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Reflective Teaching Lesson Planning Steps

This document outlines a 9-step process for reflective lesson planning developed by Judith Longfield. The steps include: 1) picking a topic; 2) identifying the purpose and student learning outcomes; 3) gathering information; 4) creating an outline; 5) designing lesson details; 6) reviewing the plan; 7) revising as needed; 8) teaching the lesson; and 9) assessing and reflecting on how to improve the plan. The process emphasizes aligning lessons with student learning outcomes, engaging students through various activities, and ongoing reflection to enhance teaching effectiveness.

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Dangngay Maria Romadel B.
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50 views3 pages

Reflective Teaching Lesson Planning Steps

This document outlines a 9-step process for reflective lesson planning developed by Judith Longfield. The steps include: 1) picking a topic; 2) identifying the purpose and student learning outcomes; 3) gathering information; 4) creating an outline; 5) designing lesson details; 6) reviewing the plan; 7) revising as needed; 8) teaching the lesson; and 9) assessing and reflecting on how to improve the plan. The process emphasizes aligning lessons with student learning outcomes, engaging students through various activities, and ongoing reflection to enhance teaching effectiveness.

Uploaded by

Dangngay Maria Romadel B.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Georgia Southern University

Digital Commons@Georgia Southern


Teaching Academy Center for Teaching Excellence

Spring 2015

Reflective Teaching Lesson Planning Steps


Judith Longfield
Georgia Southern University, [email protected]

Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/teaching-


academy
Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and
Research Commons, Educational Methods Commons, and the Higher Education Commons

Recommended Citation
Longfield, Judith, "Reflective Teaching Lesson Planning Steps" (2015). Teaching Academy. 55.
https://digitalcommons.georgiasouthern.edu/teaching-academy/55

This effective tests is brought to you for free and open access by the Center for Teaching Excellence at Digital Commons@Georgia Southern. It has
been accepted for inclusion in Teaching Academy by an authorized administrator of Digital Commons@Georgia Southern. For more information,
please contact [email protected].
Reflective Teaching Lesson Planning Steps
1. Topic – Pick your topic
2. Identify – What is the purpose?
 What course SLOs should I address?
 What do I want students to know or DO?
 Why is the information important? What’s in it for students?
3. Gather Information – Get ready to plan
 How can I assess students’ prior knowledge?
 Are there common misconceptions?
 What resource materials are available?
 What should be the balance between lecturettes & EnGagement activities?
4. Create Plan – Draft outline
 What should I teach first, second, third?
 How can I “hook” students?
 How can I address multiple learning styles?
 How will I know students are learning?
5. Design Lessons – Add details
 Are my SLOs measurable?
 How will I connect to the previous lesson?
 What information should be in my lecturette? Is it ALL relevant?
 What specific activities will engage student in the SLOs?
 What higher order questions will I ask?
 How long will each part take?
 What supplies do I need?
6. Review – Be sure the plan is realistic
 Are lecturettes too long? How can they be shortened?
 Is the plan well organized? Do the parts flow together smoothly?
 Did I address students’ misconceptions?
 Have I address multiple learning styles?
7. Revise – Make needed changes
 Are my plans clearly written and detailed enough so I’ll remember what I wanted to say/do?
 Does the content and/or the activities align with course-level SLOs? How do I know?
 Will students understand what I want them to learn/DO?
 Is the timing realistic?
8. Teach – Present the lesson
 Do I need to speed up or slow down? Is the activity working?
 Should I ask more questions (or students) to make sure ALL students understand?
 Do I need to give another example?
 Should I restate what I just said in a different way?
9. Assess – Reflect on how to improve the plan
 How did it go? Did students learn what I want them to learn?
 What can I do to help students who just didn’t get it?
 How can I challenge students who found the class or activity too easy or finished early?
 What revisions do I need to make for next time?

Your lesson plan is incomplete until you teach it, assess what students learned and REFECT on
what you learned. Planning is on-going & reiterative.

Created by J. Longfield Sept. 2002. Revised May 2013 All Rights Reserved GS/Seminars/SpSu2013/Orientation/03_LP.doc
Class ___________________________________ Week/Day ____________

Chapter/Topic __________________________________

Course SLOs Addressed ______________________________________

Learning Objective(s) for Today


What will students know or be able to do by the end of class?

What should students have done to prepare for class?

Introduction/Anticipatory Set
Share lesson SLOs and why they are important. Activate prior knowledge by connecting lesson concepts
to student lives or use an interesting “hook.”

Instructional Strategies/Engagement Activities/CATs


What will students DO in class? How will I engage all learners? What questions should I ask? At what
level of Bloom should students be thinking/working? What examples/stories will I use?

Homework/Assignments
What will students need to do before they come to class next time? Are there long term projects or
assignments they should be working on?

Wrap-up
Include a summary and/or ask students to reflect on what they learned.

Assessment/CATs
How will students demonstrate their learning? Should I use a CAT? Which one? When? Align
assessments (formative and summative) with SLOs.

Supplies Needed

Created by J. Longfield Sept. 2002. Revised May 2013 All Rights Reserved GS/Seminars/SpSu2013/Orientation/03_LP.doc

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