Designing the most effective Lesson Plan (RPP) takes time, skill, and understanding of your students' goals and abilities. The goal, as with all teaching, is to motivate students to understand what you teach and master it as best they can. Here are some suggestions that will help you get the best out of your teaching.
Step
Method 1 of 3: Making the Base
Step 1. Know the goal
At the beginning of each lesson, write your lesson goals at the top. This goal should be very simple. For example, “Students will be able to recognize the body structures of various animals that are used for eating, breathing, moving, and developing”. In essence, that's what your students are capable of doing once you've finished teaching them! If you want to go the extra mile, add how they can do this (via videos, games, picture cards, etc.).
If you teach a small number of students, you can target more basic goals, such as, “Improve reading or writing skills.” Goals can be based on skills or concepts. For more detailed information, check out the wikiHow article on how to set educational goals
Step 2. Write an overview
Use very general explanations to illustrate the main thoughts for the lesson. For example, if your lesson is about Shakespeare's Hamlet, then your summary might mention, among other things, the era of Shakespeare where the story of Hamlet is located; how factual the history depicted is; and how the themes of desire and subterfuge raised in the drama relate to current events.
This overview depends on the length of time the lessons are available. We'll cover about half a dozen basic steps for any lesson, all of which should be included in your overview. But, if you want, you can make more
Step 3. Plan the allocation of teaching time
If you have a lot to learn in a limited amount of time, divide your lesson plans into sections that you can speed up or slow down to adapt to changes. We will use a one hour class as an example.
- 13:00-13:10: Warm-up. Prepare students to focus on and summarize the previous day's discussion about major tragedies; relate to Hamlet's story.
- 13:10-13:25: Present information. Discuss Shakespeare's history briefly by focusing on his creative years the two years before and after Hamlet.
- 13:25-13:40: Practice with the guide. Discuss in class the main themes in the story.
- 13:40-13:55: Freer practice. Students write a paragraph describing current events in Shakespearean terms. Ask smart students to write two paragraphs, and mentor slower students.
- 13:55-14:00: Closing. Collect assignment papers, give homework (PR), and dismiss the class.
Step 4. Get to know the students
Get to know the students you are going to teach. What is their learning style (by sight, hearing, touch, or a combination)? What might they already know, and where do they understand less? Center your lesson plan so that it generally fits the group of students you are teaching, then make changes as needed, taking into account students with certain disabilities, students with problems or lack of motivation, and students with more abilities.
- There's a good chance you'll be teaching a group of extroverts (sociable types) and introverts (quiet types). Some students are better able to study alone, while others progress rapidly when studying in pairs or in groups. Knowing this will help you design activities with different interaction options.
- You may also have some students who know as much as you know about the topic and some students who, although clever, look at you as if you were speaking the language of another planet. If you know your protégé, then you will know how to pair and separate them.
Step 5. Use a variety of student interaction patterns
Some students learn best alone, others learn best in pairs, and some learn best when in large groups. As long as you allow them to interact and help each other, then you've done a good job. But, because each student is unique, try to provide opportunities for all kinds of interactions. The students (and the cohesiveness of the class) will get better!
Actually each activity can be made to be done separately, in pairs, or in groups. If you have an idea already planned, see if you can tweak and blend the different types of interactions. Usually this is quite easy to do
Step 6. Deal with a variety of learning styles
You certainly have students who can't sit still just to watch a 25-minute video and others who don't want to read a two-page quote from a book. Neither student is dumber than the other students, so be kind enough to change your activities to take advantage of each student's abilities.
Every student learns in a different way. Some need to see the information, some need to hear the information, and others need to touch it (literally). If you've been talking at length, stop and let them talk about it. If they have read, do physical teaching activities to apply their knowledge. They won't be bored either
Method 2 of 3: Planning Learning Stages
Step 1. Warm up
At the beginning of each lesson, the students' brains are still not ready to accept the content of the lesson. If someone starts to explain about heart surgery, you'll likely be like, “Uh, uh, wait a minute, slow down. Back to the “take the scalpel” stage.” Calm them down so they don't rush. That's what warming up is for. Not only measuring their knowledge, but also preparing them for learning.
The warm-up could be a simple game (perhaps including words or terms on the topic) to see how much they know now (or what they remember from last week's lesson). Warm-ups may also take the form of questions, having conversations (by exploring the classroom and communicating with other students), or using pictures to start the conversation. Whatever warm-up you're doing, make sure they talk. Get them to think about the topic of the lesson (even if you haven't said it yet)
Step 2. Present the information
This part is of course clear. Whatever way you use to present it, you must do so by presenting the information. This information can be a video, a song, an article, or even a concept. This information is the very core of the lesson. Without information, the students will not gain any knowledge.
- Depending on the level of the students, you may have to explain very basic things. Determine how far back in your lesson you need to get students to follow what you have to say. For example, the sentence, "He puts the coat on the shelf," will not be understood if students do not understand what "coat" and "rack" mean. Explain their underlying concepts and let the next lesson (or the next lesson again) develop them.
- It may be useful if you clearly tell students what they are going to learn. In other words, explain the purpose of the lesson. You have to explain it as clearly as possible! That way, they will know what they learned that day. Don't be misunderstood!
Step 3. Do a guided practice
Now that students have received the information, you should think about activities that can be done to apply that knowledge. However, since the information is still new to them, start with activities that are easy to do. Use worksheets, match, or use pictures. You can't do more difficult things if you can't do easier things!
If you have time for two activities, even better. It is a good thing to test their knowledge on two different levels. For example, writing and speaking (two very different skills). Try to include different activities for students with different talents
Step 4. Check student work and assess student progress
After the guided practice, conduct an assessment of your students. Do they understand what you have said so far? If so, that's a good sign. You can continue with the lesson, perhaps adding more difficult items or practicing more difficult skills. However, if the students don't understand what you are saying, go back to the lesson. What other ways do you present the lesson so that students can understand it?
If you've been teaching the same group for some time, chances are you know students who have difficulty with certain concepts. If this is the case, pair the student with a smarter student so that all students can continue the lesson together. Of course you don't want certain students to be left behind, but you also don't want all students to be delayed by having to wait for each student to reach the same level of knowledge
Step 5. Practice more liberally
Once the students have the knowledge base, let them practice their own knowledge. Not that you leave the classroom! But it means they are making a more creative effort to make their minds understand the information you have given them. How do you get their minds to develop properly?
It all depends on the subject matter and the skills you want to use. This can be anything from an easy twenty-minute craft assignment to a two-week assignment on a variety of difficult knowledge topics
Step 6. Allow time for questions
If you are teaching and have sufficient free time to cover the entire subject matter, allow about ten minutes at the end of the lesson to receive questions from students. This can start as a discussion and turn into more content-directed questions. Or, it could be just time for clarification. Both will benefit your students.
If you have a group of children who are reluctant to ask questions, make them a group. Give a topic to discuss for five minutes. Then, return their attention to the front of the class and lead a group discussion. There will be some interesting things coming up
Step 7. End the lesson with a cover
A lesson is like a conversation. If you stop it suddenly, it will feel as if it just hangs. It's not bad, but it feels weird and lumpy. So, when it's time, provide a summary in closing. Show them they've learned something!
Take five minutes to repeat the concept of the day's lesson. Ask them concepts related questions (not provide new information) to repeat what was done and learned that day. This is a kind of repetition, which marks the end of your task
Method 3 of 3: Prepare
Step 1. If you are nervous, write it down
New teachers sometimes feel calmer if they write down the lessons they teach. While this may take more time than it should, if it can help you, do it. Writing lessons can ease your nervousness if you know exactly what questions you want to ask and where you want to direct the conversation.
As you teach, reduce this little by little. Eventually, you will be able to teach without notes. You shouldn't be spending more time planning and writing than teaching! Use these notes only as a starting practice tool
Step 2. Set aside some extra time
You've written down your time allocation down to every minute, haven't you? Good. But, be aware, it's just a reference. You shouldn't say, “Kids! It's 13:15 already! Stop whatever you're doing. That is not the right way of teaching. While you should try to stick to your planned time allocation, you need to allow extra time.
If you're having a lesson time that's longer than the allotted time, find out what subject matter can and can't be omitted. What should you teach so that children get as much knowledge as possible? Is the subject matter not very important and just to pass the time? Conversely, if you have a lot of free time, prepare other activities that can be done when needed
Step 3. Design the RPP carefully
Having a lot of things to do is a better problem than not having a lot of things to do. Even if you have made time allocations, be prepared for the unexpected. If an activity takes twenty minutes, give it fifteen minutes. You never know what your students will easily complete!
The easiest thing to do is to have a short game or conclusion discussion. Get students together and discuss their opinions or ask questions
Step 4. Make it easy for the substitute teacher to understand your lesson plans
If something or other causes you to be unable to teach, of course you want to have a lesson plan that the substitute teacher can understand. The advantage of having a lesson plan is that if you write it in advance and forget about it, it's easier for you to remember the obvious lesson plan.
There are many basic formats you can find on the internet. Or, ask other teachers what format they use. If you continue to use the same format, it will be better for you. The more consistent, the better
Step 5. Create a backup plan
In your teaching career, you will experience days where students will quickly finish your lessons and leave you dumbfounded. On the other hand, you will also experience days when the test schedule is pushed forward, only half of the class is present, or the DVD with the video you had planned for your class gets stuck in the DVD player. When bad days like this arise, you should have a backup plan.
Most experienced teachers have a number of lesson plans at their disposal at any time. If you have had success teaching a subject, such as a Punnett diagram, save that material. You can turn it into another subject matter for another class, such as on evolution, natural selection, or genetics, depending on the ability of the class. Or, you could prepare materials on Agnez Monica for lessons on women's emancipation, pop music progressions, etc. for classes on Fridays. Any
Tips
- After the lesson, review your lesson plans and how they turned out after they were put into practice. What would you do next in a different way?
- Be prepared to deviate from the RPP. Determine how to guide students' attention back to you when they start to drift off.
- Remember, adjust what you teach with the curriculum standards from the National Education Office or the school where you teach.
- Give a flash picture of the next subject matter to the students. Inform them of their lesson goals a week or two in advance.
- If you don't like using lesson plans, consider Dogme's teaching method. This communicative teaching approach does not use textbooks, but is centered on conversations between teachers and students so that it allows students to be in control, usually used in language teaching.
- Explain that you expect students to be able to answer the questions you will be asking in class by a certain date.
