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    Unard Yloso
    The document provides guidance on creating a realistic lesson plan and timeline for instructors. It recommends narrowing learning objectives down to 2-3 key concepts and estimating activity times with extra buffer. Instructors should be flexible and adjust plans based on student needs. Reflecting on lessons allows instructors to identify successful strategies and areas for improvement for future classes.

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    Unard Yloso
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    The document provides guidance on creating a realistic lesson plan and timeline for instructors. It recommends narrowing learning objectives down to 2-3 key concepts and estimating activity times with extra buffer. Instructors should be flexible and adjust plans based on student needs. Reflecting on lessons allows instructors to identify successful strategies and areas for improvement for future classes.

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    The document provides guidance on creating a realistic lesson plan and timeline for instructors. It recommends narrowing learning objectives down to 2-3 key concepts and estimating activity times with extra buffer. Instructors should be flexible and adjust plans based on student needs. Reflecting on lessons allows instructors to identify successful strategies and areas for improvement for future classes.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    13 views2 pages

    English

    Uploaded by

    Unard Yloso
    The document provides guidance on creating a realistic lesson plan and timeline for instructors. It recommends narrowing learning objectives down to 2-3 key concepts and estimating activity times with extra buffer. Instructors should be flexible and adjust plans based on student needs. Reflecting on lessons allows instructors to identify successful strategies and areas for improvement for future classes.

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    ) Create a realistic timeline

    GSIs know how easy it is to run out of time and not cover all of the many
    points they had planned to cover. A list of ten learning objectives is not
    realistic, so narrow down your list to the two or three key concepts, ideas, or
    skills you want students to learn. Instructors also agree that they often need
    to adjust their lesson plan during class depending on what the students need.
    Your list of prioritized learning objectives will help you make decisions on the
    spot and adjust your lesson plan as needed. Having additional examples or
    alternative activities will also allow you to be flexible. A realistic timeline will
    reflect your flexibility and readiness to adapt to the specific classroom
    environment. Here are some strategies for creating a realistic timeline:

     Estimate how much time each of the activities will take, then plan some
    extra time for each
     When you prepare your lesson plan, next to each activity indicate how
    much time you expect it will take
     Plan a few minutes at the end of class to answer any remaining
    questions and to sum up key points
     Plan an extra activity or discussion question in case you have time left
     Be flexible – be ready to adjust your lesson plan to students’ needs and
    focus on what seems to be more productive rather than sticking to your
    original plan

    Presenting the Lesson Plan


    Letting your students know what they will be learning and doing in class will
    help keep them more engaged and on track. You can share your lesson plan
    by writing a brief agenda on the board or telling students explicitly what they
    will be learning and doing in class. You can outline on the board or on a
    handout the learning objectives for the class. Providing a meaningful
    organization of the class time can help students not only remember better, but
    also follow your presentation and understand the rationale behind in-class
    activities. Having a clearly visible agenda (e.g., on the board) will also help you
    and students stay on track.
    Reflecting on Your Lesson Plan
    A lesson plan may not work as well as you had expected due to a number of
    extraneous circumstances. You should not get discouraged – it happens to
    even the most experienced teachers! Take a few minutes after each class to
    reflect on what worked well and why, and what you could have done
    differently. Identifying successful and less successful organization of class
    time and activities would make it easier to adjust to the contingencies of the
    classroom. For additional feedback on planning and managing class time, you
    can use the following resources: student feedback, peer observation, viewing
    a videotape of your teaching, and consultation with a staff member at CRLT
    (see also, Improving Your Teaching: Obtaining Feedback,
    http://www.crlt.umich.edu/gsis/P9_1.php and Early Feedback Form,
    http://www.crlt.umich.edu/gsis/earlyfeedback.pdf).

    Conclusion

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