Use this opportunity to find out what students know before beginning any lesson. Students bring a certain amount of background knowledge or prior experiences to any lesson. Bottom line: Always know what your students know! For example, just because students studied American history in elementary school, had a basic history course in middle school, and are now in your high school history class, don't assume they know all there is to know about American history. Take the time to assess their background knowledge, and you'll be rewarded with more successful lessons. Here are some other methods to consider for this all-important first stage:ĭon't make the mistake of assuming what students know. It is important that each and every lesson include some method to stimulate the students' interests. It may involve asking students a thought-provoking question such as, “How would you like to sleep for four months every year?” or “Did you know we can measure any tree on the playground without climbing it?” Other attention-gaining devises can include models, maps, globes, a piece of apparatus, or a demonstration. This stage of a lesson is critical! It's how you stimulate students' interest in a topic or subject. Let's take a look at the three major stages of this section of effective lesson planning.
Periodic assessment throughout a lesson will alert you to any misconceptions or misunderstandings students may have long before they reach the conclusion of the lesson (when it may be too late). The three stages (a motivational opening, the development of the lesson, and the closing), although instructional in nature, can also involve some formal or informal assessment periodically. The procedure is the body of your lesson plan, the ways in which you'll share information with students and the methods you'll use to help them assume a measure of mastery of that material.
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