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Planning for Effective Teaching and Learning

Introduction
A good teacher knows that planning is important. As teachers we engage in many different
types of planning, and this chapter will explore these in detail. There are many influences we
need to consider when planning and these will also be examined. In the toolkit you will find
different templates for lesson plans that can be used across the different phases of schooling,
tips on how to construct lesson objectives, how to get the timing of lessons right and how to
evaluate a lesson after you have presented it.
Included in this chapter is practical information about:
Constructing lesson objectives 2
Organising the students 3
Getting the timing of lessons right 4
Evaluating lessons 5
Matching lesson objectives to lesson content and activities 6
Online planning resources 8
Lesson plan templates 9

Howell, J. Teaching & Learning: Building Effective Pedagogies 1

© Oxford University Press 2014. All rights reserved.
Constructing lesson objectives
Follow these step-by-step instructions.
1 Identify the aspect of the curriculum document you wish to focus on and plan your
learning activity.
2 Create a stem. Some stem examples:
After completing the lesson, the student will be able to …
After this unit, the student will have …
By completing the activities, the student will …
At the conclusion of the course/unit/study the student will …
3 After you create the stem, add a verb; for example, analyse, recognise, compare,
provide, list, etc.
4 Once you have a stem and a verb, determine the actual product, process or outcome; for
example, ‘After completing this lesson, the student will be able to recognise
foreshadowing in various works of literature.’
See the list of suitable verbs to use in lesson objectives later in this Toolkit chapter.

Howell, J. Teaching & Learning: Building Effective Pedagogies 2

© Oxford University Press 2014. All rights reserved.
Organising the students
Deciding how to organise your classroom should be influenced by the types of teaching
strategies you tend to favour or use the most. Beyond the physical arrangements, you also
have decisions to make regarding grouping within lessons. Have a read below to consider
some of the variations you could use.
See Chapter 9 of this Toolkit for more detail on physical classroom arrangements.

Table 12.1 Grouping students

Teacher- Teacher-led groups are the most common Groupings may be:
configuration used in classrooms today. They • Whole-class instruction
led groups include whole-class, small group and individual
• Small-group instruction
instruction.
• Students working alone
In general, communication paths in teacher-led on teacher-directed
groups are almost exclusively between teacher and activities
student.
Teacher-led groups are an effective and efficient
way of introducing material, summing up the
conclusions made by individual groups, meeting
the common needs of a large or small group, and
providing individual attention or instruction.

Student- Student-led groups can take many forms but they Groupings may be:
all share a common feature—students control the
led groups • Collaborative groups
group dynamics and maintain a voice in setting the
• Performance-based
agenda for the group.
groups
Student-led groups provide opportunities for • Pairs
divergent thinking and encourage students to take
responsibility for their own learning.
One of the benefits of student-led groups is that
they model ‘real-life’ adult situations in which
people work together, not in isolation, to solve
problems.
Students working in groups learn to work with
people from varying backgrounds and with
different experiences, which sharpens social skills
and develops a sense of confidence in their own
abilities.

Other Outside of these two main types are other Groupings may be:
variations. • Ability-based groups
groupings
• Age-based groups
• Cross-class groupings
• Class arranged into
different groupings based
on tasks being completed

Howell, J. Teaching & Learning: Building Effective Pedagogies 3

© Oxford University Press 2014. All rights reserved.
Getting the timing of lessons right
Timing is largely dependent on your delivery of lessons and your classes’ characteristics.
These tips should help you, but remember that your sense of timing will come with more
teaching experience and time spent in the classroom:
 Always allow time for an introduction—this links to previous lessons and sets up the
current lesson. Five to ten minutes should be enough time.
 Activities—there are many suggested times dependent on the age of the learners (such
as age + 2 minutes = maximum concentration time). Ten to fifteen minutes should be
about right for an activity.
 Conclusions—always schedule one at the end of the lesson and allow at least five
minutes for this.
 Keep a clock somewhere visible—keep an eye on it and keep the momentum of the
lesson going.
 Don’t plan to cover too many activities—fewer activities in more depth is best.
 Make timekeeping part of the class activities—nominate a timekeeper and ask them to
let everyone know when there is five minutes left, etc. This has the added bonus of
making the class mindful of the lesson, momentum and what needs to be covered.

Howell, J. Teaching & Learning: Building Effective Pedagogies 4

© Oxford University Press 2014. All rights reserved.
Evaluating lessons
Lesson evaluation is largely an activity that occurs as private speech within an individual
teacher—this is how the majority of your evaluations will be conducted. You can frame this
process around simple frameworks such as:
 What worked?
 What didn’t work?
 What would I change next time?

Or consider more complex questions such as:

 Did all students learn something related to lesson objectives? How do you know?
 Did some new learning goals emerge during the lesson?
 Can you evaluate your students’ learning via the products/performances they created?
 What instructional strategies were the most effective?
 What one thing might you have done differently which would have made the lesson
more effective?
 What else would you like to change, next time you use this lesson?

Alternatively it can be evidenced via other aspects such as:

 Task completion—did the class manage to complete the planned tasks? What evidence
is there that you can examine; for example, completed worksheets, exercise books,
performances?
 Questioning—did questioning the class identify their level of comprehension or
difficulties?
 Peers—did another teacher co-teach with you? Did a peer observe you? If you have a
teaching assistant, what was their feedback?

Howell, J. Teaching & Learning: Building Effective Pedagogies 5

© Oxford University Press 2014. All rights reserved.
Matching lesson objectives to lesson content
and activities
One of the reasons a lesson may not work or might fail to achieve what you had hoped is a
misalignment between lesson objectives and the actual lesson content or activities. Each of
the verbs in Table 12.2 inspire a particular type of learning activity, and often there are many
different options for how this can be achieved and different teaching strategies to adopt.
Follow the steps below to help you align these aspects more carefully.

Table 12.2 Guide to successful lesson objectives

Lesson objective: The students will be able to match opposite words

1 Identify the verb 2 Decide on a 3 Decide on the class 4 Decide how to

from the lesson teaching approach or grouping evaluate the objective
objective activity that will best
suit this objective

add Initially explain the Whole class Task completion will

alphabetise meaning of the word indicate
‘opposite’ and comprehension
assemble provide examples
assess
build
calculate
collect
colour
compare
compute Spread word cards on Table groups (4 Number of correct
the tables and ask students) matches
construct students to match
debate pairs of opposites
define
design
discuss
draw
explain

Howell, J. Teaching & Learning: Building Effective Pedagogies 6

© Oxford University Press 2014. All rights reserved.
grow Matching pairs are Table groups (4 Number of correct
inspect called out and written students) matches
list on the whiteboard
locate
match
measure
operate
place
plan
point Students copy down Individual Question students
rate matched pairs of about opposites of
words other commonly
review known words
Fun worksheet:
say matching opposites
select
show
solve
speak
write

Howell, J. Teaching & Learning: Building Effective Pedagogies 7

© Oxford University Press 2014. All rights reserved.
Online planning resources
 Splash, the ABC’s education website, offers teaching resources, games and videos for
teachers, all mapped to the Australian Curriculum: http://splash.abc.net.au/teachers
 A four-week plan template based on the Early Years Learning Framework (EYLF) can
be found by going to http://lessonsfromateacher.com/2012/05/05/eylf-programming-ii
then scrolling partway down the page to the links at the bottom of the post.
 Many EYLF programming templates and examples of completed curriculum plans,
information sheets and learning stories, including child observation, evaluation,
planning next steps and parent feedback, can be found here:
www.aussiechildcarenetwork.com/online_tools/long_daycare_templates.php
 Early years teachers might find this explanation of EYLF curriculum plans useful:
www.aussiechildcarenetwork.com/wiki/How_to_write_the_EYLF_Curriculum_Plan
 This planner helps organise lessons around the EYLF principles and practices: go to
http://lessonsfromateacher.com/2012/05/05/eylf-programming-ii then scroll down to the
links at the bottom of the post.
 These templates and samples can help kindergarten teachers plan and document daily
and weekly learning programs, and reflect on and record child observation:
www.qcaa.qld.edu.au/28198.html
 This is a fairly detailed daily work plan for kindergarten teachers: go to
http://lessonsfromateacher.com/2012/05/05/eylf-programming-ii then scroll down to the
links at the bottom of the post.
 A publication with a selection of real-life programs that work with the EYLF and the
National Quality Standards, along with information on planning and reflecting on
programs, can be downloaded by going to www.pscsa.org.au/cms/?q=node/61 and
clicking the link at the bottom of the page.

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Lesson plan templates
Following are four examples of lesson plan templates, with annotations to help you further
understand their purpose and value.

Sample lesson plan 1—basic lesson plan

Key learning area: Date:
Curriculum links: Grade level:

Topic:

Lesson objectives: IEP considerations:

Groups:

Resources:

Learning activities/process: Timing:

1 Opening – introduction: 1

2 ............ 2

3 ............ 3

4 ............ 4

5 Closing – review: 5

Assessment opportunities:

Evaluation: Rate on scale of 1–5:

O (organisation)
R (resources)
B (behaviour)
I (interest)
T (timing)

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Sample lesson plan 2—annotated
Key learning area: Topic/title:
• Curriculum area (e.g. English) For example:
• Speaking and listening
• Let’s go shopping
Learning outcomes: Resources:
• State curriculum document • Texts
• Strand • Equipment
• Specific learning outcomes related to the • Games
lesson • Cards
• Diagrams
• Human resources
Lesson introduction:
• Provide an indication of the duration.
• Sets the scene for the lesson and describes what you are about to teach.
Main teaching points:
• Provide an indication of the duration of each task.
• This is the body of the lesson; it may include questions to develop understanding
and extend thinking. Explain to the students what they are required to do and what
your role will be in facilitating learning.
Lesson conclusion:
• Provide an indication of the duration of this section.
• Brings the lesson to a conclusion, summarises and reiterates the key points and
ideas presented.
Assessment of learning: Teaching evaluation:
• How will you assess student learning, • The evaluation is concerned with
understanding and skills? reflective practice.
• What strategies will you use to assess • Identify the interrelationships
whether students attained the learning between the outcomes, content
outcomes? and delivery, and pedagogy.
• What will you do next lesson? • What went well?
• What could be improved?
• How could you improve this?

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Sample lesson plan 3—annotated
Date: Grade level:
Learning area: Which curriculum area? Topic: Focus of teaching and learning
Strand: Links to state curriculum document and strand
Learning outcomes: Links to curriculum documents and indicators

Lesson Objectives
At the end of this lesson students should be able to: What do you want students to be able to do, know or understand at the end of the lesson?
How will you know—what evidence of learning can you expect?

Timing Learning and teaching strategies Key teaching points Equipment/resources

Approx. Introduction to the lesson Main points or questions Texts, student books, games,
timing for Teacher directed Sequentially presented tapes, CDs, human resources
each point
Whole class

As above This section is related to the body or main part As above As above
of the lesson.
Cooperative or individual learning
Ability, streamed, friendship, gender, student
selected, or teacher directed groupings
Jigsaw, round robins, think/pair/share,
inside/outside circles, pairs

As above This section is related to the conclusion of the As above As above

lesson.
Teacher directed

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 Whole class sharing, celebration of learning

Assessment of learning and teaching: Self-evaluation:

Checklists, work samples, performances, student self- What went well? Why?
assessment, rubrics What didn’t go as well? Why? What will you do next time?

Notes for next lesson:

Points to remember for next lesson. A particular resource? A child that may require extension, remediation or other types of intervention?

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Sample lesson plan 4—annotated
Year/Grade level Date Term Subject area
Duration of lesson Curriculum area

Learning outcomes: Links to your state curriculum documents, strand Evidenced by:
and specific learning outcomes What performance indicators will students demonstrate?

Resources: A painting, poem, excursion, guest speaker, text

Time Teacher activities Student activities Assessment

Estimate Outline the teacher roles and activities; Outline the student roles and activities, How will you assess student learning at
the each step is sequential each step is sequential each point? It is not adequate to write
duration observations; be specific—what will you
of each observe? If you write ‘questioning’,
step document the questions.

Self evaluation Classroom management Where to next?

If you were going to teach the lesson again, what Early finishers: what will students do? As a result of the lesson, what will you do
would you retain and/or change? Timing, pace, Late finishers: what will you do? next? Consolidation, extension,
classroom management? Voice projection? What remediation?
would you do differently? Why? What went well?

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