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Another great source about constructing lesson plans

University of Michigan Center for Research on Learning and Teaching. This website has tons of resources on how to prepare a instructor guides and lesson plans.

A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time.

From the Center for Research on Learning and Teaching at the University of Michigan

This website has a useful check list for making a lesson plan and also has sample lesson plans

Interesting article on planning a needs assessment based on organization, occupation, or individual perspective and goals. Good first step in helping to decide what educational objectives you would like your activity to fulfilling these needs.

Interesting article aimed at secondary faculty members to enhance their teaching skills. The author drew an interesting and humorous analogy between metacognition and American Idol (and other reality shows). Which I think it's certainly something everyone can relate to having seen at least a few minutes of the "bad singers" that kick off each season of American Idol. I think this is relatable because I'm sure everyone would agree that at some point in our lives we have mistaken ourselves for being better at something than we really are...which is the opposite of metacognition. In contrast, to continue with the Idol example, if one is able to recognize how poor of a singer they are, then in turn take voice lessons, practice singing often, listening to their singing and critiquing and making a plan to fix the issue and ultimately change course to actually become a better singer- that is the basis of metacognition. This article also illustrates several ways to enhance the classroom activity to help both students and instructor assess understanding.

Interesting article aimed at secondary faculty members to enhance their teaching skills. The author drew an interesting and humorous analogy between metacognition and American Idol (and other reality shows). Which I think it's certainly something everyone can relate to having seen at least a few minutes of the "bad singers" that kick off each season of American Idol. I think this is relatable because I'm sure everyone would agree that at some point in our lives we have mistaken ourselves for being better at something than we really are...which is the opposite of metacognition. In contrast, to continue with the Idol example, if one is able to recognize how poor of a singer they are, then in turn take voice lessons, practice singing often, listening to their singing and critiquing and making a plan to fix the issue and ultimately change course to actually become a better singer- that is the basis of metacognition. This article also illustrates several ways to enhance the classroom activity to help both students and instructor assess understanding.

This website walks an instructor through the planning and teaching process. It provides information on how to prepare to teach and explanations of important things to consider in course design. It also offers strategies for effective lesson planning along with links to additional resources such as readings and video clips.

Even if you had plenty of practice writing lessons during your teacher training, it's hard to be prepared for the avalanche of lesson planning you'll have to do once your first year of teaching begins. To rev up the learning curve, here are eight questions to "think aloud" as you prepare lessons.

Dr. Stephen Chew is a professor and chair of psychology at Samford University in Birmingham, AL. He is a cognitive psychologist with interests in teaching strategies, formative assessment, and cognition & instruction. I have included brief descriptions of his video series below: Video series: "How to study long and hard and still fail… or how to get the most out of studying" Video #1: "Beliefs that make you stupid" 1. Learning is fast. 2. Learning isolated facts (note cards). 3. Fixed mindset. 4. Good at multi-tasking (while studying, i.e. texting, computer breaks, games, etc.) Video #2: Examined a study looking at "levels of processing." Study examines shallow v. deep processing, intent v. incidential exposure, and strict memorization. Group with deep processing (regardless of intent v. incidential) had the highest recall. Shallow = memorization. Deep = understanding, comprehending, applying, visualizing Video #3: Four ideas to achieve deep processing: elaboration (how does this relate?), distinction (how is this similar/different?), personal (how does this relate to experience?), appropriate retrieval and application (how am I expected to use or apply this concept?). Extent of use of each principle depends on professor style! Video #4: Study strategies: Ask questions! (facts [ok], relationships, compare/contrast, apply in new situation, apply to personal experience, etc.). Concept maps (visual learners?), Retrieve info in way teach expects (2 parts: recall without notes, use information). Also discusses note-taking, good highlighting. Video #5: Don't panic/deny failure. Evaluate exam preparation (lecture, required readings, study technique, etc.), review exam with professor, review notes!, talk with professor, develop revised study plan.

EduTech Wiki from the University of Geneva

Overview of what lesson planning is and the steps involved

While this instructor guide was written specifically for teachers at Furman University, it provides a lot of good information for teaching in general including instructions on how to get prepared to teach. It includes information on determining objectives, choosing course materials, outlining course procedures, and choosing methods of instruction-all things that are taken into consideration when creating a lesson plan.

This article is most notable for an *excellent* graphical description of how to integrate all four levels of the Kirkpatrick levels of evaluation into an overall training plan. The article focuses on integration of the four levels of training with each other to optimize training, and discusses using the training model backwards, i.e. focusing on results first, before designing the training plan.

This article is a great primer specific to Kirkpatrick levels 3 and 4 and is a very simple explanation of how to work levels 3 and 4 into an overall training curriculum from the very beginning.

Creating a lesson plan to revolves around your learning objectives.

A brief description of developing a general lesson plan.

This website is very useful for those who are wanting instruction on how to integrate PBL into the classroom. It contains many resources including sample lesson plans, demonstrations, and sample problems.

For anyone who is a current preceptor or plan to become a preceptor one day, this is a great reference for tips and strategies to become a successful preceptor.

A website from the University of Delaware which guides an educator on some key planning points for a demonstration. It was very clear and easy to understand. This website also provides a checklist to help instructors design their demonstrations.

This is a WONDERFUL packet on how to be a successful facilitator when conducting a problem-based learning group. It explains the proper ways to plan, implement and evaluate during group sessions.

This website offers information on the importance of objectives and explains how the objectives are what drives your lesson plan and the teaching methods that are used. It supplies methods to help teachers create clear course objectives and provides examples of activities that can be used to assess whether students have mastered the objectives.