Daily Lesson Planning An educators daily lesson plan is the most detailed and updated guide that they have to facilitate learning in their classroom. In essence, lesson planning is the educators opportunity to decide, in advance what curriculum to introduce, the instructional delivery method they will use, and how intended objectives will be assessed. After reading chapter 8, perform these two tasks. Jones, Jones, and Vermette (2011) did a three year study of novice educators lesson planning practices to determine if patterns of common blunders may exist in their design process. Discuss the six most common pitfalls that research uncovered that novice educators make when planning lessons. 8.5 Common Lesson-Planning Pitfalls We will end the chapter by discussing some of the most common pitfalls that teachers make when designing lesson plans. These pitfalls apply to all the lesson plan formats discussed in this chapter. Jones, Jones, and Vermette (2011) conducted a three-year study examining novice teachers lesson planning and implementation to determine the six most common lesson-planning blunders. Knowing what the most common lesson plan impediments are will help you navigate around them. You may notice that these are similar to the pitfalls to writing instructional objectives, first described in Chapter 3; many of the same principles apply. Unclear Learning Objective This lesson-planning misstep happens when teachers focus on what content they will cover in the lesson instead of focusing on the learning outcomes the students will have because of exposure to that content. Teachers who focus on learning outcomes assure that the lesson is learning -centered, and eliminate the difficulties of determining whether the lesson is teacher-centered or student-centered. How will you know what you want students to learn? It is stated in your instructional objectives. To overcome this pitfall, write the learning outcome from the students perspective. For example, At the end of this lesson, I can identify five types of carbohydrates or I can compare and contrast mitosis and meiosis. Assessment of Understanding Not Administered New teachers, overwhelmed with classroom-management issues, administration tasks, and extensive content to cover, sometime continue teaching without ever stopping to see what (if anything) students have learned. In many cases, discussion is the sole way to evaluate student thinking. While this strategy is a useful formative assessment, without any tangible evidence of student learning, there is no real accountability or indication that students have learned anything at all. To overcome this pitfall, consider authentic assessment as a strategy so that students create a learning product that is evidenced in an active and visible process that helps students link content learned to the intended learning objectives. Failure to Collect Multiple Formative Assessments During Lesson To provide clues to students current level of understanding, teachers should use multiple means of collecting information about students thinking throughout the lesson. They can then use this information to differentiate instruction to meet learners exact needs. A strong focus on evidence creation during the lesson will help document student achievement. To overcome this pitfall, consider interspersing throughout the lesson plan Wiggins and McTighes (2011) deconstruction of understanding into six facets: explain, interpret, apply, perspective, empathy, and self-knowledge. Assessment Fails to Match the Learning Objective By mismatching the assessment of learning with the instructional objective, you will never know if the objective was met. This pitfall can be tricky because teachers assume that students who are engaged in the assigned task will automatically gain the cognitive attribute intended. To overcome this pitfall, consider using learning targets and the backward design process (Stiggins, 2008; Wiggins & McTighe, 20…
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