PLANNING FOR
EFFECTIVE
TEACHING
By: Marilex Nicole L. Oriel
2
Describe or answer by using one to five words.
“
WHAT IS EFFECTIVE
TEACHING?
”
WHY IS PLANNING
SO IMPORTANT FOR
EFFECTIVE
TEACHING?
Planning for Effective Teaching
4
LESSON PLAN
o
o
o
o
Helps us think during lessons.
It lets us check how the lesson is going.
Allows us quick changes if needed.
Gives time to focus on each student's
learning.
Planning for Effective Teaching
5
STRESS RELIEF
o Makes new teachers feel more
confident.
o Ensures materials are ready, answers
are known.
o Sets clear expectations for good work.
o Makes teaching less stressful.
Planning for Effective Teaching
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INNOVATION AND ADAPTATION
o It lets us try new ways of teaching.
o Adjusts to changes in what and
how we teach
o Encourages getting better over
time.
o Keeps up with new ideas in
teaching.
Planning for Effective Teaching
7
REFLECTIVE PRACTICE
o Helps us think about how to teach
better.
o Supports self-assessment: "How can I
improve?"
o Keeps us updated on new teaching
ideas.
o Stops us from feeling rushed to catch
up.
WHAT WILL HAPPEN
IF WE DON'T PLAN
OUR TEACHING FOR
A DAY?
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1. Disorganization
2. Inefficiency
3. Lack of Engagement
4. Missed Learning Objectives
5. Increased Stress
6. Negative Impact on
Professionalism
12
“
TEACHING IS NOT AN
EASY PROCESS
”
13
“
WHAT IS EFFECTIVE
TEACHING?
”
14
“
EFFECTIVENESS IS AN
ELUSIVE CONCEPT
WHEN WE CONSIDER
THE COMPLEX TASK OF
TEACHING.
”
According to Qualities of Effective Teachers, 3rd Edition
by James H. Stronge
15
DEFINING TEACHER EFFECTIVENESS:
o Some define teacher effectiveness in
terms of student achievement.
o Others consider high-performance
ratings from supervisors.
o Some rely on feedback from
students, administrators, and
stakeholders.
EFFECTIVE
TEACHING BEGINS
WITH EFFECTIVE
PLANNING
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“
WHEN WE FOCUS MORE ON THE WHY
AND THUS THE INTENTIONALITY OF OUR
TEACHING, WE BEGIN TO ASK RICHER
QUESTIONS THAT GUIDE OUR
INSTRUCTION
”
Jeff C. Marshall in Highly Effective Teachers
18
WE START ASKING BETTER
QUESTIONS ABOUT TEACHING, LIKE:
o How can I get students who
seem uninterested more
involved?
o Are my lessons matching what I
want students to learn?
o How can I make a learning
space that challenges everyone
but helps those who need extra
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“
SUCCESSFUL TEACHING
CANNOT OCCUR
WITHOUT EFFECTIVE
PLANNING.
”
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SWBAT – Skill – Concept – Context
SWBAT stands for "Students Will Be Able
To."
Skill: Describes what students will do.
Concept: Refers to the topic, big idea, or
strategy.
Context: Specifies conditions, materials, and
how to achieve the goal.
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•Learning Takes Time:
• Making purposeful lessons needs practice and
time.
•Remember Goals:
• Keep in mind the goals for what students
should learn.
•Interesting Activities:
• Ensure activities are engaging, useful, and
meaningful for students.
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PLANNING PROCESS
1. Who are your learners? Understand the
learning characteristics, styles, and needs of
your students.
2. Why is this lesson necessary? Students, want
to know, “Why do I need to know this? What’s in
it for me?”
3. What do learners need to be able to do?
4. How can the students best learn the subject or
skill?
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BACKWARD DESIGN
Originator / Contributors: Grant Wiggins and Jay
McTighe
-is a model for designing instructional
materials where the instructor or designer
begins the design process with a focus on
the desired results (i.e., the outcome) of
instruction.
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BEGIN WITH THE END IN MIND
1. Imagine what students will say and be able to
do at the end of the lesson.
2. Think and reflect on how to imagine the end.
3. Build your beginning with your end in mind.
4. Plan with students’ needs in mind. Will the
lesson satisfy their needs?
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FROM IMAGINATION TO REALITY
1. What do students already need to know or do to do
well?
2. What new words, ideas, or skills do we need to
teach?
3. What tools or resources, like books, will help students
learn?
4. How can we teach in a way that helps students
achieve our goal?
5. How will we know if students understand as we go
along? What tools will we use to test them?
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“
BACKWARD DESIGN CENTERS ON THE
ULTIMATE GOAL OF EDUCATION: WHAT
STUDENTS SHOULD LEARN AND
UNDERSTAND.
”
Wiggins and McTighe in Understanding by Design
27
Clear Learning Goals: this means setting clear
goals for what students should learn.
Assessment Planning: Figuring out how to
know if students have reached those goals.
Lesson Planning: plan the lessons to make
sure students learn what you intended.
Focus on Understanding: It's a way to make
teaching more focused on what truly matters —
making sure students really get it.
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Backward Design can be
summarized in a three-step
process:
1. Identify the Desired Result
2.
Determine
Evidence
Acceptable
3. Plan Learning Experiences
and Instruction
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STAGE 1: DESIRED RESULTS
Here is where we establish the goals and enduring
understandings of the lesson.
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STAGE 1: DESIRED RESULTS
You will think of these words:
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STAGE 1: DESIRED RESULTS
Acquisition
What important things will students learn or be
able to do in this lesson?
Understanding
What big ideas or main concepts will students
grasp by the end of the lesson?
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STAGE 1: DESIRED RESULTS
Essential Questions
What questions will make students think,
understand, and use what they've learned?
These questions guide the lesson, and if
students achieve the goals, they should be able
to answer them.
Transfer
How will students use what they learned in real
life or in situations outside of the class?
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STAGE 2: EVIDENCE AND ASSESSMENT
We must decide what
we will evaluate students
on or what is the
evaluative criteria
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STAGE 2: EVIDENCE AND ASSESSMENT
o Decide what rules or standards we will use to critic students' work.
Like deciding what makes a good answer or project.
o Think about different ways to check what students know.
It could be through tasks, projects, papers, quizzes, tests, or homework.
o Students need to show that they reached the goals of the lesson.
It's like proving they learned what we wanted them to.
o Students need to show how well they understand.
This can be done by completing tasks or answering questions in a way
that shows they get it.
o Figure out the best way for students to prove they've learned.
It's like planning how to check if they really understand the lesson.
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STAGE 3: LEARNING PATH
o Summarize main learning points and
teaching strategies.
o Decide if we will use activities, lectures,
discussions, problem-solving sessions, or
other methods.
o Choose the most effective activities and
methods for each lesson.
Planning for Effective Teaching
SUMMARY
Successful lessons begin with strategic planning
and backward design is thorough practice. It
takes time to master; however, time and with
practice, it will become normal to us.
The steps for using backward design allow us
teachers, to be more reflective when creating
lessons.
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Planning for Effective Teaching
SUMMARY
The process makes you clearly think about the students’
needs, learning styles, resources, materials, and
assessments.
More importantly, the backward design allows you to plan
and teach with intentionality.
Remember effective teaching begins with effective planning.
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THANK YOU
Qualities of Effective Teachers, 3rd Edition by James H. Stronge, 2018
Stronge, J., 2018. Qualities of an Effective Teacher. 3rd ed. United States:
ASCD.
Jeff C. Marshall in Highly Effective Teachers: 7 Classroom Tested Practices
That Foster Student Success
Marshall, J., 2016. The Highly Effective Teacher: 7 Classroom-Tested
Practices That Foster Student Success. 1st ed. United States: ASCD.
In Understanding by Design by Wiggins and McTighe
Wiggins, G. P., McTighe, J., Kiernan, L. J., Frost, F., & Association for
Supervision and Curriculum Development. (1998). Understanding by design.
Alexandria, Va: Association for Supervision and Curriculum Development.
OXFORD EDUCATION
https://educationblog.oup.com/secondary/english/why-is-planning-soimportant-for-effective-teaching