How to create a lesson plan: step-by-step instructions. Lesson planning

The work of a teacher in a school requires careful planning of his activities and the work of his students. This allows us to draw a conclusion about the effectiveness of training over a certain period.

The essence and goals of planning

The work of a teacher involves the development of clearly regulated activities to develop knowledge, skills and abilities in students. Plans are the basis of the goal-setting function of education. The learning process is managed precisely through the preparation of guidelines. A work plan is a diagram of the order of actions of teachers, the director and his deputy, which are aimed at increasing the effectiveness of student achievement and forecasting the work of the school as a whole. In addition, it makes it possible to identify the main methods of work in the classroom. The work plan expresses the frequency of classroom and extracurricular activities, individual lessons, Olympiads and competitions. Thus, this is the goal of the pedagogical process, expressed in writing.

Main planning goals:

Formation of learning objectives.
Statement of problems of the educational process.
Prospects for the school's teaching activities.
Advanced training for employees of educational institutions.
Formation of a basis for social protection of students and teachers.
Identification of the effectiveness of the educational process.

Identifying learning opportunities

The plan for the year demonstrates the main tasks that the educational institution sets for itself. It expresses the development prospects of schoolchildren of different age groups. Plans are an opportunity to predict personnel changes and restructuring, introduce innovations, improve the level of equipment in classrooms and the professionalism of teachers.

The identification of prospects is based on standards and laws in the field of education, information in this industry obtained through monitoring and analysis. To draw up a plan, you will need a clear goal, coordination of actions among the teaching staff, among parents and students. You need to know your spending budget.

The plan is drawn up by the council of the school or other educational institution. It is approved at the general meeting. It is necessary to be guided in the formation of a plan by a chronological framework, assigned tasks, and available resources.

Development of an educational institution

The school development plan aims to increase the level of knowledge of students using the latest. It is based on the modern doctrine of education and pedagogical standards.

The main goals of development planning are:

Focus on innovation in pedagogy.
Formation of values among students: moral, spiritual, civic.
Increasing the sense of responsibility, independence, initiative, duty.
As part of the development plan, teachers must introduce the latest methods of education and upbringing of schoolchildren, technologies for maintaining health, and set specific goals, guided by the doctrine of student-centered education.
School administrations are responsible for providing the means of acquiring knowledge and skills, for methods and technologies, and for the qualifications of teaching staff. The main task is to systematize the regulatory framework of the educational process.

The results of developmental planning should be: increasing the level of knowledge and skills of students, creating conditions for the development of the student’s personality, and introducing innovative technologies.

Long-term planning

The main criterion for classification is the time frame. Thus, there are two fundamental types: long-term and short-term.

The purpose of the first is to develop guidelines for a long period. The main time unit is the academic year. What is being discussed?

How to apply for admission to school.
Organization of work with parents.
Cooperation with medical and higher educational institutions.
How to develop children's personality through extracurricular activities.

What is the value of long-term planning? It reflects the global goals of the school and its staff. Broad goals have meaningful consequences, so they should be approached responsibly.

Short-term planning

Short-term planning is more narrowly focused. It is focused not on the educational process in general, but on the personality of each student. If we take an example of a plan, we will see in it the needs of various age groups and specific children. For example, it is possible to work with specific students on an individual basis. The purpose of such classes is to increase the student’s level of knowledge, taking into account the peculiarities of his perception, memory, and attention.

A unit of time in short-term planning is a school day, week, quarter, lesson. The age group of students, external conditions (climate, weather, season), the condition of a particular student, and their goals are taken into account.

The summer work plan allows you to think through activities for students during the extracurricular period: these are both recreational and recreational activities.

Thematic planning

It is carried out on the basis of a curriculum approved by the Ministry of Education. Calendar-thematic planning - development of a scheme for studying a certain discipline throughout the academic year, semester, quarter. At the state level, regulations have been developed that regulate its rules.

The thematic plan provides for a certain investment of time and effort in studying the course, setting goals and problems. It spells out the key skills that the student must master. Plans are structured documents according to which each topic should be studied for a designated number of hours. This directive is drawn up by the teacher himself, and at the end of the course he has the opportunity to determine the level of achievement of educational and developmental goals.

The task of the school administration is to monitor the implementation of the plan, which, in addition to the topic and time, indicates teaching aids for study. Plans are a way of determining teaching aids and rules for their use in the lesson.

Lesson planning

The smallest unit in making plans is a guide to action for each lesson. The objectives of the lesson, the type of lesson and its main milestones, and the learning outcomes are determined.

Must comply with the curriculum for the subject, as well as the thematic plan. Its value is that the teacher has the opportunity to distribute time by topic. What to follow? Firstly, the program. Secondly, the complexity of the topic. Some problems require more detailed study and more time. Thirdly, the individual characteristics of the perception of students in a particular class.

What are the learning objectives?

The concept of the triune goal is fundamental here:

Cognitive. It determines the level, quantity and quality of knowledge that the student must master in the lesson. This Knowledge must be fundamental, deep, meaningful. For example, in a history course, lesson planning includes a list of dates, historical figures, and concepts that the student must master in the course of mastering knowledge on the topic.
Educational. Since personality formation is one of the tasks of the school, lesson planning determines what character qualities should be instilled in the student. For example, patriotism, respect for comrades, a sense of duty, tolerance.
Developmental- the most difficult. Here, the student’s diversified development is necessary: sensory, mental, motor, speech and more.

The goal should not only be written in the plan. It is necessary to check the quality of the results achieved at the end of the lesson. If the teacher has not monitored the quality of learning the material - knowledge and skills - such a lesson cannot be considered effective.

What kind of lessons are there?

Planning involves determining the type of lesson. What are they? The main classification criterion is the goal. Depending on it, lessons are distinguished:

Gaining knowledge of something that has not been previously studied. The methods used by the teacher depend on the age of the audience and the specific topic.
Skill learning is a lesson in which new types of work are tried out. For example, laboratory or practical.
Systematization and consolidation of knowledge - consolidation of previously learned.
Quality control of what is learned. Simply put, it is a test, but the forms of its implementation can be different - oral or written, individual or frontal.
Combined - a lesson that involves both learning new and reinforcing old material.

The last type occurs most often - several didactic tasks can be set and solved.

New knowledge is acquired through lectures, conversations, the use of technical teaching aids, and independent work. The formation or consolidation of skills can be carried out during an excursion, laboratory work, or seminar. Systematization and control of knowledge include written tests and independent work, or individual types.

Each type has a specific structure, which is determined by the set objectives. By observing the learning goals and acting according to the plan, you can teach the material more effectively, and it will be easier for students to assimilate it.

How to create a lesson plan?

Plans are a necessity in the work of a teacher. You will have to compile them - but this is not a formal requirement. Having a plan will make the job easier because you can think through all the details in advance.

Here is an example of a history lesson plan on the topic “World War II.”

Cognitive goal: students must master the concepts: “blitzkrieg”, “offensive operation”, “Anti-Hitler coalition”, “forcing” and main dates.

Educational: formation of a sense of patriotism, respect for the feat of war heroes.

Developmental: consolidate the ability to use a historical map, operate with terms and concepts, justify your thoughts, work with chronology, and synchronize events.

Means of education: map, textbooks, test book.

Lesson type: combined.

During the classes

1. Greeting students.

2. Updating basic knowledge (by talking with the class):

What was the internal political situation in Germany at the end of the 30s of the twentieth century? And in the USSR?
Describe the system of international relations. What organizations were formed? What was the state of the Versailles-Washington system?
Which countries can you name as leaders in 1939 and why?

3. Studying new material according to plan:

German attack on Poland.
Aggression towards the USSR.
The initial stage of the war.
Years of turning point: Stalingrad and the Kursk Bulge.
Seizing strategic initiative. The USSR is on the offensive. Liberation of territories.
Japanese campaign.
Consequences of military actions.

4. Consolidation of acquired knowledge - the written survey method is used. Test assignments from a special problem book.

5. Results (homework, grading).

Instead of a conclusion

Competent planning of educational activities at school is the key to high-quality, strong knowledge of students. It makes it possible to determine the level of preparation of schoolchildren. Planning is the key to the successful implementation of the goal-setting function of education. The main source for drawing up a plan is the curriculum - with its help, lesson, thematic, and annual directives for educational activities are formed.

A good, useful lesson cannot be taught without preparation. That's why it's so important to think through his move in advance. The Federal State Standard for Basic General Education emphasizes that the educational process must be organized so that students can achieve general cultural, personal and cognitive results. Therefore, there are several general requirements for how to create a lesson plan.

What is a lesson summary?

Every competent teacher, before teaching a lesson, draws up a lesson plan. What does this term mean? Since student times, everyone has become accustomed to the fact that a summary is the information that has just been listened to in writing. In the teaching world, everything is different. The outline (or in other words, the lesson plan) is drawn up in advance and serves as a kind of support, a hint for the teacher. This is information collected together about what the lesson is about, how it is structured, what meaning it carries, what its purpose is, and how this goal is achieved.

Why do you need to create a lesson plan?

First of all, the teacher needs a lesson plan. This is especially true for young teachers who, due to lack of experience, may get confused, forget something or not take into account. Of course, if it is carefully thought out in advance how to present information to students, what exercises to consolidate it, and practice it, then the process of assimilation will go much faster and better.

Often, lesson notes are required to be presented to the head teacher, because this is a direct reflection of how the teacher works, how the teaching methodology corresponds to school requirements and the curriculum. The teacher's strengths, as well as his methodological errors and shortcomings, are clearly visible from the notes.

Primary requirements

It is difficult to come up with general requirements that all lesson plans must meet. After all, a lot depends on the children, their age, level of development, type of lesson and, of course, the subject itself. The Russian language lesson plan will be fundamentally different from the lesson plan, for example, on the world around us. Therefore, there is no single unification in pedagogy. But there are several general requirements for what a lesson plan should look like:

What else is worth paying attention to?

As a rule, when creating a lesson plan, a teacher needs to think through every little detail. Up to how much time will be spent on implementing each of the points of the plan. It is necessary to write down all the remarks said by the teacher and give the expected answers of the students to them. All the questions that the teacher is going to ask should also be clearly stated. It would be a good idea to separately indicate what equipment you are supposed to work with during the lesson. If some kind of handouts are used during the lesson or the teacher shows a presentation, pictures, etc. for clarity, all this should also be attached to the lesson notes in printed and electronic form. The summary should end with a summary and homework.

How to properly prepare an outline?

The teacher can draw up a plan for himself in any form. This could be simple notes, individual lines, sentences, or a detailed script. Some diagrammatically depict the necessary information. If you need to submit your notes for review by your superiors, the most common form is in the form of a table. It is very convenient and visual.

An example of drawing up a short outline

Brief lesson plan. 5th grade

Item: Russian language.

Subject: adjective.

Lesson type: combined.

The purpose of the lesson: introduce students to a new part of speech.

Main goals:

develop speech skills and abilities;
practice the ability to coordinate words.

Equipment: board, chalk, handouts, tables.

During the classes:

Organizing time;
checking homework;
explanation of new material (reading the rules, working with them, doing exercises to consolidate the material);
repetition of studied material;
summing up the lesson, assessing students' knowledge;
homework.

Please note that all points of the lesson must be described in detail by the teacher, down to each remark. In addition, opposite each item you need to write the maximum time that will be allotted for each of them. This way, the situation will not arise that the lesson is coming to an end, and only half of what the teacher planned has been done.

Not all notes will be the same. The age of the students is very important when we talk about lesson plans. 6th grade, for example, can perceive new information in a standard form. This is when the teacher explains the rule, writes down important materials on the board, and then offers a series of activities to practice and consolidate what has been learned. For grade 2, this option will be ineffective. For children, it is customary to introduce new things in a playful way or with the help of visual materials.

Let's give an example of another summary.

English lesson plan, 7th grade

Subject: repetition of the grammatical material covered.

Lesson type: combined.

The purpose of the lesson: consolidate acquired skills on the topic of translating sentences from direct speech to indirect speech.

Main goals:

develop communication skills;
develop the ability to work in a team;
develop the ability to highlight the main thing in the studied material.

Equipment: blackboard, chalk, presentation, tape recorder.

During the classes:

Organizing time;
phonetic warm-up;
lexical warm-up;
repetition of the material covered (exercises, independent work, team work);
checking homework;
summing up the lesson;
homework.

As can be seen from this example, the points of the lesson plan do not have a clear location. A standard homework check can be carried out at the beginning of the lesson, in the middle, or even at the end of the lesson. The main thing for a teacher is not to be afraid to experiment, invent and bring something new into each lesson, so that the lesson is interesting and special for the children. So that they look forward to it. Depending on which type is chosen, the lesson plan will depend. 7th grade (unlike, for example, younger schoolchildren) allows you to structure a lesson in a non-standard way. Repetition of what has been learned can be carried out in the form of a game or competition. You can give students the opportunity to show their skills through independent work. The main thing is to understand what type of activity is suitable for a specific class, a specific group of students (you need to take into account both age and overall performance in the class).

Summing up

So, let's summarize all of the above. Step-by-step instructions for drawing up a lesson plan will look like this:

Subject/class.
Kind of a lesson.
Topic of the lesson.
Target.
Main goals.
Equipment.
During the classes:

organizational moment, warm-up, etc. (we begin to describe in detail the speech of the teacher and students);
checking homework;
introduction of new material, its development;
consolidation of what has been learned, repetition.

8. Summing up.

The stages of the lesson can be arranged in any order, can be supplemented or presented selectively during the lesson.

Do not forget that, first of all, the notes are not needed by the authorities, not by the head teacher, not by the director and not by the students. It is a working tool and a teacher's assistant. And here it’s not a matter of experience or the ability to experiment on the spot. Nobody bothers you to bring something new and unique to the lesson. The teacher can joke, give an example from life (and, of course, this should not be written in the notes). But in any case, a lesson plan must be present. You got 8th grade, 3rd or 11th - it doesn’t matter! The class is active or passive, grasps it “on the fly” or requires long explanations - it doesn’t matter! Make it a rule - make a plan before each lesson. It definitely won’t be superfluous.

Thematic planning is a teacher’s long-term work plan, which can be adjusted during the school year for objective and subjective reasons: holidays, teacher illness, etc. But this plan must be completed at the end of the school year.

Lesson planning reflects the topic of the lesson and the class in which it is taught; the purpose of the lesson with specification of its didactic objectives; a summary of the material studied in the lesson; the form of organization of educational and cognitive activity of students, methods, teaching aids, a system of tasks and tasks, the formation of new scientific concepts and methods of activity and their application in various learning situations, control and correction of students' educational activities are determined. The lesson plan clarifies its structure, determines the approximate dosage of time for various types of work, provides methods for checking the success of schoolchildren’s learning, specifies their names, who is planned to be interviewed, checked, etc.

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Thematic and lesson planning.

Why do you need TP?:Based on the TP, the teacher develops lesson plans, the administration monitors the completion of the program and the fulfillment of the requirements for the level of students’ preparation at each stage of training. Before the table with TP, it is necessary to indicate the teaching materials, list additional manuals indicating the author, publisher and year of publication.

TP parameters:

· Block/lesson number

· Number of hours allocated per block/lesson

· Topic/learning situation

· Types of RD: reading, listening, writing, speaking

· Lesson aspects: phonetics, vocabulary, grammar

· Sociocultural aspect (highlight separately)

· Control (highlight separately). Indicate the objects of control, the timing of thematic and milestone (quarter) tests

· Training tools (UMK, TSO, etc.)

Graphs of types of RD and aspects of language may contain language and speech material to be mastered for use in oral and written speech, and may contain a link to a book for the teacher in which they are listed.

Biboletova: topics, terms, communicative tasks, speech and language means.

· Beam: topic, approximate number of lessons, main content of the topic, which contributes to the implementation of the goals and objectives of the lessons, main practical tasks, language and speech material, objects of control.

Lesson planning- specification of thematic planning in relation to each individual lesson, thinking through and drawing up a lesson plan and outline after the main content and focus of the lesson have been determined. It is compiled on the basis of the thematic plan, the content of the program, the teacher’s knowledge of the students, as well as their level of preparation. In planning a lesson and developing technology for its delivery, there are two interconnected parts:

· 1) thinking about the purpose of the lesson, each step;

· 2) recording in a special notebook in one form or another of a lesson plan.

A teacher’s preparation for a lesson covers not only a thorough analysis of the educational material, but also possible questions, answers, and judgments of the students themselves while working with it. The more thoroughly such an analysis is carried out, the less likely it is to encounter completely unexpected situations during the lesson.

After such a thorough analysis and reflection on the composition of the lesson, the teacher writes down a lesson plan. The lesson plan is only a guide to action, and when a lesson requires making certain changes during the lesson, the teacher not only has the right, but he is obliged to deviate from the plan in order to ensure maximum effectiveness of the lesson. But these adjustments are not spontaneous, but correlate with an unexpectedly emerging new situation and previously planned types of work and take on the character of systematic changes to the structure of the lesson and the content of the activities of the teacher and students in accordance with the previously planned goals and didactic objectives of the lesson.

Lesson plan - a document regulating the activities in the lesson: teachers - on the organization of the educational process; students - to acquire knowledge, skills and abilities in the subject in accordance with the curriculum. The preparation of lesson planning is regulated by the school Regulations on lesson planning, approved by order of the school director dated April 2, 2010 65

The main objectives of the lesson plan: determining the place of the lesson in the topic being studied; defining the triune goal of the lesson; selection of lesson content in accordance with the goals and objectives of the lesson; grouping the selected educational material and determining the sequence of its study; selection of teaching methods and forms of organizing students’ cognitive activity, aimed at creating conditions for their assimilation of educational material.

The main components of the target lesson plan: setting learning goals for students, both for the entire lesson and for its individual stages; communicative: determining the level of communication between the teacher and the class; content-based: selection of material for study, consolidation, repetition, independent work, etc.; technological: choice of forms, methods and techniques of teaching; control and evaluation: the use of assessing the student’s activities in the lesson to stimulate his activity and develop cognitive interest.

Stages of lesson planning: determining the purpose and type of lesson, developing its structure; selection of optimal content of educational material; highlighting the main material that the student must understand and remember in the lesson; selection of technology methods, tools, teaching techniques in accordance with the purpose and type of lesson; choosing forms of organizing students’ activities in the classroom, forms of organization and the optimal amount of their independent work; determining the list of students whose educational records will be checked; thinking through forms of summarizing the lesson, reflection; determining the forms and volume of homework; preparation of a lesson plan.

Rules to ensure the successful implementation of the planned lesson: Taking into account the individual age and psychological characteristics of the students in the class, their level of knowledge, as well as the characteristics of the entire class team as a whole. A selection of various educational tasks. Differentiation of educational tasks. Determining ways to develop students' cognitive interest. Thinking through teaching techniques.

Preparation of a lesson plan The formal part of the outline: lesson number; date and topic of the lesson; triune purpose of the lesson; equipment. The content of the summary: a description of the stages of the lesson, the names, sequence and content of which depend on the specific subject.

Traditional list of lesson stages: Repetition of basic knowledge (definition of concepts that need to be activated in the minds of students in order to prepare them for the perception of new material; independent work of students, its volume, forms; forms of control over the work of the class, individual students) Assimilation of new knowledge (new concepts and ways of mastering them; determining the cognitive educational objectives of the lesson, i.e. what students should learn and master; problem-solving and informational questions; options for consolidating the learned material) Formation of skills (specific skills). and skills to be practiced; types of oral and written independent work and exercises; methods of “feedback” to students; names of students who will be interviewed) Homework (what to repeat and prepare for the lesson; creative independent work; volume and timing of homework)

Sample Lesson Plan

Subject: take the name of the topic from the collection of curriculum, from the standard or lesson planning you developed.

Lesson No.: write out the serial number of the lesson and its name from your lesson planning.

Lesson type: You determine it yourself, based on the goals and objectives of the lesson. There may be: a combined lesson, a lesson on consolidating new material, a repeating and generalizing lesson, etc.

Lesson objectives: Briefly list the content of educational, developmental and educational tasks.

The objectives of the lesson include the following elements:

1. Educational task:

Knowledge(concepts, phenomena, quantities, formulas, laws, theories, etc., smaller ones according to presentation plans)

Skills:
special (solving problems, carrying out measurements, etc.)

general educational (written and oral speech, monologue and dialogic, various methods of working with educational and additional literature, highlighting the main thing in the form of a simple and complex plan, memos and algorithms, theses, outlines, diagrams; mastery of the main types of answers (retelling, thematic answer, comparative characteristics, message, report), build a definition of concepts, comparison, evidence, determine the purpose of the work, choose rational ways of doing the work, mastery of methods of control and mutual control, self- and mutual assessment, the ability to work collectively, manage the work of a team, etc.

Skill- this is a skill brought to automatism; when teaching physics, the formation of skills is not provided.

2. Educational: moral and aesthetic ideas, a system of views on the world, the ability to follow norms of behavior, to obey laws.
Personal needs, social motives. behavior, activities, values and value orientation, worldview. (structure of matter, substance - type of matter, dynamic and statistical patterns, influence of conditions on the nature of physical processes, etc.)

3. Developmental: development of speech, thinking, sensory (perception of the external world through the senses) spheres of personality, emotional-volitional (feelings, experiences, perception, will) and needs of the motivational area.

Mental activity: analysis, synthesis, classification, the ability to observe, draw conclusions, identify essential features of objects, the ability to identify goals and methods of activity, check its results, put forward hypotheses, build an experimental plan.

Equipment for the lesson: here you list the equipment and instruments for demonstrations, laboratory work and workshops (beakers, rulers, scales, dynamometers, etc.). Here you also include a list of technical teaching aids (TEA) that you plan to use in the lesson (overhead projector, overhead projector, video recorder, computer, television camera, etc.). It is allowed to include didactic material and visual aids (cards, tests, posters, filmstrips, tables, audio cassettes, videos, etc.) in this section.

The chalkboard is included in the lesson equipment.

Lesson plan: written in brief form according to the main stages of the lesson, often presented in notes in the form of tables with the following content:

1. Organizational part - 2–3 minutes.
2. Communication of new knowledge - 8–10 min.
3. Practical work of students - 20–26 min.
4. Message homework - 3–5 minutes.
5. Completion of the lesson - 1–2 minutes.

The homework that students will receive for the next lesson is indicated.

During the classes- the main part of your outline plan. Here, in detailed form, outline the sequence of your actions for conducting the lesson. This section in the outline can be presented in the form of a table.

Here the course of the lesson is outlined, where the teacher gives the necessary formulations of individual terms and concepts, reveals the sequence of presentation of the educational material, and methods of using visual aids. You need to be especially careful when presenting methodological techniques for constructing an image. What is elementary for a teacher often turns out to be incredibly difficult for students. Therefore, in the lesson notes it is necessary to set out the methodology for working with the class in as much detail as possible. If the teacher wants to use the statements of outstanding artists, then in the summary they must be enclosed in quotation marks and indicate which book the quotation is taken from, indicate the place and year of publication, publisher, page.

Think over a plan for several lessons at once. Formulate the purpose of each lesson and its place in the lesson system. This makes it possible to establish relationships between lessons and achieve rational use of time. The more closely this lesson is connected with other lessons in this section of the program, the more complete the lesson itself is, the deeper the students’ knowledge will be.

Unadapted use of work plans from previous years is NOT ACCEPTABLE.

Achieve consistency between the purpose of the lesson, the content of the educational material, teaching methods and forms of organizing the cognitive activity of students. The higher this correspondence is at each stage, in each teaching and educational moment, the more effective the final result of the lesson will be.

Preparation for a lesson is preparation for guiding students' thinking. It is extremely important for the teacher to formulate questions in advance in such a way that they stimulate the students' thoughts. It is important to find questions in the material being studied that students may have in order to facilitate their learning process.