Interactive Lesson Plan Template

Class size

Duration of lesson

Title

Year Level

Topic and Focus

Learning Intentions/Objectives: Success Criteria:

Key Vocabulary List:

Victorian Curriculum Learning Area/Capability

Strand

Substrand

Content description

Assessment Strategies:

Resources and Materials:

ITC Considerations:

Differentiated Learning Considerations

Teacher Action

Stage of lesson

Student Action /Tasks

Time

Introduction

Body of lesson

Conclusion

Closure

Post Lesson Reflection

Reflection on student learning: Reflection on Lesson: Follow-up: Other notes:

Mentor Feedback

• How might you adjust your instructions for those who need more help? And for those who need extension
• How might you use stimulus to capture different learner interests?

ICT Considerations

• Does it draw on a variety of ICT resources to implement a creative, engaging and challenging learning environment?
• Is the inclusion of ICT purposeful?
• Do you mention how you will teach students how to use technology safely and ethically, if appropriate?
• How will you organise the use of ICT if it needs to be shared between students?
• What might be your contingency plan if ICT doesn't work as planned?

• In all sections you should be putting strategies in place to ensure students feel supported, included, and engaged.
• What stimulus might you use?
• What do you need to tell students for them to complete the task? What might you say?
• How does it link to prior learning? How will you articulate this to the students? How do you make links to real world or why students need to learn this?
• What questions might you ask? Is there lower order and higher order questions to cater for varying needs?
• What is your learning intention? How will you let students know what you would like them to understand by the end of the lesson?
• What motivational techniques do you use to grab students’ attention?
• What explicit teaching strategies are you adopting?
• What thoughtful inclusion of strategies to create a positive environment to encourage students to settle in?
• Does the introduction introduce the concept AND get students ENGAGED in the lesson?

• Transition routines and other classroom routines.

• Does the body of the lesson have a clear link to what you introduced in the introduction? How do you make this clear to students?
• What questions will you ask students as they are working? What feedback about learning do you intend to give?
• Have you used your key vocabulary?
• Are the activities you have students completing helping you to achieve your learning intention?
• Is this part of the lesson plan specific? How are you using questions to support the learning intentions?
• Have you included thoughtful strategies to create a positive environment, for example:
• to get students to transition between areas of the room without congestion or move into next activity
• to allow students collect materials without congestion or complications
• to give feedback on their behavior. To reinforce positive behavior, eg if they are off task, be familiar with the class behavior management process so you can use
• to give feedback on learning
• what verbal and non-verbal communication strategies are you using?
• What will you be doing? Are you roaming collecting data? Taking a teaching group?

• Where do they go/do now?

• What do you want students to be doing?
• How might you introduce this topic, concept?
• How might you draw upon previous learning and prior knowledge?
• Start these sections will “Students will … “. It will help structure the section.

Assessment Strategies

• Student Level: Consider the students' needs—materials, books, resources.
• Learning Level: Identify supports like models, anchor charts, stimuli.
• Teaching Level: Determine teacher requirements—checklists, notes, whiteboard markers, technology. Remember to accommodate various learners with diverse interests and learning styles.

• How might you conclude lesson understandings, reflections about learning and key learning about themselves?
• Have you revisited the learning intentions and success criteria?
• Does the conclusion include highly effective questions and feedback to review learning concepts in logical manner?
• Does it link to future learning? How do you articulate this to students?

Reflection on Lesson

• What might you do differently next time?
• Strengths & weaknesses are identified and researched strategies or discussions with others have helped you to improve are included to support ideas.

• How do they demonstrate to you what they have learned?

• Are the activities you have students completing helping you to achieve your learning intention?
• Have you considered how are you going to organise the learning environment?

Learning Intentions

• What will the students be able to do?
• Are the learning intentions related to what the students will know/learn by the end of the lesson, not what they will ‘do’ in the lesson?
• Are the learning intentions clear, concise, and specific?
• Do the learning intentions start with a verb (see Blooms below for some ideas)?

Key Vocabulary List

• Brainstorm words you want to cover with your students to teach concept
• You could even underline or bold the most important words to ensure you cover them during the lesson.

Assessment Strategies

• Assessment for learning - evidence you collect that informs what you teach in the lesson (diagnostic)
• Assessment as learning- evidence you collect while students are learning as you are teaching (formative)
• Assessment of learning - evidence you gather at the end of the lesson that demonstrates what students have learned (formative or summative)

• How are you making the task different for varying levels and interests?
• Are there several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles?
• Are your activities inclusive – can everyone in the class has an equal opportunity to learn?

Reflection on Student Learning

• How did you alter the strategies you used or instructions you gave in response to student learning that differed from your initial planning?
• How did you collect evidence of learning?
• Did the students meet the Learning Intentions?
• How/where was there a change in students learning?How do you know? What do they need to learn next? How will you facilitate this?

Follow-up

• Do you list what the students need to work on next time, because of something you saw or collected today?
• Were there any specific students who need additional support/extension? How can you help them? What needs to be considered before your next lesson?