Lesson Planning
TEACHER INPUT
Teacher Input
 This section is not a list of all the items you will
discuss.
 It is not sufficient to write “Discuss ecology” or
“Show students problems using the Pythagorean
Theorem”
 This is where you type up everything you think you
need to say or do during direct instruction
Teacher Input Ideas
 Name The Steps
 Four Key Components
1. Identify the steps: Keep a limited number (no more than seven)
 2. Make them “sticky”: Try to name the steps to make them
memorable
 3. Build the Steps: Students can figure out the steps as you teach a
few examples
 4. Use Two Stairways: As you work out problems, ask different
students questions based on the steps or have students guide you
using the steps
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Teacher Input Ideas
 Board = Paper
 Model how to take notes!
 Keep this in mind when designing your teacher input; students
write what you write
 Guided notes (more to come!)
You must write down all definitions, work out all probelsm,
and write down all steps or key points for students.
 THIS MUST BE IN YOUR LESSON PLAN!
Teacher Input Ideas
 Ratio
 The proportion of the cognitive work students do in your
classroom is your ratio.
 Goal is to give the most practice possible
 You must consider questions as you move along
 Type these into your lesson plan with an answer
 Consider common mistakes and include those in your possible
responses with how you’ll react
Examples of Questions
 In a lesson introducing volume you might ask “How
is volume different from area?”
 Then list possible answers: area is length times width
and volume is length times width times height; area
is for a flat shape, but volume is for 3-D
Examples of Questions
 In a lesson where you define viscosity, you can ask
students for examples of highly viscous liquids.
 Possible answers include: honey, molasses, glue, tree
sap, syrup
 Possible WRONG answer might be: water or soda
 I would follow up with the questions, “What is the
definition of viscosity?” (a measure of the resistance
of a fluid) “So what does it mean to be highly
viscous?” (means to be thick or sticky)
What does it all mean?
 Preparation
 Questioning
 Presentation
Guided Practice
 You’ve already “hooked” students into your lesson with
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the focus and review. Now it’s time to dive in and start
teaching!
Take 10 minutes to individually address the following:
1. What steps can I provide my students to help them
remember the content?
2. List some examples you think you should teach and
examples students will help you “teach” with.
3. What are some common mistakes students will make
when doing the above examples? How will I handle those
mistakes?
HOMEWORK
 You are to continue building your lesson plan.
Tonight you will FINISH the teacher input section of
the lesson plan you have started. You will keep the
first part as is, but build onto it with the teacher
input section. Make sure ALL questions have an
answer, ALL problems have a solution, and include
some possible mistakes with your reaction.
 This is due at the beginning of class tomorrow!