# 1.1: Planning Lessons

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Authors: Teacher Education through School based Support (TESS)-India

The content in this chapter is an excerpt from:
OECx: TESS101x Enhancing teacher education through OER: Tess-India. (2015). Week 2, TESS India Key Resources. (CC BY SA)

## Planning lessons

### Why planning and preparing are important

Good lessons must be planned. Planning helps to make your lessons clear and well-timed, meaning that students can be active and interested. Effective planning also includes some built-in flexibility so that teachers can respond to what they find out about their students’ learning as they teach. Working on a plan for a series of lessons involves knowing the students and their prior learning, what it means to progress through the curriculum, and finding the best resources and activities to help students learn.

Planning is a continual process to help you prepare both individual lessons as well as a unit of lessons, each one building on the last. The stages of lesson planning are:

• being clear about what your students need in order to make progress
• deciding how you are going to teach in a way that students will understand and how to maintain flexibility to respond to what you find
• looking back on how well the lesson went and what your students have learned in order to plan for the future

## Planning a unit of lessons

When you are following a curriculum, the first part of planning is working out how best to break up subjects and topics in the curriculum into sections or chunks. You need to consider the time available as well as ways for students to make progress and build up skills and knowledge gradually. Your experience or discussions with colleagues may tell you that one topic will take up four lessons, but another topic will only take two. You may be aware that you will want to return to that learning in different ways and at different times in future lessons when other topics are covered or the subject is extended.

• what you want the students to learn
• how you will introduce that learning
• what students will have to do and why

You will want to make learning active and interesting so that students feel comfortable and curious. Consider what the students will be asked to do across the series of lessons so that you build in variety and interest, but also flexibility. Plan how you can check your students’ understanding as they progress through the series of lessons. Be prepared to be flexible if some areas take longer or are grasped more quickly.

## Preparing individual lessons

After you have planned the series of lessons, each individual lesson will have to be planned based on the progress that students have made up to that point. You know what the students should have learned or should be able to do at the end of the series of lessons, but you may have needed to recap something unexpected or move on more quickly. Therefore, each individual lesson must be planned so that all your students make progress and feel successful and included.

Within the lesson plan you should make sure that there is enough time for each of the activities and that any resources are ready, such as those for practical work or active group work. As part of planning materials for large classes you may need to plan different questions and activities for different groups.

When you are teaching new topics, you may need to make time to practice and talk through the ideas with other teachers so that you are confident.

Think about preparing your lessons in three parts. These parts are discussed below.

1. The introduction

At the start of a lesson, explain to the students what they will learn and do, so that everyone knows what is expected of them. Get the students interested in what they are about to learn by allowing them to share what they know already.

2. The main part of the lesson

Outline the content based on what students already know. You may decide to use local resources, new information or active methods, including group work or problem solving. Identify the resources to use and the way that you will make use of your classroom space. Using a variety of activities, resources, and timings is an important part of lesson planning. If you use various methods and activities, you will reach more students, because they will learn in different ways.

3. The end of the lesson to check on learning

Always allow time (either during or at the end of the lesson) to find out how much progress has been made. Checking does not always mean a test. Usually it will be quick and on the spot – such as planned questions or observing students presenting what they have learned – but you must plan to be flexible and to make changes according to what you find out from the students’ responses.

A good way to end the lesson can be to return to the goals at the start and allowing time for the students to tell each other and you about their progress with that learning. Listening to the students will make sure you know what to plan for the next lesson.

## Reviewing lessons

Look back over each lesson and keep a record of what you did, what your students learned, what resources were used and how well it went so that you can make improvements or adjustments to your plans for subsequent lessons. For example, you may decide to:

• change or vary the activities
• prepare a range of open and closed questions
• have a follow-up session with students who need extra support

Think about what you could have planned or done even better to help students learn.

Your lesson plans will inevitably change as you go through each lesson, because you cannot predict everything that will happen. Good planning will mean that you know what learning you want to happen and therefore you will be ready to respond flexibly to what you find out about your students’ actual learning.

1.1: Planning Lessons is shared under a CC BY-NC-SA license and was authored, remixed, and/or curated by LibreTexts.