and discussing mistakes.
The use of a range of hard (student grades) and so (engagement) data sources to support teaching and learning.
Defining Knowledge and Skills
Teachers completes any student checkpoint/end of unit activity. Unpicking the knowledge and skills needed to be successful in this task informs the direction of the unit.
A student activity at the start of a lesson that requires no teacher guidance. Activity either recaps previous learning or introduce upcoming learning.
When planning a lesson the teacher also plans what the students are doing at each stage of the lesson simultaneously, and in response to each other.
Efficient, simple, specific, observable, sequential, and positive instructions.
Manage your emotions to consistently promote student learning and achievement.
Every Minute Matters
Respect students’ me by spending every minute productively and not fixating on what has come before but on the potential for learning.
Intentionally planning higher order questions into a lesson to prompt discussion between students.
Higher Order Questioning
Open‐ended questions that require more thinking from students and that promote discussion.
Holding Self/Others to Account
Holding yourself and others to account for your/their words and actions in accordance to school & classroom culture, values & rules.
I Do, We Do, You Do
A way to convey the essence of explicit instruction using three phases; explaining a task, doing task together, students do task.
Planning lessons to include activities and tasks that requires all students to play an active role.
Celebrate the work of learning as you go. Every teacher will have their own ways of bringing positivity and joy into their classrooms.
Leading by Example
Conducting yourself in accordance with the culture and values set at school and classroom level. If you don’t follow the rules, how can the students?
Least Invasive Intervention
Maximise teaching me & minimise ‘drama’ by using the subtlest and least invasive tactic possible to correct off‐task students.
Seek out opportunities to learn, acting upon the belief that one never stop learning.
Make Compliance Visible
Ensure students follow through on a request in an immediate and visible way by setting a standard that’s more demanding than marginal compliance.
Make Steps Explicit
Sharing your internal thought process with students to avoid assumptions and ambiguity.
Make Steps Memorable
Use of buzzwords, bullet points, numbers, mnemonics, sequences, rhyme, rhythm, chunking and dual coding to support procedural understanding.
Must Have & Could Do
‘Must Haves’ are essential ingredients of a lesson to support all students’ learning. ‘Could Do’s’ are additional features that support and stretch groups of students.
Name The Steps
Break down complex tasks into simple steps that form a path for student mastery.
Open & Closed Questions
Closed questions can be answered with a simple ‘yes’ or ‘no’, while open questions are those which require more thought than a simple one word answer.
The use of outdoor areas and surrounding areas as alternative lesson resources to increase the potential activities possible and make learning memorable.
Own & Track
Ask students to annotate errors and be conscious of what they have learned from the process, fostering an environment of accountability.
Students evaluate their peers’ work and have their work evaluated by peers.
Planning to the Most Able
Pitching your lesson objective to the most able students in the class and planning scaffolds to support every other student to meet this.
Guide students to do beer work while motivating and inspiring them by using positive tone to deliver constructive feedback.
Practice Makes Permanent
Based on the theory that what you practice is what you commit to long term memory, build in me within lessons for students to practice skills.
Praise which positively reinforces student behaviours. It differentiates between recognising when students meet set expectations and praise when they exceed it.
Precision of Feedback
Feedback on the process students have used to complete a task, and on their ability to self‐regulate their own learning.
Pre‐Mortem of Tasks
Completing a task before you teach it to your students to identify which areas will need most guidance based on common misconceptions.
Script and practice the delivery of key parts of the lesson to ensure standardization, clarity, and effectiveness. Re‐draft as necessary.
Design and establish an efficient routine for students to enter the classroom and begin class.
Use economy of language to give specific feedback against a clear assessment criteria for selected students.
A brief activity or task placed between two parts of a lesson to call attention back to teacher before moving on.
Think, Pair, Share
Encourages students to think individually, then to discuss with a partner, before sharing with the whole class.
To promote non‐presentational talk as a method to encourage exploration of thought and support discussion of multiple ideas.
Three Before Me
Instilling the routine to search for the answer before giving up.
Use of Assessment Criteria
A set of predefined markers that measure against the unit of work and intended learning outcomes.
Use of Props & Prompts
The use of audio and visual tools to reinforce and support teaching strategies.
Use of ‘Yet’
Promote the use of ‘yet’ to be tagged on the end of absolute statements and liming beliefs.
Timely verbal feedback to students to inform and guide students next steps.
Setting clear vision & expectations for students to work towards, which help to identify the steps they need to take to get there.
Allow students me to think before answering. If they aren’t productive with that me, narrate them toward being more productive.
What to do
Use specific, concrete, sequential, and observable directions to tell students what to do, as opposed to what not to do.
Willingness to Participate
To actively seek out opportunities to learn from and contribute to ongoing professional development.
Self manage me and tasks effectively to maintain a healthy balance between work and life.
- Doug Lemov, Teach Like A Champion
- Ark, Great Teacher Rubric
- National College for School Leadership | Facilitator Toolkit
- NSA | Six Steps for Effective Feedback