Throughout my career as an elementary teacher, I had the opportunity of supervising some future teachers in their school preservice training. One of the most important goals of this training is to design a lesson plan and bring it into practice.
Many of these students have guidelines (usually, not very explicit!), which have been provided by the University. They try to follow them literally, but when we (together) review the lesson plan (either before or after carrying out the lesson), it often reveals some mistakes that distort what are supposed to communicate.
These are the most often ones:
|Teachers taking decisions with care...|
- The objective of the lesson does not specify the achievements that can be observed.
- The instruction is not coherent with the level of student learning (age and cognitive levels).
- The activities designed in the lesson plan do not contribute in a direct and effective way to the lesson objective.
- Contributions of the lesson plan to the basic skills are not formally stated.
- The materials specified have nothing to do with the described learning activities.
- The assessment criteria are disconnected from the behaviour expressed in the objective.
Here it is a rationale and guide to help you develop effective lesson plans and avoid these common mistakes.