Innovative Lesson Plan For B Ed Physical Science? Quick Answer

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How innovation can help you become better at teaching

In many ways, applying innovative teaching strategies in the classroom is a tacit understanding that our teaching methods can be improved. It accepts the need to grow and develop and that is what we ask of our students. What’s better than leading by example?

So, innovative teaching strategies start with a growth mentality. We identify potential for improvement. We invest our time in research and come up with better strategies to teach our students. We create something new or adapt existing methods. We take risks. We can fail. We’ll try again. We iterate, establishing a culture of innovation and creativity in the classroom that inspires our students to do the same.

In this post, we talk about popular innovative teaching strategies that help achieve better student outcomes. These strategies often focus on student engagement. Finally, students who are actively learning are less likely to be absent from class and more likely to achieve academic success.

It is important to take a student-centred approach to our methods. As a student, do we get more out of class by sitting passively in our seats for a 45-minute lecture? Or are we more likely to learn by actively participating in class, by asking questions, collaborating on projects, and solving problems? Let’s look at ten innovative teaching strategies that teachers are using in their classrooms to improve student engagement and academic outcomes.

10 Innovative Teaching Strategies for Better Student Engagement

Review the following innovative teaching strategies and how you can use them in your classroom to improve student engagement. The drive for innovation in the classroom should always consider how such innovation can improve student outcomes. The aim of the lesson is to promote learning. The strategies we use are conducive to learning. Trying out different strategies in the classroom is an iterative process that helps us facilitate learning more effectively and successfully.

Flip the classroom

In a flipped classroom, students review lecture material at home and complete projects and assignments in the classroom. Students in the flipped classroom complete coursework that would normally be sent home as class homework. The flipped classroom provides a great space for eye-to-eye collaboration. Students can engage each other to conduct group projects, debates, and exercises. Teachers are not the center of the flipped classroom. Instead, teachers are more flexible, providing students and groups of students with personalized help and guidance as they complete their work.

Personalized Learning

Personalized learning customizes what, when and how we teach each student. Rather than selecting a single method or strategy to teach the whole class, teachers adapt to each student’s strengths to help them succeed. The personalized learning experience is how we experience various online tools, where algorithms tailor our online experiences to our interests. When you go to a website, you may see certain content floating up where I see something different based on my viewing history or searches. Personalized learning provides a tailored learning experience and methods optimized for individual students. Although these individualized learning paths are different for each student, the ultimate goal is mastery of the subject or meeting the standards for their grade level. So we can think of it as different paths leading to the same place.

Project-Based Learning (PBL)

Project-based learning is an effective method that helps students advance their own learning journey. In a PBL exercise, students identify a real-world problem and then develop a solution. Project-based learning relies on the development of key skills such as research, critical thinking, problem solving and collaboration. Project-based learning is an active learning method in which students become masters by applying their knowledge rather than by memorizing it. As with the flipped classroom, the teacher’s role becomes that of a leader and students take responsibility for their learning.

Demand based learning

Inquiry-based learning develops thinking and problem-solving skills. Instead of leading the class through a lecture format, the teacher poses questions, scenarios, and problems. The students then research these topics individually or in groups in order to formulate their answers. They can then present their findings and evidence with the other students in the class. Students are then able to further develop their answers by listening to what other students have discovered and identifying areas that need more attention and detail.

jigsaw puzzles

Puzzles are another active learning method. Most importantly, jigsaw puzzles provide an opportunity for students to teach other students. And as Seneca said, “As we teach, we learn.” Explaining something to someone is often seen as the best way to truly understand it (protégé effect). Using puzzles, students are divided into groups and given various pieces of information. The students in each group are then tasked with learning the information to the point where they can explain it to someone else. The students are then assigned to different groups where they explain their information to the other members. They complete this process until each group has the full picture of the information to complete the puzzle.

Ask open-ended questions

Students, particularly successful students, may over-rely on textbook answers. You may develop a tendency over time to believe that there are only right and wrong answers. But most questions have no right or wrong answers. In today’s divisive public, students need to practice conversational skills and empathy. Students must learn to communicate and work together. By asking open-ended questions, teachers encourage lively conversations in the classroom. Students can piece together different pieces of information they have learned or experienced in their lives to tie together related points. This can encourage students to not only find their voice, but to express themselves.

Shared Teaching

As we mentioned when discussing puzzles, students show mastery when they explain or teach something to others. Have students select an area of ​​interest within the subject being taught. Give them the opportunity to independently research the topic and create a presentation on it. Allocate lesson time that students can present in front of the class to educate their classmates about their topic. With peer teaching, students learn skills such as independent study, presentation skills and confidence.

blended learning

Blended learning combines physical and online learning experiences that give students more control over the time, place, path, and pace of instruction. Read our previous post on blended learning to learn everything you need to know. The exciting thing about blended learning is that it offers traditional classroom experiences as well as online tools and learning opportunities. It’s not an all-or-nothing approach. Still, technology is a key component of blended learning, as it is for students in the real world. The flexibility of blended learning allows students to take greater control of their learning methods — perhaps they watch online lectures at home and engage in peer groups for collaborative activities, or perhaps they prefer to attend lecture-based virtual classes and do theirs homework independently.

feedback

Feedback is incredibly important. Students must learn to give constructive feedback and accept feedback. Provide a mechanism for students to provide feedback. In a virtual classroom, feedback tools like polls or emojis are a great way to create fast feedback cycles. You can even challenge or ask students to expand on their feedback, and then ask other students with opposing opinions to discuss why they think differently.

active learning

Many of the innovative learning strategies we have discussed are active learning strategies. Active learning methods encourage students to discuss, contribute, participate, explore and create. Active learning challenges students by asking them questions and requiring problem-solving and critical thinking. Most importantly, active learning engages students and requires them to be active in the classroom. Students who participate in their learning are more likely to succeed in your class.

The future of innovative teaching

The shift from classroom students to digital students in recent years has accelerated a trend that is already emerging. Believe it or not, as of 2019, almost 60% of all students in the US were using digital learning tools.

Enrollment for virtual academies has been growing steadily well before the pandemic, serving hundreds of thousands of students across the United States each year. Though many school districts happily reopened in 2021, schools are unlikely to abandon their digital experiences entirely.

Offering digital programs gives students flexibility with greater access to teachers and classes, as well as the ability to take more control over their learning.

As Plato wrote: “Our need will be the true creator” or as we say today, “Necessity is the mother of invention”. Introducing innovative teaching strategies into the classroom may have once been a niche academic practice undertaken by a few brave educators, but these strategies are becoming more common today as schools seek to balance learning losses and our new reality.

We can expect more blended learning, hybrid learning and bold initiatives to address the challenges schools and students are facing today. This trend extends beyond the classroom as the workplace is also embracing these challenges and figuring out how to address its own hybrid learning experiences.

summary

These strategies are used to stimulate creativity and success in the classroom. Change is necessary and by changing we will inevitably fail or miss a beat. However, failure is ok. One of the most important lessons we teach our students is that they must try, and if they fail, that’s okay. It’s okay to fail as long as we learn from it and try again.

Although these strategies may seem like taking a giant leap into something new, we don’t need to apply them to our overall teaching strategy. Think about how you might use one or the other for a specific lesson. Perhaps some topics lend themselves to a project-based learning exercise, while others benefit from simply asking open-ended questions.

Keep your ears and eyes open. Many teachers will walk you through this journey. There are some fantastic examples online that you can use as starting material for your classroom experiments.

Try different technologies, e.g. B. Recording video lectures or using virtual classrooms to venture into the digital experience. Maybe even let your students create their own videos to educate and inform other students – our students already create videos with their friends, so maybe we can take their enthusiasm and use it to some good academic benefit.

As long as we innovate, we grow. Give it a try, it’s always an exciting time to be in the classroom. It is particularly exciting now that many are trying to introduce innovative teaching strategies as solutions to the challenges facing students today.

A lesson plan is a detailed description of the flow of instruction, or “learning trajectory,” for a lesson by a teacher. A daily lesson plan is developed by a teacher to guide class learning. The details vary depending on the teacher’s preference, the subject being covered and the needs of the students. There may be school system-mandated requirements regarding the plan.[1] A lesson plan is the teacher’s guide to conducting a particular lesson and includes the goal (what the students are expected to learn), how the goal will be achieved (the method, the process), and a way to measure how good the goal was achieved (test, worksheet, homework, etc.).[2]

Main classes of symbiotic relationships

The “Triple A” model for planning arranges a lesson in a sequence of activating learning, acquisition of new learning, and application of what has been learned

Although there are many formats for a lesson plan, most lesson plans include some or all of these elements, usually in this order:

title of the lesson

of the lesson Time needed to complete the lesson

required to complete the lesson List of required materials

List of goals, which can be behavioral goals (what the student can do after completing the lesson) or knowledge goals (what the student knows after completing the lesson).

, which may be (what the student can do after completing the lesson) or (what the student can do after completing the lesson) The set (or introduction or bridge-in) that focuses the students on the skills or concepts of the lesson – these include showing pictures or models, asking leading questions or repeating previous lessons

(or Lead-In or Bridge-In) that focuses students on the lesson’s skills or concepts – this may include showing pictures or models, asking guiding questions, or reviewing previous lessons. A lesson component that describes the sequence of events that make up the lesson, including the teacher’s lesson contribution and, where appropriate, guided practice by the students to solidify new skills and ideas

which describes the sequence of events that make up the lesson, including the teacher’s contribution to the lesson and, where appropriate, guided practice by the students to consolidate new skills and ideas

which enables students to independently expand skills or knowledge. A summary where the teacher concludes the discussion and answers questions

, where the teacher concludes the discussion and answers questions. An assessment component, a test of mastery of the skills or concepts taught – e.g. B. a series of questions that must be answered or a series of instructions that must be followed

Component, a test of mastery of the skills or concepts taught – such as B. a series of questions that must be answered or a series of instructions that must be followed. A risk assessment documenting the risks of teaching and the steps taken to minimize them

where the risks of teaching and the steps taken to minimize them are documented. An analysis component that the teacher uses to think about the lesson itself, e.g. B. What worked and what needs improvement

Component used by the teacher to think about the lesson itself – e.g. B. What worked and what needs improvement A continuity component reviews and reflects on the content of the previous lesson[3]

Herbartian approach: Fredrick Herbart (1776-1841) [ edit ]

According to Herbart, there are eight lesson plan phases that are “intended to provide teachers with many opportunities to identify and correct student misunderstandings while expanding understanding for future lessons”. These phases are: Introduction, Foundation, Brain Activation, Body of New Information, Clarification, Practice and Review, Independent Practice, and Conclusion.[4]

Preparation/Instruction: The aim is to prepare and motivate children for the lesson content by linking it to the students’ previous knowledge, arousing the children’s curiosity and appealing to their senses. This prepares the child’s mind to absorb new knowledge. “Knowing where the students are and where they should be are the two essentials of good teaching.” Lessons can begin as follows: a. Two or three interesting but relevant questions b. Pictures, diagrams or models show c. A Situation Objective: Announcing the lesson focus in a clear, concise statement such as “Today we will learn the…” Presentation/Development: This is where the actual lesson begins. This step should involve a lot of activity on the part of the students. The teacher uses various tools, e.g. B. Questions, illustrations, explanations, representations, demonstration and sensory aids, etc. Information and knowledge can be given, explained, revealed or suggested. The following principles should be observed. a. Selection and structuring principle: This learning material should be divided into different sections. The teacher should also decide how much to tell and how much to have the students find out for themselves. b. Principle of Succession: The teacher should ensure that both the subsequent and the previous knowledge become clear to the students. c. Principle of inclusion and integration: in the end, the separation of the parts must be followed by their combination in order to promote the understanding of the whole. Association comparison: It is always desirable to associate new ideas or insights with real-life situations by giving appropriate examples and making comparisons with the related concepts. This step is important when establishing principles or generalizing definitions. Generalization: This concept deals with the systematization of the learned knowledge. Comparison and contrast lead to generalization. Care should be taken that students draw their own conclusions. It should lead to the students’ own thinking, reflecting and experiencing. Application: It takes a lot of mental activity to reflect on the principles learned and apply them to new situations. Knowledge, when applied and verified, becomes clear and part of the student’s mental endowment. Recap: Final step of the lesson plan, the teacher tries to determine whether the students understand or understand the material or not. This is used to assess/evaluate the effectiveness of the lesson by asking the student questions about the content of the lesson or giving short goals to test the student’s level of understanding; for example to label different parts in a diagram etc.

Lesson Plans and Unit Plans [ edit ]

A well-developed lesson plan reflects the interests and needs of the students. It contains best practices for education. The lesson plan correlates with the teacher’s philosophy of education, which the teacher believes is the purpose of students’ education.[5]

For example, the lesson plans for the secondary school English program typically focus on four themes. They are literary subject, linguistic and compositional elements, literary history and literary genre. A broad, thematic lesson plan is preferable because it allows a teacher to create diverse research, writing, speaking, and reading assignments. It helps a lecturer to teach different genres of literature and to integrate videotapes, films and television programs. It also facilitates the joint teaching of literature and English.[5] Similarly, history lesson plans focus on content (historical accuracy and background information), analytical reasoning, scaffolding and the practicality of lesson structure and the achievement of educational goals.[6] School requirements and a teacher’s personal taste determine, in that order, the exact requirements of a lesson plan.

Session plans are essentially the same format as a lesson plan, but cover an entire unit of work that can span several days or weeks. Modern constructivist teaching styles may not require individual lesson plans. The unit plan can have specific goals and timelines, but the lesson plans can be more fluid as they adapt to the needs and learning styles of the students.

Unit planning is the right selection of learning activities that give a complete picture. Unit planning is a systematic arrangement of learning content. “A unit plan is one that involves a series of learning experiences that are linked together to achieve the goals, which are composed of methodology and content,” (Samford). “A unit is an organization of diverse activities, experiences, and styles of learning around a central problem or purpose, developed collectively by a group of students under the direction of a teacher, including planning, executing plans, and evaluating results” ( Dictionary of Education).

Criteria of a unit plan

The needs, abilities and interests of the learner should be taken into account. Prepared on the well-founded psychological knowledge of the learner. Provide a new learning experience; systematic but flexible. Keep the learner’s attention to the end. Related to the social and physical environment of the learner. Development of the learner’s personality.

It’s important to note that lesson planning is a thought process, not filling out a lesson plan template. A lesson plan is intended to be a blueprint, a guide to action, a comprehensive diagram of teaching-learning activities in the classroom, a flexible but systematic approach to teaching concepts, skills and attitudes.

The first thing you need to do to create a lesson plan is to create a goal, i.e. H. a statement of intent for the entire lesson. An objective statement itself should answer what the students can do at the end of the lesson. The goal drives the entire lesson plan; This is why the lesson plan exists. The teacher should ensure that the goals of the lesson plan are compatible with the developmental level of the students. The teacher also ensures that student performance expectations are reasonable.[5]

Lesson plan delivery [ edit ]

The following guidelines have been established by the Canadian Council on Learning to improve the effectiveness of the teaching process:

At the beginning of the course, give the students an overall picture of the material to be presented. When presenting material, use as many visual aids as possible and a variety of familiar examples. Organize the material so that it is presented logically and in meaningful units. Try to use terms and concepts that students are already familiar with.

Maximize the similarity between the learning situation and the assessment situation, and ensure appropriate training practice. Give students a chance to apply their new skills through assignments immediately after they return home. Communicate the message of lesson importance, increase motivation, and control secondary behaviors by planning rewards for students who successfully complete and integrate the new content. In order to maintain learning performance, assessments must be fair and attainable.

Motivation affects classroom outcomes independently of cognitive enhancement. Learning motivation is influenced by individual characteristics such as conscientiousness and the learning climate. It is therefore important to try to set as many realistic tasks as possible. Students learn best at their own pace and when correct answers are promptly acknowledged, perhaps with a quick “Good job”. For many Gen Z students, the use of technology can motivate learning. Simulations, games, virtual worlds and online networks are already revolutionizing the way students learn and how learning experiences are designed and delivered. Learners immersed in intense experiential learning in highly visual and interactive environments become intellectually engaged in the experience.

Research shows the importance of creating a perceived learning need (why should I learn, the realistic, relatable goal) in students’ minds. Then only the students can perceive the transmitted “how and what to learn” part from the teacher. Also, provide comprehensive information that will help set student expectations about the events and consequences of actions likely to occur in the learning environment. For example, students learning to become familiar with differential equations may face stressful situations, heavy study loads, and a difficult environment. Studies suggest that the negative effects of such conditions can be reduced by letting students know in advance what could happen and equipping them with skills to deal with it.

Lesson plans and classroom management [ edit ]

Creating a reliable lesson plan is an important part of classroom management. This requires the ability to integrate effective strategies into the classroom, students and the wider environment. There are many different types of lesson plans and ways to create them. Teachers can encourage critical thinking in a group setting by creating plans that involve students participating together. Visual strategies are another component incorporated into lesson plans that help with classroom management. These visual strategies help a variety of students improve their learning structure and possibly their overall understanding of the material or lesson plan itself. These strategies also give students with disabilities the opportunity to learn in potentially more efficient ways. Teachers need to recognize the wide range of strategies that can be used to keep class management and students engaged. They should find the best strategies to incorporate into their lesson planning for their specific class, student type, teaching style, etc. and use them to their advantage. The classroom tends to flow better when the teacher has a proper lesson planned as this provides structure for the students. In order to use classroom time efficiently, lesson plans must be created at their core.[7]

Tasks[edit]

Assignments are either class assignments or take-home assignments that need to be completed for the next lesson.[8] These assignments are important because they help ensure that the classroom provides students with a goal, the strength to achieve that goal, and an interest to engage in rigorous academic contexts while acquiring content and skills relevant to the Participation in academic research work is required. [9]

Experts point out that in order to be effective and achieve goals, the development of these matching tasks must take into account the students’ perceptions as they differ from the teacher’s.[10] This challenge can be addressed by providing examples rather than abstract concepts or instructions. Another strategy involves the development of tasks specific to learners’ needs, interests and age groups.[10] There are also experts who cite the importance of teaching learners about task planning.[11] This is to encourage student engagement and interest in their task. Some strategies include brainstorming about the mapping process and creating a learning environment that makes students feel engaged and ready to reflect on their previous learning and discuss specific or new topics.[11]

There are several types of assignments, so the instructor must decide if they are class assignments for the whole class, small groups, workshops, independent work, peer learning, or contracted:

Whole Class – The teacher presents to the class as a whole and has the class participate in classroom discussions together.

Small groups: The students work on tasks in groups of three or four.

Workshops – Students perform different tasks at the same time. The workshop activities must be aligned with the lesson plan.

Independent work – the students work on the tasks individually.

Peer Learning – Students work together face-to-face so they can learn from each other.

Contract work – Teacher and student come to an agreement that the student must complete a certain amount of work by a specific deadline.[5]

These mapping categories (e.g., peer learning, self-reliance, small groups) can also be used to guide the trainer’s selection of assessment measures, which can provide information about student and class understanding of the material. As discussed by Biggs (1999), there are additional questions a teacher may consider when deciding what type of assignment would provide the greatest benefit to students. These include:

What level of learning do students need to reach before deciding on assignments of varying difficulty?

How much time does the teacher want to give the students to complete the task?

How much time and effort does the instructor need to spend on grading and student feedback?

What is the purpose of the order? (e.g. to track student learning; to give students time to practice concepts; to practice incidental skills such as group processes or independent research)

How does the activity fit into the rest of the lesson plan? Does the task test content knowledge or does it require application in a new context? [12]

Does the lesson plan fit into a specific framework? For example, a common core lesson plan.

See also[edit]

References[ edit ]

B.ed lesson plan formats 2022

Effective Lesson Plan for B.Ed 2022

To teach a lesson, the teacher breaks it up into smaller units. The material of one unit is taught in one hour. A detailed structure is created to convey this content. This is called a lesson plan. Effective Lesson Plan for B.Ed

The answers to the lesson plan questions are below –

1. What is the timetable called in Hindi?

The lesson plan is called lesson plan in Hindi.

2. What is a lesson plan?

Before attending the lesson, the teaching material prepared by the teacher on the topic of the lesson to be given, which is based on the previous knowledge of the children, is a lesson plan or lesson plan.

3. How is the lesson plan created / How is the lesson plan created? How do I create a lesson plan?

Lesson plan created in a few steps –

The purpose of the lesson is kept in mind.

Preamble questions are prepared.

Learning points are selected.

Lessons are developed with developmental questions.

Assessment questions will be asked at the end of the lesson.

At the end the task is given.

4.How do I create an annual lesson plan?

See

5.Who is the father of the lesson planning method?

The teacher was Herbert

6. Why are introductory questions asked?

The purpose of the preface question is to connect the students to the topic, these questions build on the students’ prior knowledge, thereby generating interest in the topic.

7. Whose contribution is the timetable?

Morrison introduced this approach to formulating lesson plans in 1926.

8.How do you create an effective lesson plan?

Read this post to the end.

9. What is the difference between a timetable and a unit plan?

See this

What is Lesson Plan for B.Ed.-

According to Simpson, in the lesson plan, the teacher systematically uses his specific material and what he knows about the students. How to create a BEd lesson plan

If you do B.Ed or BSTC, at that time there will be an internship at the school for the training.

Internships are currently being carried out at state schools for training purposes. During the internship you have to do teaching work in class. In order to do this teaching job well, the trainee must first plan the lesson. How to Create an Effective Lesson Plan for B.Ed

The lesson plan is called the lesson plan.

Complete information on how to create a lesson plan in B.Ed can be found here.

Lesson Plan Definitions –

According to Nelson Wasing, “Instructional lesson plan is the title of a statement that describes the achievements and specific means to be achieved through instructional activities in hours.”

According to Bossing, “Instructional planning refers to the description of the specific means of achieving achievement, by which that achievement is achieved as a result of actions taken at a specific time.”

According to Binning and Binning – “Defining goals, choosing textual content, arranging and deciding methods of presentation are important in formulating the daily lesson plan.”

Lesson Plan Requirements Lesson Plan Requirements

Creating a lesson plan is as important for a teacher as having a map or blueprint for constructing a building is for an engineer. Lesson planning is very important for successful and effective teaching in the classroom. The following are the reasons for the need for lesson planning in the teaching process.

1. Writing specific goals in a lesson plan provides direction for teaching in the classroom.

2. It helps to plan the learning process based on classroom control and motivation and individual variation. How to create a lesson plan for BEd

3. It provides children with complete knowledge on which human teaching is based, from which students build new knowledge.

4. Lesson planning is helpful to provide daily teachers with a successful and effective form of teaching.

5. For this reason the topics are arranged by the moon and there is effective organization.

6. Through this, the teacher formulates the regulation of pedagogical goals and processes in the form of complete goals and activities.

7. It is necessary for order and development in thought.

8. It acts as a guide and friend for the teacher.

9. Party planning gives the teacher the opportunity to manage time and experiment as needed.

10. In the middle formation of the lesson plan, complete information about lesson activities and resources is obtained.

Lesson Plan Goals Lesson Plan Goals in Hindi –

The objectives of the lesson plan are as follows:

1. Complete information about classroom activities and resources.

2. Discuss all elements of the prescribed text.

3. To inform about the order of presentation and certainty in the form of text.

4. Less chance of the teacher forgetting something during class.

5. Determination of teaching-learning, location of use of aids, teaching method and methods.

Structure of the timetable for B.Ed and STC-

There is a specific goal in front of the teacher to make the lesson plan, and based on this, the teacher can present the lesson in each class, the draft lesson plan can be made based on any purpose method in the following way.

1. General Information-

It should include the title of the lesson to be taught, class, passage, duration, subject, subject, date, etc. The name of the school where you want to teach must also be given. Lesson plan in hindi pdf

2. All Purpose

The general goal is determined by the first writing point. Language Chemistry Mathematics Hindi Social Studies The general goals of the subjects are different.

3. Specific purpose-

The purpose for which it is accomplished in teaching a particular lesson should be recorded in writing. Specific goals are based on general goals, but the goal is related to the topic.

4. Teaching Aids-

What kind of learning material is needed for the lesson, e.g. B. white board, blackboard, diagram, model, etc. should be mentioned.

5 prior knowledge

Here, the knowledge that the child already has refers to five, on the basis of which the lesson should be proposed, the lesson starts on the basis of the previous knowledge.

6. Introduction-

Based on previous knowledge, the teacher suggests lessons through questions or diagrams. The last question in the introduction is problematic.

7. Presentation-

In this part of the lesson plan, new knowledge is presented in front of the students, therefore it is divided into two parts, learning situations in one part and learning points in the other part. Teachers write different teaching methods, different techniques, audio-visual methods. uses. The material can be presented in one or two tiers.

8. Check Your Progress-

The teacher asks questions from the lesson called comprehension questions.

9. Chalkboard work-

The teacher draws conclusions based on the experiments taught by the teacher. The teacher should try to draw such conclusions that when the students copy the summary from the blackboard and the teacher observes the class, the child himself draws conclusions.

10. Evaluation-

Such questions are asked from the teacher’s lessons, from which it is known that the children have acquired new knowledge so far.

11. Homework-

At the end of the lesson, the child should be given a lesson-related work to take home, which should be reviewed the next day so that the students learn to apply the knowledge they have gained.

Things to Consider When Creating a Lesson Plan – How to Create a Lesson Plan in Hindi

The success of teaching depends heavily on the creation of lesson plans, so the following points should be kept in mind when creating lesson plans.

1. The physical and mental abilities and skills of the students should be known.

2. In creating lesson plans, there should be room for changes as needed.

3. One should have a thorough knowledge of the subject before creating a lesson plan.

4. Class level knowledge is a must when creating lesson plans.

5. In order to create a good lesson plan, the teacher should have a thorough knowledge of his subject as well as a general knowledge of all other subjects.

6. The topic should be divided into one or more stages.

7. A teaching method or guideline should be selected for the steps.

8. Goals should be clearly stated in the lesson plan.

9. In preparing the lesson plan, the teacher should pay attention to the time.

10. Must have a thorough knowledge of doctrinal principles, doctrinal formulas and educational methods.

11. The materials required for teaching should be identified and their use ensured.

12. Teachers should be aware of students’ prior knowledge.

Characteristics of an effective lesson plan for teaching

1. An effective lesson plan is a proposed outline of an action to be used in a classroom.

2. The lesson plan in the class should be in proper written form.

3. The lesson plan should be based on a goal and multiple goals.

4. Mention should be made of the teaching aids to be used in the lesson plan, such as diagrams, models, maps, filmstrips, slides, etc.

5. The sample lesson plan should be based on the students’ prior knowledge.

6. Lessons are modern content written in the form of teaching points or concepts.

7. The text should be broken down into meaningful steps.

8. The lesson plan should be linguistically simple.

9. The use of a teaching method appropriate to the class should be further indicated.

10. The subject of study should be coordinated with the other course of study as far as possible.

11. Examples should be used where they are.

12. Arrangements for the provision of education should be made on the basis of individual differences.

13. Use of development and reflection questions.

14. General information such as the length of the lesson, the level of the lesson, the subject matter, the subject, etc. should be given.

15. The table should be used in conjunction with the development of the summary text.

16. Homework should be arranged.

Need to create lesson plan-

In order to be successful in teaching any subject, it is necessary to create a lesson plan for the following reasons:

1. The lesson plan serves as a guide for the teacher.

2. Lesson plans encourage thought and the use of supportive materials.

3. Lesson planning helps in planning the teaching process.

4. The lesson plan determines the type of presentation and the form of the content.

5. Lesson planning makes it easier for the teacher to choose the appropriate teaching method.

6. Lesson planning gives the teacher opportunities to think ahead and reflect for successful lessons.

7. The teacher is able to present the lesson content in an organized and systematic way through lesson planning.

8. By preparing the lesson plan, it is known whether the teacher’s lesson was successful or not.

9. The questions to be asked by the teacher are determined in advance in the lesson plan.

10. Through the lesson planning, the teacher can easily evaluate his lessons.

11. The teaching process becomes more effective through the lesson plan.

12. The lesson plan also establishes the conditions for controlling student activities and applying the previous reinforcement methods.

13. The lesson plan inspires confidence in the teacher.

14. The lesson plan is very important to bring accuracy and clarity to thinking.

15. The teaching is carried out according to the psychological method through lesson plan, so that the students get lasting knowledge.

The format of a good lesson plan is given below, from which you can create a lesson plan.

This is how the lesson plan for science micro lesson is created.

Note :- This type of lesson plan format is used in science class, geography class, chemistry class, biology class, physics class, math class and social studies lesson plans etc.

ALSO READ-

Teaching creativity and creative thinking skills

When a student is asked to “invent” a solution to a problem, the student must draw on prior knowledge, skills, creativity, and experience. The student also identifies areas where new knowledge needs to be acquired in order to understand or address the problem. This information must then be applied, analyzed, synthesized and evaluated. Through critical and creative thinking and problem solving, ideas become reality as children come up with inventive solutions, illustrate their ideas and make models of their inventions. Creative thinking lesson plans provide children with an opportunity to develop and practice higher order thinking skills.

Over the years, many models and programs for creative thinking skills have been developed by educators who attempt to describe the essential elements of thinking and/or develop a systematic approach to teaching thinking skills as part of school curricula. Three models are presented below in this introduction. Although each model uses different terminology, each model describes similar elements of critical or creative thinking, or both.

Models of creative thinking skills

Benjamin Bloom

CalvinTaylor

Isaksen and Treffinger

The models show how creative thinking lesson plans could provide opportunities for students to “experience” most of the elements described in the models.

After reviewing the creative thinking models listed above, teachers will see the critical and creative thinking and problem-solving skills and talents that can be applied to the invention activity. The following creative thinking lesson plans can be used in any subject, grade level, and with any child. It can be incorporated into any curriculum area and used as a means of applying the concepts or elements of any thinking skills program that may be used.

Children of all ages are talented and creative. This project gives them the opportunity to develop their creative potential and to synthesize and apply knowledge and skills by creating an invention or innovation to solve a problem, just as a “real” inventor would.

Creative Thinking – List of Activities

Introducing creative thinking Practicing creativity with the class Practicing creative thinking with the class Developing an invention idea Brainstorming creative solutions Practicing the critical parts of creative thinking Completing the invention Naming the invention Optional marketing activities Parent involvement Young Inventors’ Day

“Imagination is more important than knowledge, because imagination encompasses the world.” – Albert Einstein

Activity 1: Introduction to inventive thinking and brainstorming

Read more about the lives of great inventors

Read the stories about great inventors in class, or let the students read them themselves. Ask students, “How did these inventors get their ideas? How did they turn their ideas into reality?” Find books in your library about inventors, invention, and creativity. Older students can find these clues themselves. Also visit the Inventive Thinking and Creativity Gallery

Talk to a real inventor

Invite a local inventor to speak to the class. Since local inventors are not typically listed under “Inventors” in the phone book, you can find them by calling a local patent attorney or your local intellectual property association. Your community may also have a patent and trademark depository library or inventors society that you can contact or make an inquiry. If not, most of your large companies have an R&D department made up of people who make a living out of inventive thinking.

Investigate inventions

Next, ask students to look at things in the classroom that are inventions. All inventions in the classroom that have a US patent have a patent number. One such item is probably the pencil sharpener. Tell them to search their house for patented items. Have students make a list of all the inventions they discover. What would improve these inventions?

discussion

To guide your students through the inventive process, some preparatory lessons dedicated to creative thinking will help set them up. Begin with a brief explanation of brainstorming and a discussion of the rules of brainstorming.

What is brainstorming?

Brainstorming is a process of spontaneous thinking used by an individual or group of people to generate numerous alternative ideas while deferring judgment. Introduced by Alex Osborn in his book Applied Imagination, brainstorming is at the core of every phase of any problem-solving method.

Rules for brainstorming

No critic

Approved individuals tend to automatically evaluate every idea that is suggested—their own as well as those of others. Both internal and external criticism should be avoided during brainstorming. Neither positive nor negative comments are allowed. Both types inhibit the free flow of thought and require time that interferes with the next rule. Write down each idea that is spoken as it is given and move on.

Approved individuals tend to automatically evaluate every idea that is suggested—their own as well as those of others. Both internal and external criticism should be avoided during brainstorming. Neither positive nor negative comments are allowed. Both types inhibit the free flow of thought and require time that interferes with the next rule. Write down each idea that is spoken as it is given and move on. Work for quantity

Alex Osborn stated that “quantity breeds quality”. People need to experience a ‘brain drain’ (get all the usual answers out of the way) before the innovative, creative ideas can emerge; The more ideas there are, the more likely they are quality ideas.

Alex Osborn stated that “quantity breeds quality”. People need to experience a ‘brain drain’ (get all the usual answers out of the way) before the innovative, creative ideas can emerge; The more ideas there are, the more likely they are quality ideas. Hitchhiking welcome

Hitchhiking occurs when one member’s idea generates a similar idea or an improved idea in another member. All ideas should be recorded.

Hitchhiking occurs when one member’s idea generates a similar idea or an improved idea in another member. All ideas should be recorded. Freewheel desired

Outrageous, humorous, and seemingly unimportant ideas should be recorded. It is not uncommon for the most unusual idea to be the best.

Activity 2: Practice creativity with the class

Step 1: Cultivate the following creative thought processes described by Paul Torrance and discussed in The Search for Satori and Creativity (1979):

Master the production of large numbers of ideas.

Flexibility the production of ideas or products that present a multitude of possibilities or spaces for thought.

Originality the production of ideas that are unique or unusual.

Elaboration the production of ideas that show intense detail or enrichment.

To practice elaboration, have pairs or small groups of students choose a specific idea from the brainstorming list of invention ideas and add the flourishes and details that would develop the idea more fully.

Allow students to share their innovative and inventive ideas.

Step 2: After your students become familiar with the brainstorming rules and creative thought processes, Bob Eberle’s scamper technique for brainstorming could be introduced.

S ubstitute What else instead? Who else instead? Other ingredients? other material? other power? Another place?

replace what else instead? Who else instead? Other ingredients? other material? other power? Another place? C ombine How about a mixture, an alloy, an ensemble? combine purposes? combine appeals?

ombine How about a mixture, an alloy, an ensemble? combine purposes? combine appeals? A dapt What else? What other idea does this suggest? Offers past parallel? What could I copy?

dapt What else? What other idea does this suggest? Offers past parallel? What could I copy? Minimize order, form, form? Add what? More time?

inify Order, form, shape? Add what? More time? Enlarge Higher frequency? Higher? Longer? fat?

agnify Greater frequency? Higher? Longer? fat? Repurpose for other uses New ways to use as-is? Other uses I’ve changed? Other locations? Other people to reach?

ut for other uses New ways to use unmodified? Other uses I’ve changed? Other locations? Other people to reach? Eliminate what to subtract? Smaller? Condensed? Miniature? Lower? shorter? lighter? skip? Streamline? understated?

lime What should be deducted? Smaller? Condensed? Miniature? Lower? shorter? lighter? skip? Streamline? understated? reverse interchange components? Another pattern?

Ever Interchange Components? Another pattern? Rearrange different layout? Different order? Swapping cause and effect? change tempo? Swap positive and negative? How about opposites? turn backwards? flip it? switch roles?

Step 3: Bring in any item or use items in the classroom to do the following exercise. Ask students to list many new uses for a known object by using the scamper technique on the object. You could use a paper plate to start and see how many new things the students will discover. Be sure to follow the brainstorming rules in Activity 1.

Step 4: Ask your students to use literature to create a new ending for a story, change a character or situation within a story, or create a new beginning for the story that would lead to the same ending.

Step 5: Post a list of objects on the board. Ask your students to combine them in different ways to create a new product.

Have students create their own list of objects. Once they have combined several of these, ask them to illustrate the new product and explain why it might be useful.

Activity 3: Practice inventive thinking with the class

Before your students start finding their own problems and coming up with unique inventions or innovations to solve them, you can help them by walking them through some of the steps as a group.

finding the problem

Have the class list problems in their own classroom that need solving. Use the “Brainstorming” technique from Activity 1. Perhaps your students never have a pencil ready because it’s either missing or broken when it comes time to complete an assignment (a great brainstorming project would be this problem to solve). Choose a problem for the class to solve using the following steps:

Find several problems.

Choose one to work on.

Analyze the situation.

Think of many different and unusual ways to solve the problem.

List the possibilities. Be sure to allow for even the silliest possible solution, as creative thinking needs a positive, accepting environment to thrive.

Find a solution

Select one or more possible solutions to work on. You can split into groups if the class wants to work on multiple ideas.

Improve and refine the idea(s).

Share the class or individual solution(s)/invention(s) to solve the class task.

Solving a “class” problem and creating a “class” invention helps students learn the process and makes it easier for them to work on their own invention projects.

Activity 4: Development of an invention idea

Now that your students have been introduced to the inventive process, it’s time for them to find a problem and create their own invention to solve it.

Step One: Start by asking your students to complete a poll. Tell them to poll everyone they can think of to find out what problems need solving. What kind of invention, tool, game, gadget, or idea would be helpful at home, at work, or in play? (You can use an invention idea poll)

Step 2: Ask the students to list the problems that need to be solved.

Step three: comes the decision-making process. Using the list of problems, ask the students to think of problems they could work on. They can do this by listing the pros and cons for each option. Predict the outcome or possible solutions for each problem. Make a decision by picking one or two problems that offer the best options for an inventive solution. (Duplicate the planning and decision framework)

Step Four: Begin with an inventor log or journal. Keeping a record of your ideas and work will help you develop your invention and protect it once it is complete. Use the Young Inventor Journal activity form to help students understand what can be included on each page.

General rules for authentic journaling

With a hardcover notebook, take notes each day about the things you do and learn as you work on your invention.

Write down your idea and how you came up with it.

Write about problems you have and how you solve them.

Write in ink and don’t erase.

Add sketches and drawings to make things clearer.

List all parts, sources of supply, and material costs.

Sign and date all entries at the time of their creation and have them notarized.

Step Five: To illustrate why records are important, read the following story about Daniel Drawbaugh who said he invented the telephone but had no paper or record to prove it.

Long before Alexander Graham Bell filed a patent application in 1875, Daniel Drawbaugh claimed to have invented the telephone. However, since he had no diary or records, the Supreme Court dismissed his claims by a vote of four to three. Alexander Graham Bell had excellent records and obtained the patent for the telephone.

Activity 5: Brainstorm for creative solutions

Now that the students have a problem or two to work on, they need to take the same steps they took to solve the class problem in Activity 3. These steps could be listed on the board or in a table.

Analyze the problem(s). Choose one to work on. Think of many different and unusual ways to solve the problem. List all possibilities. Be open minded. (See Brainstorming in Activity 1 and SCAMPER in Activity 2.) Select one or more possible solutions to work on. Improve and refine your ideas.

Now that your students have some exciting possibilities for their invention projects, they must use their critical thinking skills to narrow down the possible solutions. They can do this by asking themselves the questions about their inventive idea in the next activity.

Activity 6: Practicing the critical parts of inventive thinking

Is my idea workable? Can it be made easy? Is it as easy as possible? Is it safe? Will it cost too much to make or use? Is my idea really new? Will it stand up to use or does it break easily? Is my idea similar to another? Will people really use my invention? (Survey your classmates or the people in your neighborhood to document the necessity or usefulness of your idea – customize the invention idea poll.)

Activity 7: Completing the Invention

When students have an idea that meets most of the above qualifications in Activity 6, they need to plan how they will complete their project. The following planning technique will save you a lot of time and effort:

Identify the problem and a possible solution. Give your invention a name. List the materials needed to illustrate your invention and make a model. You will need paper, pencil and crayons or markers to draw your invention. You can use cardboard, paper, clay, wood, plastic, yarn, paper clips, etc. to create a model. You may also want to use an art book or a book on model making from your school library. List the steps in order to complete your invention. Think of the possible problems that could arise. how would you solve them Complete your invention. Ask your parents and teacher to help you with the model.

in summary

What – describe the problem. Materials – List the materials needed. Steps – List the steps to complete your invention. Problems – Predict the problems that might arise.

Activity 8: Naming the invention

An invention can be named in one of the following ways:

Activity 9: Optional Marketing Activities

Students can be very fluent in listing ingenious names of products on the market. Ask for their suggestions and let them explain what makes each name effective. Each student should generate names for their own invention.

Development of a slogan or jingle

Have students define the terms slogan and jingle. Discuss the purpose of a slogan. Examples of slogans and jingles:

It’s better with coke.

COKE IT! ®

TRIX ARE FOR KIDS ®

OH THANK YOU TO HEAVEN FOR 7-ELEVEN ®

TWOBEEFPASTE…

GE: WE BRING GOOD THINGS TO LIFE! ®

Your students will remember many slogans and jingles! When a slogan is mentioned, discuss the reasons for its effectiveness. Allow time for reflection in which students can create jingles for their inventions.

Create an ad

For a crash course in advertising, discuss the visual effect created by a TV commercial, magazine, or newspaper ad. Collect magazine or newspaper ads that catch the eye – some of the ads might be dominated by words and others by pictures that “say it all”. Students might enjoy browsing newspapers and magazines for outstanding advertisements. Have students create magazine ads to promote their inventions. (More advanced advertising techniques lessons would be appropriate at this point.)

Recording a radio promo

A radio promo could be the icing on the cake of a student’s advertising campaign! A promo can include facts about the utility of the invention, a clever jingle or song, sound effects, humor… the possibilities are endless. Students may tape their promos for use during the Invention Convention.

advertising activity

Collect 5 – 6 objects and give them new uses. For example, a toy hoop could be a waist reducer, and an odd-looking kitchen utensil could be a new breed of mosquito catcher. Use your imagination! Look for fun objects everywhere from the tools in the garage to the kitchen drawer. Divide the class into small groups and give each group an item to work on. The group will give the property a memorable name, write a slogan, draw an ad, and record a radio promo. Step back and watch the creative juices flow. Variation: Collect magazine ads and have students create new ad campaigns with a different marketing angle.

Activity 10: Parental Involvement

Few projects are successful unless the child has the encouragement of parents and other caring adults. If the children have developed their own original ideas, they should discuss them with their parents. Together they can work to make the child’s idea come true by building a model. Although making a model is not necessary, it makes the project more interesting and adds another dimension to the project. You can get parents involved by simply sending a letter home explaining the project and letting them know how they can participate. One of your parents may have invented something to show the class.

Activity Eleven: Young Inventors Day

Plan a Young Inventors Day so your students are recognized for their inventive thinking. This day should give the children the opportunity to show their inventions and to tell how they came up with their idea and how it works. You can share them with other students, their parents, and others.

When a child successfully completes a task, it is important that they are recognized for their efforts. All children who participate in the Inventive Thinking lesson plans are winners.

We have prepared a certificate that can be copied and given to all children who participate and use their inventive thinking skills to create an invention or innovation.

I have the same reluctance to use new technology in education. Rather than wholeheartedly embracing every new trend without question, I approach things more cautiously as a teacher and parent. Will teachers be deprived of any one-on-one time with their students? Will it improve on what teachers are already doing? And will it give students a more complete understanding of the subject?

With that evaluative approach in mind, here are seven examples of innovative educational technologies making their way into the classroom.

Photo credit: Google

1. Digital readers and tablets

Schools are increasingly trying to replace the bulkier paper textbooks with digital books that can be accessed via a tablet.

advantages

They eliminate the need for students to carry around a heavy backpack full of books.

They provide a central, accessible location for all reading materials.

Regularly updating digital content eliminates the cost of purchasing new editions of textbooks every few years.

Apps added to tablets can meet students’ educational needs and provide more personalized learning opportunities.

Disadvantages

For full implementation, schools would need to provide each student with a tablet and have a system for dealing with lost, damaged or stolen assets. (However, a BYOD policy can be a viable and less expensive alternative.)

It eliminates the possibility for students to dramatically throw their math book across the room if they are frustrated by it. (I feel this loss on a personal level.)

Copyright: Rob Wingate

2. 3D printing

3D printing has already found impressive application around the world. According to Forbes, 3D printers have been able to make everything from car parts to artificial organs. In the classroom, 3D printing can create hands-on models for students to explore and interact with. For example, students could learn about the geography of an area by looking at a 3D map of it.

advantages

3D printing reaches both visual and kinesthetic learners.

This keeps the students busy and makes them curious.

It reduces the time teachers need to spend creating their own models (e.g. for a science class).

Disadvantages

Almost no. One could argue that 3D printing technology means students can’t create their own physical models, but there’s nothing to suggest the two can’t coexist.

Copyright: Laurie Sullivan

3. Virtual Reality

The technology for virtual reality, augmented reality and mixed reality is developing rapidly. One of the main uses for this technology in the classroom is to take students on virtual field trips to places otherwise inaccessible. For example, a student could take a virtual field trip to ancient Egypt or to the bottom of the ocean. One provider of this technology is Nearpod VR.

advantages

It offers engaging, real-world experiences that would otherwise be harmful or inaccessible.

Appeals to visual learners who like to see and experience things rather than just read about them.

Disadvantages

Students using virtual reality may develop a lack of spatial awareness in the real world. In other words, they might come across something in the real world or come across it while immersing themselves in the virtual world.

Motion sickness can develop in some students because their eyes sense movement while their bodies do not.

Photo credit: Classcraft

4. Gamification

Students learn better when they are having fun. Using games in the classroom applies this concept by connecting the fun part of the game with the content and concepts that students need to learn.

advantages

It increases student engagement.

It inspires enthusiasm for the lesson.

It provides instant feedback.

Disadvantages

Not every fun game is effective in conveying a particular concept. Not every game that effectively conveys the concept is fun.

It takes time and training to learn how to use games effectively for learning. However, platforms like Classcraft use gaming technology and offer training for those who want to learn how to better implement it in their classrooms.

Photo credit: Google

5. Cloud Technology

The cloud hosts apps and services on the internet instead of being on a user’s computer. It allows storing, sharing and accessing information on any device connected to the internet. In education, the cloud is used to store and share digital textbooks, lesson plans, videos, and assignments. It is also used to allow students to chat live with their teachers and other classmates. Similarly, cloud technology is enabling a new educational model known as a “flipped classroom,” where students can watch a lecture before class and spend class time in discussion, group work, and analytical activities.

advantages

It reduces the chance of homework getting lost between school and home.

It reduces the need for students to carry heavy textbooks.

It allows students to easily access information from any internet-connected device.

It allows quick and easy access to the teacher via live chat options.

Disadvantages

To fully adopt the cloud, schools would need to somehow ensure that every student has adequate access to the internet.

Security. Although pretty much every network in the cloud has a security system in place to protect its information, hacking can be an issue.

6. Artificial Intelligence

AI is making inroads into education by automating grading and feedback and providing personalized learning opportunities. For more information on using AI in the classroom, see this article.

advantages

It can save the teacher’s time by doing the grading and providing feedback on their behalf.

It provides better insights into a student’s learning patterns.

Disadvantages

Teachers can learn a lot about a student’s learning patterns by doing the grading themselves.

There’s a personal element of caring when a teacher provides personalized feedback (rather than leaving it to a machine).

Photo credit: Google

7. Mobile Technology

Instead of banning cell phones and other mobile devices during class, some schools are incorporating this technology into the learning process through educational apps.

advantages

The wide range of apps available gives students the opportunity to engage in their own learning process.

Education apps offer the ability to personalize learning for each student.

Disadvantages

Not every student owns a mobile device, and not all parents are comfortable with their child having one.

To really take advantage of this technology, schools would need to ensure that all parents are on board and that every student has access to some sort of mobile device.

Look for these innovative uses of educational media and technology

Technological advances are really impressive. We should accept that this is the world our students are growing up in and provide opportunities to introduce them to these wonderful developments. However, any new technology should be carefully evaluated and used as a tool to enhance the personal element in the teaching process, not to completely replace traditional learning methods.

Photo credit: Google

What is innovation?

The Oslo Handbook, an OECD international reference guide for collecting and using innovation data, defines the concept of innovation as follows:

“(…) a new or improved product or process (or a combination thereof) which differs significantly from the entity’s previous products or processes and which is made available to potential users (product) or put into use by the entity (process). became. ”

Different types of innovations

According to the 4th and most recent edition (2018) of the Oslo Handbook, there are four main types of innovation:

Organizational Innovation

Organizational innovation refers to the development of a new organizational strategy that will somehow transform a company’s business practices as well as the way its workplace is organized and its relationship with external stakeholders.

Examples of organizational innovation: The first companies to adopt a four-day workweek with just 4 days per week The first companies to start embracing the possibilities of digitization and allowing employees to skip the office and work from home to work (depending on role)

process innovation

Process innovation is about the implementation of a new or improved approach to production or delivery, including changes in operating methods, techniques used, and equipment or software.

Examples of process innovation: The first companies to adopt SaaS (Software as a Service) technology, such as Talkdesk’s cloud contact centers, transformed the way their customer care processes used to be organized. The first hotels that decided to make decisions based on big data, for example using insights from the Climber Hotel, changed their decision-making approach

product innovation

Product innovation is the introduction of a new or improved good or service. These inventions or changes may have to do with improving technical specifications, the materials used or the software used, or even with the advancement of UX (user experience). However, product innovations do not have to improve all functions or performance data. An improvement or addition of a new function can also be merged with the loss of other functions or the downgrading of some other specifications.

In addition, a product innovation must be available to potential users, but does not necessarily have to generate sales. Because then innovations with low demand or, for example, digital products such as free apps would be excluded. At the same time, routine changes or updates are not considered product innovations, as they only correct errors or make some seasonal changes.

Product innovation examples: Lego switched the materials of its famous bricks to oil-based biodegradable plastics. The first electric vehicles introduced to the car market were also an innovation, and new, longer-range batteries that keep coming onto the market are also an example of this innovation

Marketing Innovation

xfpe

Marketing innovation means the development of a new marketing strategy that brings about, for example, changes in the way a product is designed or packaged, or even different decisions related to price or advertising.

Example of a marketing innovation: the new Häagen Dazs zero-waste bin

Eco-innovation and the sustainability approach: A fifth type of innovation:

(The following definition was written based on the UN Environment and the European Commission’s own definitions.)

Eco-innovation is an innovation that leads to significant progress towards the 2030 Sustainable Development Goals set by the UN. In practice, this means reducing the impact of our production methods on the environment, improving nature’s resilience to environmental stresses, or achieving more efficient and responsible use of natural resources.

In this way we can say that eco-innovation can create value in two different areas. First, from a sustainable development perspective, as it promotes sustainability throughout a product’s lifecycle, it helps address challenges such as climate change, resource scarcity and biodiversity. Second, it can also increase a company’s performance and competitiveness. By introducing new and greener processes, technologies and services, eco-innovation can help organizations enter new markets, increase productivity and profitability across the value chain, enhance their reputation or attract new investors.

Eco-innovation examples: Some time ago, Procter and Gambler realized that households could save on electricity bills by switching to cold water washing and started developing cold water laundry detergents (product innovation). As part of its sustainability strategy, IKEA is changing its fleet to electric vehicles (process innovation) Nestle’s new paper-based straws as an alternative to plastic straws (marketing innovation) The first companies to be concerned about the sustainability of their operations decided to change their suppliers and partners when they not proving they are also making efforts to become more sustainable (organizational innovation)

Watch the video below to better understand the concept of eco-innovation:

What is innovation in business?

According to the Oslo Report, business innovation is:

“(…) a new or improved product or business process (or a combination thereof) that differs materially from the company’s previous products or business process and that has been introduced to the market or put into service by the company.”

Innovation is not only used by companies

However, innovation is not just about business. It is a dynamic process that needs to be implemented, i. H. that something is actively used or made available, but it can take place in all areas of an economy. In fact, according to the United Nations System of National Accounts (SNA), it can happen in four broad sectors of an economy: businesses, the government, households, and NGOs serving households. But how exactly?

Innovation in companies consists of organizations that are mostly geared towards the production of market goods and services.

consists of organizations mostly focused on the production of market goods and services. Innovation in the state consists of institutional units with political and regulatory responsibility. They redistribute income and wealth and some services and goods for individual and collective consumption, usually in a non-market framework.

consists of institutional units with political and regulatory responsibility. They redistribute income and wealth and some services and goods for individual and collective consumption, usually in a non-market framework. Households are institutional units made up of one or more people. Their main purpose is to provide labor, engage in end-use and ultimately, as an entrepreneur, also produce goods and services.

are institutional units consisting of one or more persons. Their main purpose is to provide labor, engage in end-use and ultimately, as an entrepreneur, also produce goods and services. NGOs serving households are legal entities primarily engaged in the provision of non-market services to households or the community. Their resources and manpower are the result of voluntary contributions.

Innovation is more than just creation: it is also a destructive process

Schumpeter (1934) brought up several arguments about how firms seek new opportunities and competitive advantages. One of his most famous arguments has to do with the notion of “creative destruction”. In Schumpeter’s vision, capitalism is a dynamic and innovative market system that is constantly changing. These changes, he says, are happening because of new ideas and processes that are taking over the current paradigm (status quo) and creating new ways of producing goods, services, or entirely new industries.

Damage destruction and imbalance are what make capitalism evolve and grow, not the commonly accepted idea of ​​economic equilibrium. The Austrian economist calls this imbalance “creative destruction”, because innovations often lead to market chaos: products become obsolete, companies close and people become unemployed. Nevertheless, he considers these to be necessary consequences for new solutions to improve the quality of life to come to light.

We have observed these examples of creative destruction throughout human history. We have overcome the first industrial revolution with the boom in oil use and are now a high-tech information society. These periods of innovation are making the old models obsolete and creating the need for everyone and everything to innovate – and the transformation is drastic.

From a business perspective, only companies with a great strategic vision survive an episode of creative destruction. Companies like Nokia and Kodak, which were once leaders in their own industries, didn’t see how the cell phone and imaging industries were about to change. At the same time, from a sustainability strategy, as we discussed earlier in this article, companies that make radical changes and develop real sustainability strategies (from the circular economy to the use of renewable energy) are likely to be the ones that will thrive in the future.

Innovation and the System Perspective

According to the Oslo Handbook, the systems perspective of innovation is about examining the interactions between actors. Since the innovation path has uncertain outcomes and follows a complex and nonlinear approach, the systems perspective is a multidisciplinary and interdisciplinary one. This means that innovation systems can be linked by industry, geography or technology and are often interlinked.

According to the OECD, systems perspectives are used to create innovation policies that coordinate system transformations in society. From decarbonizing transportation systems to improving the education system in coding classes, these transformations require diverse actors, from producers to consumers, to work together and ensure all the complementary components of a complex network are in place. For example, to follow the example of the Oslo report, more people need to buy in this segment so that manufacturers can expand their range of electric cars, and a network of charging stations also needs to be created.

Other curiosities about the innovation process

Innovation is a continuous learning process with multiple inputs. It is not a linear or sequential process as it involves many interactions and feedback.

A prototype or a product idea that does not yet exist is generally not a product innovation because it does not meet the implementation requirements. This condition of being put into use or made available for use by an individual, company or other organization distinguishes innovation from other concepts such as “invention”.

The economic and social impact of ideas and innovative changes depend on the dissemination and uptake of related innovations

Examples of famous innovators

Steve Jobs started developing the smartphone world with the iPad

Marie Curie did great research on radioactivity

Elon Musk has made great strides in luxury electric cars

Ann Kießling has gained a lot of knowledge in the field of biology

Nikola Tesla worked on the generation, transmission and application of electrical energy

Amanda Jones was the inventor of a vacuum method of canning

Thomas Edison invented the lightbulb

Grace Hopper invented the first compiler for a computer programming language

Among other things, Leonardo DaVinci invented the parachute

Josephine Cochrane invented the first mechanical dishwasher

Alexander Graham Bell invented the first telephone

Photo credits for Shutterstock organizational meeting, Shutterstock innovation technology, Shutterstock creative bulb, Shutterstock idea innovation, Shutterstock prototype, Shutterstock packaging idea, and Shutterstock destruction

Before answering these questions, it’s important to understand the importance of physical education and offering it to every child in a K-12 environment. PE provides students with opportunities to acquire social skills, develop collaborative skills, develop healthy habits, and continue to grow into a well-rounded student. Physical Education is a subject that children can learn in a different way and gives teachers the opportunity to teach their students life lessons that may not be taught in the classroom. Now let’s discuss the structure of a typical PE lesson.

#1 Warm up (3-5 minutes)

It keeps students in a routine and gives them expectations about what they should be doing at the beginning of the lesson. My warm-up usually consists of locomotor movements (hop, gallop, jog, side slide) entering the gym, followed by four exercises that I usually alternate. However, every once in a while I break this up into short activities that involve tag games or something quick, but still keep the kids active before introducing the lesson.

#2 Lesson Introduction (5-6 minutes)

In this part of the lesson, I’ll introduce the skill we’ll be working on (overhand throw, underhand throw, kicking, cooperation, etc.). Here I use demonstrations and images to teach students the skills or activities we will be participating in. This is a great time to incorporate technology into a PE lesson, using videos, GIFs, etc. to engage all students and enable them to learn in a variety of ways. Using technology in physical education classes allows students to engage students who may not be learning through verbal instruction. It can refer to students who need to learn visually or students who can refer to seeing GIFs, videos that are on social media platforms. This is also a great time to incorporate an admission ticket into the classroom to measure knowledge that students have a particular skill.

#3 Skill Work (when working on a skill) (3-4 minutes)

During the skill portion of my PE class, the focus is on students practicing the skills taught during the introductory portion of a lesson. Here I have students form pairs or groups and show me the correct hints and techniques, such as dribbling a basketball ball or passing a soccer ball. I usually use this time to walk around and help students who are struggling with a skill. I also try to increase student-to-student feedback so that students support other students in practicing these skills. During this time I will also be assessing the students to see what problems the students are having as well as students showing correct submissions during the skill work.

#4 Introduction to the activity (5-8 minutes)

After working on skills in a small group, I will have a game linked to a skill. This helps maintain engagement while also training a specific skill. When we’re working on basketball shots, I make a game that puts the students into groups. I will have two groups facing each other, it will have Poly Spots (which are circular dots that can be placed on the gym floor and used as markers or for students to stand on, available in a variety of colors). give the ground near the basketball goals. Students will dribble down and attempt shots while standing on a poly spot. If a student makes it, they pick up the point and dribble back to their group, passing the ball to the next partner. This continues until time runs out or 1 team collects all of their poly spots.

#5 Questioning (3-5 minutes)

The questions portion of a lesson is very important for students as it encourages critical thinking and encourages students to solve problems. Some of the questions I ask the students in this part of the lesson are a lot of what-if questions. Such as:

What if I throw with the other hand?

What would happen if I threw further backwards?

What if I used a different sized basketball during the shooting game?

These questions allow students to think about the activity and how they can change it to make it easier or more challenging as we complete the activity.

#6 Complete activity (8-10 minutes)

At the end of the activity, students can use some of the modifications we make in the Questions section of the lesson. This part of the lesson is an opportunity to improve on the activity or skill being taught. During this portion of the lesson, I continue to remind students of the clues for the skill we’re working on, and sometimes I’ll take the changes suggested by the students and put them into the game. So if we’re working on an overhand throwing game and we have two teams trying to knock down hula hoop houses. Perhaps a student suggested that if they catch a ball, they must join the other team.

#7 Closure (3-5 minutes)

Finally, I conclude the lesson during conclusion by again asking questions and using some form of assessment to assess their understanding of the skill being taught. During the questions portion of the lesson, I will refer to real word scenarios. So what other sports use overhand throws or push-ups, how can that help when you’re at home? I also have students show me evidence of the skill work when they finish a lesson. So when we work on soccer shots I have the students demonstrate the technique of shooting the ball and I record the students. I also have the students give me hints about specific skills like basketball passing or dribbling. I finally let students give me a thumbs up or down if they liked the lesson before I send them back to class.

In conclusion, a successful classroom can provide organization for teachers, but ultimately I believe that building relationships with students is the most important part of being a physical education teacher. Building relationships with students gives students an opportunity to gain experience in physical education that they cannot get in any other subject. They will learn athletic skills, but they will also learn the importance of collaborating, sharing and communicating with other students with whom they may not interact on a daily basis. The lesson plan can help develop these skills, and building these relationships will build trust. While I take lesson planning seriously, I know that when my students are ready to learn our next activity, they have learned something from my classes and leave with a smile because they had fun during my class.

Q. Unit Plan

Definition – “A detailed plan for how a particular subject will be carried out, including student activities, and for achieving the objectives.”

Principles to consider –

Why teach – Goals. What to teach – content. How to teach – method. Did they learn and how much they learned – assessment.

Unit plan steps

Choice of Goals – Determine the overall purpose or goal of the unit.

Content Analysis – Pedagogical analysis of which topic best leads to the intended goal.

Learning experiences – teacher-student activities and teaching methods.

Evaluation or Evidence of Performance – Determine whether objectives have been met and the extent to which mastery has been achieved.

Merits of Unit Plan

To enable teachers to work continuously and effectively throughout the academic year for all units.

Teaching-learning process becomes more effective.

Provide students with appropriate learning experiences in an integrated manner.

Complete specific objectives of this level.

Main features of unit plan

References: .

Appropriate references should be given at the end of the plan as the student cannot be referred to further study in relation to the correct unit.

The evaluation: .

The assessment is objective.

The teaching sequence: .

It shows the sequence of teaching activities and the chronological context in which ideas were developed.

Methods and procedures: .

Methods and procedures are the vehicles for the child’s experiences. If the king and the quality of the child’s experiences are carefully studied and systematically planned in advance, the results are likely to be better, so the teacher should choose and use methods and procedures very carefully.

Required material: .

It is an essential feature of unit planning. The materials needed include the reading materials, laboratory equipment, films, slides, chemicals and other related materials.

The content of the unit: .

It should be clear what content should be included in the unit. .

Objectives of the unit: .

At the beginning, a clear statement about the goal of a unit plan should be formulated. The statement should be recorded as an integral part of his plan; it will guide the choice of experiences to be proposed later.

Plan digital lessons

Teachers should consider these questions when planning digital lessons:

Why is the topic important to learners?

What exactly will the students learn?

How will they learn?

Planning the “how” requires teachers to plan how students will learn in a virtual environment. Are students learning synchronously during a live online session or asynchronously online? Or do they start in a classroom and move to online activities?

Teachers should also indicate the unit, subject, state standards, and goals. You can also add ISTE standards to show how teaching incorporates technology to make learning more student-centric.

Teachers should then plan how long the activities will last, taking into account the technology and the virtual environment. Do learners need technical support? Do activities work seamlessly on every device? These questions will be factored into the time it takes to complete the lesson.

List digital resources

Next, similar to face-to-face teaching, teachers should decide which resources to use. When learning online, they want to integrate digital resources. On the digital lesson plan, they can list links to resources such as websites, tests, digital textbooks, videos, podcasts, articles, or games. The Hāpara Student Dashboard Digital Backpack organizes them for learners by placing digital resources in one place.

Decide on a virtual activity grouping

Next, teachers should decide whether individual learners or groups will complete the activities. On the digital lesson plan, teachers should note whether an activity is intended for:

a single learner

couples

small groups

whole class

For couples or small groups, teachers need to think about how to meet in a remote setting. When learning is synchronous, pairs or groups can meet in breakout rooms. When learning is asynchronous, they can meet virtually alone or work through a shared document.

Prepare instructions

Teachers can use traditional lesson plan steps, but they should adapt them for online teaching.

Introduction: warm-up, summary of previous lesson, eye-catcher, connection to learner’s life. When learning online, the intro can be a video, image, game, or a warm-up question through the online chat feature.

Teacher Modeling: For a digital lesson, this can be a screen share, live video, or recorded video.

Learners try teacher support: The teacher helps the learners during a live online class session.

The learners work independently: The learners work individually, with a partner or in a small group. They can do this during a live online class or remotely at their leisure.

Teachers can also use the flipped classroom model. You can record a screencast to preload content and model an activity for learners. Then, when they meet for a synchronous lesson, the learners work on the activities while the teacher is present.

Add modifications and customization for online learning

Educators should ensure that the virtual learning space is accessible to all learners. For example, some require subtitles for videos, larger font sizes, both verbal and written instructions, or additional time.

Assess learners virtually

Finally, a digital lesson plan should include how students will demonstrate their learning. Discussion forums or chat features are ways that students can show their understanding online. A formative assessment could also include a digital exit ticket, a journal entry in a Google Doc, or an online quiz.

As a summary assessment, they can also create a video, podcast, digital poster or virtual presentation. Students can even create digital learning portfolios and expand on them throughout a unit or semester.

Use digital tools for lesson planning

What digital tools and resources do you use to plan lessons? Teachers can use a Google Doc, Google Sheet, Google Slides, or a pre-made online template to create their digital lesson plan. When the lesson plan is ready to go online, it’s easy to access it from anywhere, share it with a backup teacher, send it to an admin, or post it for learners to view.

“I think of the phrase ‘don’t put new wine in old bottles’ when I talk about innovation in education,” said Hyuk Jang, a language teacher from South Korea. “The world is changing. However, people still teach and learn in a way that was invented in the industrial revolution. That no longer works.”

“Innovation in education requires constant collaboration with peers — a complete overhaul of a teacher’s lesson plan at the last minute because there was something else he or she just had to try, a change in direction of a class because the students are the ones advance teaching,” said Jennifer Hesseltine, a US middle school history teacher from New York.

“Innovation in education is about more than just technology. It’s about how to use technology to empower students to become lifelong learners who become agents of change,” said Steven Sutantro, teacher in Jakarta Barat, Indonesia.

There is no single definition of innovation in education. One thing is certain: innovation has a very important place in education. The US Department of Education even has an Office for Innovation and Improvement.

What is innovation in education?

Many mistakenly believe that innovation has to do with the use of technology or new inventions. In Four Dimensions of Innovation in Education, Lars Esdal, Executive Director of Education Evolving, describes innovation in education as a new way of doing things. To do something differently, you have to develop an approach, a process, a product or a strategy.

Esdal explains that outdated thinking about how to run a school leads to underperformance in public education. “Learning experiences could be redesigned to be much more relevant to students’ interests and career paths, tailored to their inclinations and abilities, and responsive to their culture and identity,” he writes.

Innovation in education encourages teachers and students to explore, explore and use all the tools to discover something new. It involves a different way of looking at problems and solving them. The thought process involved helps students develop their creativity and problem-solving skills.

Innovation doesn’t mean creating something out of nothing. Like any good science project, it relies on exploring existing solutions to create a new hypothesis to test.

“Original research is critical to the overall success of our education system,” writes Vadim Polikov in Innovation in Education Is More than a New Approach. “I firmly believe that proving – or disproving – hypotheses with strong, rigorous research is the best way to advance education.”

Innovation improves education because it forces students to use higher levels of thinking to solve problems.

Examples of innovation in education

Innovation involves finding better ways to do things and new ways of looking at problems. ESchool News tells the story of students building recycling bins to support sustainability. Students didn’t just build trash cans.

They identified problems with the waste management program, researched solutions, and created a promotional plan to promote their solution using other areas of the school, such as robotics and broadcasting.

Applying project-based learning is another approach to fostering innovation and creative thinking. Rather than working on a single project in a math class, project-based learning combines multiple disciplines into one project. It promotes active and deep learning.

A teacher built Lois Lowry’s The Giver into a unit, complete with a test, written assignments about the book, and a project. Amber Chandler describes the project in Build Your Own Utopia: The Giver PBL Unit. In the project, students create their own utopian community and try to persuade other students to move there.

This project involves shaping the community, creating a system of government and education, describing its neighborhoods, outlining employment, deciding the climate for the community, and identifying technology views.

It combines all disciplines: writing, mathematics, social studies, science and art. The students think through everything that is needed to build a city or a country. They learn about their current government and their communities by contrasting them with the ideal society they are creating.

Promoting innovation in schools

Principals do not want to make innovation compulsory. “Policy should create opportunities and incentives for people to create different and better learning experiences, but not demand them,” writes Lars Esdal.

Rather than simply teaching ABCs and 123, innovation goes beyond the basics by combining a variety of disciplines to arrive at a new or different result. Basic knowledge is a starting point. Students use knowledge and concepts to find solutions by exploring until they find the best answers.

How can school leaders learn to integrate innovation and technology without imposing it? Some universities offer courses on innovation in their online MS Ed. in educational leadership programs as part of the core curriculum. Just as project-based learning focuses on the whole child by combining disciplines, Innovative School Leadership teaches students to implement systems that lead to innovation.

This quote from poet William Butler Yeats is a fitting parallel to the role of innovation in education: “Education should not be the filling of a bucket, but the kindling of a fire.”

Learn more about Northwest Missouri State University’s online MS-Ed. in the “Educational Leadership” program.

Sources:

MiddleWeb: Build your own utopia: PBL unit “The Giver”.

eSchool News: Five examples of innovation in schools today

Education week: Four dimensions of innovation in education

Getting Smart: Innovation in education is more than a new approach

Do you have a question or concern about this item? Please contact us.

Make skills just as important as knowledge. Innovation and 21st century skills are closely related. Select multiple 21st century skills such as: B. Collaboration or critical thinking that you want to focus on throughout the year. Incorporate them into the lesson. Use detailed rubrics to assess and grade skills.

Form teams, not groups. Innovation now comes from teams and networks – and we can teach students to work collectively and become better collective thinkers. Group work is common, but teamwork is rare. Some tips: use specific methods to form teams; assess teamwork and work ethic; Facilitate high-quality interaction through logs and critiques; teach the cycle of repetition; and expect students to reflect critically on both work in progress and final products. Peer collaboration sections can be found in these free PBL tools.

Use thinking tools. There are hundreds of interesting, thought-provoking tools to think through problems, share insights, find solutions, and encourage divergent solutions. Use Big Think Tools or the Visible Thinking Routines developed in Harvard Project Zero.

Use creativity tools. Industry uses a range of innovative tools to stimulate creativity and innovation. As described in books like Gamestorming or Beyond Words, the tools include playful games and visual exercises that can be easily used in the classroom.

reward discovery. Innovation is strongly discouraged by our scoring system, which rewards mastery of known information. Increase the reward system by using rubrics with an empty column to recognize and reward innovation and creativity. I call it the breakthrough column. All of the rubrics in the PBL Tools section of my site have a Breakthrough column.

Make reflection a part of the lesson. Due to the need for reporting, there is a tendency to quickly advance from the last chapter and begin the next chapter. But reflection is necessary to anchor learning and stimulate deeper thinking and understanding. There is no innovation without brooding.

Be innovative yourself. That’s the key, because innovation requires a willingness to fail, a focus on fuzzy outcomes rather than standardized measures, and the courage to defy the system’s emphasis on rigid accountability. But the reward is a kind of liberating creativity that makes teaching exciting and fun, engages students, and—most importantly—helps students find the passion and resources needed to build better lives for themselves and for others to shape others.

This post originally appeared on ThomMarkham’s blog.Thom Markham, Ph.D., is a psychologist and school transformation consultant who helps teachers design high-quality, rigorous projects that integrate 21st-century skills and youth development principles. He is also the author of the Project Based Learning Design and Coaching Guide: Expert tools for innovation and research for k-12 teachers.

But sometimes, in the high-pressure world of education, it can be difficult to find the time to create inspirational lesson plans on your own.

We’ve rounded up 28 of the best lesson plan examples online that you can use to ensure your lessons are insightful and inspiring.

Table of contents (click to continue):

What is a lesson plan?

A lesson plan is a document that outlines the content of your lesson step by step. It is a list of tasks that your students will take on to guide your class.

A lesson plan is usually prepared in advance and can be either a one-off activity, a full lesson, a unit or course, a day or a week.

Lesson plans are primarily documents that are printed or saved as a PDF for a teacher to follow. You can create your own lesson plan layout or select a pre-designed lesson plan template.

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What goes in a lesson plan?

Lesson plans primarily consist of a schedule of activities that you will complete in the lesson. Some lesson plans also include additional sections for more thorough planning.

A general format of a lesson plan might look like this:

classroom activities

teaching materials

lesson goals

lesson goals

feedback on the lesson

If you want to learn how to write a lesson plan in general, read this section. Otherwise, keep scrolling to see different lesson plan examples and ideas, tips on how to write the best lesson plan, and templates you can edit right away.

Science Lesson Plans

Planning a science lesson can mean anything from experiments to monitoring to charting and labeling. Creating a science lesson plan is important to ensure all students learn effectively while remaining engaged and confident.

Following a template, like the science lesson plan examples below, can help your science class run smoothly.

1. Provide space for reflection in your science lesson plan

While a lesson plan is a place to plan your activities, it can also be a great document to refer to when planning future sessions. Adding a reflection section to your science lesson plan can be a great way to add notes about what worked and what didn’t work in your lesson for future reference.

2. Divide projects into deliverable sections

If you are conducting a difficult lesson, e.g. For example, in a hands-on science project, it can be helpful to help yourself and your students by setting expectations. A checklist can be a great way to make your science lesson plan as effective as possible.

In this example lesson plan, the results have been broken down into easy-to-understand checklists.

3. Use illustrations to bring your lesson plan templates to life

Your lesson plans should inspire you, not bore you! Using illustrations is a great way to bring your lesson plans to life.

In this example lesson plan, the teacher used colorful and playful illustrations to reflect the content of the lesson.

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Math Lesson Plans

Teaching math can sometimes seem like a struggle when trying to engage learners with difficult material. Math can sometimes feel “dry” or repetitive, and students can quickly become frustrated.

Math lesson plans are key to bringing numbers to life for your students and are a must have for any math class or course. Check out these lesson plan ideas for writing the best math lesson plan, plus some templates you can edit.

4. Use pops of color in your lesson plans

Just because your lesson plan covers a complex topic doesn’t mean it’s boring. Using a splash of bright color can help make your lesson plan appealing.

In this example lesson plan, a mint green color was used to break up the design. You can color code different subjects or units if you have multiple classes to teach.

5. Break your lesson plan into sections so it’s easy to follow

Lesson planning can be complex, with many different sections of the lesson to think about. The right preparation for all eventualities in the classroom starts with good planning. By using sections, like in the sample lesson plan below, you can cover all of your bases.

When planning your lesson, consider the following:

lesson goals

teaching materials

Instructional Discussion Questions

Activity options for multiple group sizes

Lesson Notes or Feedback

In this math lesson plan activity, the teacher has thought through all the needs of his class.

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English Lesson Plans

Fantasy, drama, romance and tragedy. English lessons have it all. But they can also be complicated to teach, with many moving parts in each and every lesson.

Creating an English lesson plan is the best way to keep track of all the learning strands and activities required for learning success.

As you’ll see in the sample English lesson plans below, with enough planning, it’s entirely possible to create engaging activities on a strict schedule.

6. Use your lesson plan to plan each activity down to the minute

Any teacher will know the feeling of having reached the end of the material with 10 minutes left in class.

Avoid bottlenecks (or overruns!) in class by planning to the minute. The following example English lesson plan times each activity so you finish on time.

You can use a timer on your interactive whiteboard or have students take their time. Planning is a great skill to incorporate into any lesson plan.

7. Think outside the box when planning lessons

The world, or at least the Internet, is your oyster when it comes to planning lessons. Instead of just teaching vocabulary, use scavenger hunts, word searches, or story activities.

Try picking a new activity and building your lesson around it. In the following classroom activity example, Merriam-Webster has a dictionary scavenger hunt that will keep students engaged and entertained throughout their English lesson.

8. Highlight your lesson goals at the top of your lesson plan

Your learning goals should guide your lesson planning, not the other way around. Especially in subjects like English, staying focused on your goals can ensure your students learn effectively.

In this sample lesson plan that focuses on analyzing a film for an English class, the learning objectives are placed in the same section as the lesson plan overview, right on the first page:

If you want to learn how to write an actionable learning objective, check out this post on learning objective examples.

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History lesson plans

Whether you are teaching the recent past or ancient history, history lesson planning is essential to a successful lesson.

Using common teaching tools like timeline infographics or imaginative play and learning are exciting ways to add excitement to your history lesson plans.

9. Prepare for history class with a history timeline infographic

Teaching history in an effective and engaging way relies on teachers’ ability to bring the past back to life. Some students may find it difficult to visualize the story mentally. A timeline infographic is a great way to convey historical events.

As you plan your history lesson, make sure you have all your timelines sorted. You can either prepare your story timelines in advance or have students create their own story timelines as part of the lesson activity.

Venngage offers a variety of timeline infographic templates that are easy to customize.

Want to learn more about how to create a timeline infographic? Watch the following video:

10. Use themes and historical events to enrich your lesson planning

As you plan your history lesson, look for current issues or historical events to anchor your lesson plan around.

In the sample lesson plan below, the teacher is using Black History Month as the anchor point for her students’ learning.

Teaching the historical significance of Black History Month and engaging students in related learning activities throughout February is a great way to put current events into context. There are many online resources you can use to create your Black History Month lesson plans.

Related Reading: Looking for other global holidays and events to topic your lessons? Check this ultimate holiday list.

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Art class plans

Art classes lend themselves to creative and visual learning, so your art lesson plans should also be creative and visual.

Use bright colors, patterns, symbols, and graphics to create a truly engaging visual arts lesson plan, as in the examples below.

11. Incorporate learning examples into your art lesson plans

Art lesson plans can be one of the most fun. Art as a visual medium lends itself to an exciting and decorative lesson plan.

In the following example arts lesson plan, the teacher has included visual examples that they can use directly in their lesson plan as they teach. Gathering all of this information in one place means you can quickly reference your lesson plan as you teach.

12. Be creative in designing your art lesson plan

If you’re creating an art class, chances are you’re a creative person. Why not let this creativity shine in your lesson plan templates?

Fun illustrations and patterns were used in the lesson plan example below to create a visually appealing lesson plan design.

When choosing colors for your lesson plan design, some schools need to be aware of color connotations. Certain colors should be avoided due to gang or rivalry associations. Some schools will also want to ensure that all materials produced match your school colors.

13. Use color and pattern in your art class plans

In addition to colors, patterns can also be used, like in this art lesson plan example, to add interest to the design of your lesson plan.

Choosing a patterned but simple background is an easy way to add depth to any lesson plan design.

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Lesson plans for preschool

Preschool is an exciting time to learn. Shaping young minds is a rewarding experience, but it can sometimes feel like juggling too many balls at once.

With so many different essential key competencies to teach, using a thorough preschool lesson plan is important to ensure your learners’ progress stays on track.

14. Break your preschool lesson plans into learning segments

Curricula for preschool children can be complex and cover multiple areas of critical child development.

Hellp visualizes each of these areas separately by creating a preschool lesson plan that provides a broad overview.

By dividing your lesson plan into learning segments, like in this sample preschool lesson plan, you can have a look at all the elements of your students’ learning at once.

15. Get an overview of your week with a weekly schedule

A weekly lesson plan is great for preschool education planning because it helps you identify lessons and build them around common themes or goals. In the lesson plan template below, the weeks have been divided into different focus areas.

16. Use symbols in your preschool lesson plan

Using symbols is a great way to communicate visually. Icons are easy to understand, especially when skimming through a document.

Use symbols in your preschool lesson plans like this example. Not only do the symbols help communicate the lesson topics, they also make the example lesson plan super engaging and fun.

Using symbols can also be a great way to help students who are struggling with non-visual learning. For more ways to make your teaching more accessible, check out this guide to creating a palette that’s colorblind-friendly.

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Lesson plans for kindergarten

When teaching, things can get hectic in kindergarten. We’ve all heard the “teaching kindergarten is like a blender without a lid” meme.

Staying organized is very important, and having thorough, easy-to-follow kindergarten lesson plans is one way to ensure your classes stay on track.

17. Use themes to plan your kindergarten lessons

Help your preschoolers embrace learning by using themes to plan their education. Themes are a great way to work through many different learning activities under one thematic umbrella.

This example kindergarten lesson plan uses St. Patrick’s Day as the thematic anchor and draws on math, arts, science and more on a common theme.

18. Make your lesson plans easy to scan

We’ve all been at a point where our heads are blank and we need to quickly go back to our lesson plan. Especially if you are interviewing or teaching in front of others.

By easily skimming through your lesson plans, you can quickly regain your focus and continue a successful lesson.

In the sample lesson plan below, the teacher has used simple blocks, checklists, and icons to ensure their lesson plan is easy to understand at a glance.

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Elementary school lesson plans

When creating lesson plans for elementary school, you need to make sure that you have a good overview of many different subjects at the same time.

Having a clear, easy-to-follow elementary school lesson plan, like the examples below, is really important to ensure that all of your learning goals are met.

19. Break your elementary school lesson plans into daily and subject segments

Elementary school students often learn different topics and subjects at the same time, and it can be difficult to keep track of them. By creating a weekly lesson plan, you can ensure your students stay on track.

In this lesson plan template, subjects and activities have been spread across the days, with simple summaries of each section within the lesson plan.

20. Include sections of notes in your lesson plans

Planning a lesson is important, but thinking about a lesson is essential. Too often it can be easy to get bogged down in the next amount of planning, but it’s important to take the time to properly assess the flow of the lesson.

Adding notes sections to your lesson plans, like in this example weekly lesson plan, is a great way to remind yourself to review along the way.

Evaluating yourself and your teaching can be a daunting task. The application of different evaluation strategies, e.g. B. a SWOT analysis, is an easy way to focus your reviews.

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Middle school lesson plans

Middle school is a ebb and flow of time for many learners. Skills they learn in middle school carry them through life, and carrying them can be a tremendous burden. But teaching middle school can also be incredibly rewarding.

In your middle school lesson plans, like the templates and examples below, it’s important to focus on success and simplicity.

21. Write what success looks like in your lesson plan

When teaching, the end goal is often not just for students to get the right answer, but to understand the process to get there. By planning your lessons with this mentality in mind, you can ensure that your students are learning effectively and that you are maximizing your lesson impact.

Add a section to your lesson plans about what success looks like for you and your students, like in the middle school lesson plan template:

22. Color code your lesson plan for easy use

Colors can be a great differentiator for content, and color-coding your lesson plans is a great way to highlight information. In this example lesson plan, each day is a different color, making planning and reporting much easier.

Related Reading: What Disney Villains Can Tell Us About Color Psychology

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High school lesson plans

High school classes are the ideal time to prepare your students for lifelong success. Ensuring that your high school lesson plans are impact-effective and skill-building is one way to provide the best education for your learners.

23. Include competency indicators in your high school lesson plans

In high school, lesson plans tend to be more advanced. In the sample high school lesson plan below, the teacher has included a section for ability indicators.

Proficiency indicators are a great way to measure your students’ understanding of a topic and can be used to support your planning and teaching. Add two or three ability indicators to your lesson plans to ensure you can identify which students may need additional support from you as they teach.

You can also return to the Math Lesson Plans section for more ideas on high school lesson plan templates.

Remember how we mentioned incorporating schedules into your lesson plan? Well, for a high school lesson plan, you can include a timeline template like this to make sure your students understand all the dates needed for their school project:

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eLearning Lesson Plans

eLearning, distance education, remote learning, digital learning. Whatever you teach, teaching outside of a classroom brings its own unique set of challenges.

It can be difficult to engage learners behind a screen or create lessons that can exist outside of a traditional classroom setting. But proper eLearning lesson plans can help you navigate non-traditional learning environments.

24. Break down your eLearning lesson plan into activities or topics

With so many people making the move to remote or digital learning, it can be difficult to keep track of all your individual subjects. Creating an e-learning lesson plan that is broken down into smaller sections and has space for each topic is an easy way to keep learning on track.

In this eLearning lesson plan, sample topics are color coded and broken into small blocks.

For more example e-learning lesson plans, see this post on course design templates.

Looking for more eLearning resources?

25. Use a daily schedule when learning remotely

Learning remotely can be a big adjustment for both teachers and students. One way to keep your learning on track is with an easy-to-follow daily schedule. Using a daily schedule as a lesson plan, like the example below, is one way to maintain a routine during difficult times.

Not only can you plan within your lesson plan, but you can also create a calendar to keep your students on track.

26. Make time for creativity and fun in your lesson plans

One of the greatest advantages of eLearning, distance learning and digital learning is that it allows you to go beyond the confines of a traditional classroom.

Giving students the opportunity to explore topics creatively can be a way to keep your learners motivated during difficult times. Each student has a different learning style, and by planning structured creative learning activities, you can ensure your entire class has opportunities to thrive.

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Simple Lesson Plans

Sometimes simple is best—especially when it comes to lesson planning. When you’re panicking in the middle of a lesson, having a simple and straightforward lesson plan to take a quick look at can be invaluable.

27. Keep your stressful lesson plan simple

When performing under pressure, staying simple is usually the best option. Using a clean and modern lesson plan design is one way to ensure you can focus on what matters most: teaching.

But simple doesn’t have to mean boring. Using good design principles and following a graphic design trend or two means your simple lesson plan template can still look elegant.

28. Use a symbol to distinguish the different lesson plans for subjects

Icons are an easy way to differentiate your lesson plans by subject or topic. The following example lesson plan uses a large book icon at the top of the page to give you a quick indication that this is an English lesson plan.

You could use an icon for each subject you teach or use icons to tell a story. You can even replace the icon with a photo of your lesson materials!

29. Use an action plan approach to your lesson planning

In the example of a simple lesson plan, the tasks in the lesson plan have been labeled as “Action Plan”. By keeping the design of the lesson plan simple, the focus is really on the content of the lesson plan.

Creating an action plan while teaching your lessons is a great mindset for creating engaging lessons and proactive teaching.

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Frequently asked questions about the lesson plan

How to write a lesson plan

When writing a lesson plan, start by outlining the learning objectives—what you want your students to take away from the session and work backwards. By focusing on the end goal, you can plan activities that will help your students be successful in the classroom.

Once you have set the goals, you can start planning the specific activities you want to include in the lesson or course. Use a top-down method: at the course level, plan out the lessons you want to include, and then dig deeper and think about the activities you want to include in each lesson.

Then you should work on the exercises or projects you want your students to take on. These should serve two important purposes: to enable students to apply what they have learned in class, and to allow you, the teacher, to assess students’ understanding of the materials. Think about how best to involve students and make sure to include a variety of these activities, such as quizzes, group discussions, group projects, etc., in addition to quizzes or exams.

Once you have all of this written down, you can also start arranging all of the lessons and activities in a meaningful and logical order. This also applies to the activities within a single lesson. Answer these questions:

How much time do you have for the entire lesson?

What would you like to start and end the lesson with?

How much time do you have for each activity?

If you still have time after completing all activities, what do you plan to do?

If you run out of time, what activities do you plan to stop?

What are the 5 parts of a lesson plan?

The five parts of a lesson plan are: warm-up, introduction, skill building, cool-down, and reflection.

What types of lesson plans are there?

There are many different types of lesson plans including: Daily Lesson Plans, Weekly Lesson Plans, Unit Lesson Plans, Theme or Subject Lesson Plans, eLearning Lesson Plans. You can also create lesson plans for different educational levels, study times, or based on learners’ abilities.

In Summary: Use a lesson plan template to write an actionable and easy-to-understand lesson plan

Writing a lesson plan from scratch can be difficult, which is why Venngage has created tons of lesson plan templates that you can easily edit. You can also take inspiration from the various lesson plan examples in this post to customize your lesson plan template.

Just create a Venngage account, select the template you want, and start editing. Getting started is free.

“I think of the phrase ‘don’t put new wine in old bottles’ when I talk about innovation in education,” said Hyuk Jang, a language teacher from South Korea. “The world is changing. However, people still teach and learn in a way that was invented in the industrial revolution. That no longer works.”

“Innovation in education requires constant collaboration with peers — a complete overhaul of a teacher’s lesson plan at the last minute because there was something else he or she just had to try, a change in direction of a class because the students are the ones advance teaching,” said Jennifer Hesseltine, a US middle school history teacher from New York.

“Innovation in education is about more than just technology. It’s about how to use technology to empower students to become lifelong learners who become agents of change,” said Steven Sutantro, teacher in Jakarta Barat, Indonesia.

There is no single definition of innovation in education. One thing is certain: innovation has a very important place in education. The US Department of Education even has an Office for Innovation and Improvement.

What is innovation in education?

Many mistakenly believe that innovation has to do with the use of technology or new inventions. In Four Dimensions of Innovation in Education, Lars Esdal, Executive Director of Education Evolving, describes innovation in education as a new way of doing things. To do something differently, you have to develop an approach, a process, a product or a strategy.

Esdal explains that outdated thinking about how to run a school leads to underperformance in public education. “Learning experiences could be redesigned to be much more relevant to students’ interests and career paths, tailored to their inclinations and abilities, and responsive to their culture and identity,” he writes.

Innovation in education encourages teachers and students to explore, explore and use all the tools to discover something new. It involves a different way of looking at problems and solving them. The thought process involved helps students develop their creativity and problem-solving skills.

Innovation doesn’t mean creating something out of nothing. Like any good science project, it relies on exploring existing solutions to create a new hypothesis to test.

“Original research is critical to the overall success of our education system,” writes Vadim Polikov in Innovation in Education Is More than a New Approach. “I firmly believe that proving – or disproving – hypotheses with strong, rigorous research is the best way to advance education.”

Innovation improves education because it forces students to use higher levels of thinking to solve problems.

Examples of innovation in education

Innovation involves finding better ways to do things and new ways of looking at problems. ESchool News tells the story of students building recycling bins to support sustainability. Students didn’t just build trash cans.

They identified problems with the waste management program, researched solutions, and created a promotional plan to promote their solution using other areas of the school, such as robotics and broadcasting.

Applying project-based learning is another approach to fostering innovation and creative thinking. Rather than working on a single project in a math class, project-based learning combines multiple disciplines into one project. It promotes active and deep learning.

A teacher built Lois Lowry’s The Giver into a unit, complete with a test, written assignments about the book, and a project. Amber Chandler describes the project in Build Your Own Utopia: The Giver PBL Unit. In the project, students create their own utopian community and try to persuade other students to move there.

This project involves shaping the community, creating a system of government and education, describing its neighborhoods, outlining employment, deciding the climate for the community, and identifying technology views.

It combines all disciplines: writing, mathematics, social studies, science and art. The students think through everything that is needed to build a city or a country. They learn about their current government and their communities by contrasting them with the ideal society they are creating.

Promoting innovation in schools

Principals do not want to make innovation compulsory. “Policy should create opportunities and incentives for people to create different and better learning experiences, but not demand them,” writes Lars Esdal.

Rather than simply teaching ABCs and 123, innovation goes beyond the basics by combining a variety of disciplines to arrive at a new or different result. Basic knowledge is a starting point. Students use knowledge and concepts to find solutions by exploring until they find the best answers.

How can school leaders learn to integrate innovation and technology without imposing it? Some universities offer courses on innovation in their online MS Ed. in educational leadership programs as part of the core curriculum. Just as project-based learning focuses on the whole child by combining disciplines, Innovative School Leadership teaches students to implement systems that lead to innovation.

This quote from poet William Butler Yeats is a fitting parallel to the role of innovation in education: “Education should not be the filling of a bucket, but the kindling of a fire.”

Learn more about Northwest Missouri State University’s online MS-Ed. in the “Educational Leadership” program.

Sources:

MiddleWeb: Build your own utopia: PBL unit “The Giver”.

eSchool News: Five examples of innovation in schools today

Education week: Four dimensions of innovation in education

Getting Smart: Innovation in education is more than a new approach

Do you have a question or concern about this item? Please contact us.

Make skills just as important as knowledge. Innovation and 21st century skills are closely related. Select multiple 21st century skills such as: B. Collaboration or critical thinking that you want to focus on throughout the year. Incorporate them into the lesson. Use detailed rubrics to assess and grade skills.

Form teams, not groups. Innovation now comes from teams and networks – and we can teach students to work collectively and become better collective thinkers. Group work is common, but teamwork is rare. Some tips: use specific methods to form teams; assess teamwork and work ethic; Facilitate high-quality interaction through logs and critiques; teach the cycle of repetition; and expect students to reflect critically on both work in progress and final products. Peer collaboration sections can be found in these free PBL tools.

Use thinking tools. There are hundreds of interesting, thought-provoking tools to think through problems, share insights, find solutions, and encourage divergent solutions. Use Big Think Tools or the Visible Thinking Routines developed in Harvard Project Zero.

Use creativity tools. Industry uses a range of innovative tools to stimulate creativity and innovation. As described in books like Gamestorming or Beyond Words, the tools include playful games and visual exercises that can be easily used in the classroom.

reward discovery. Innovation is strongly discouraged by our scoring system, which rewards mastery of known information. Increase the reward system by using rubrics with an empty column to recognize and reward innovation and creativity. I call it the breakthrough column. All of the rubrics in the PBL Tools section of my site have a Breakthrough column.

Make reflection a part of the lesson. Due to the need for reporting, there is a tendency to quickly advance from the last chapter and begin the next chapter. But reflection is necessary to anchor learning and stimulate deeper thinking and understanding. There is no innovation without brooding.

Be innovative yourself. That’s the key, because innovation requires a willingness to fail, a focus on fuzzy outcomes rather than standardized measures, and the courage to defy the system’s emphasis on rigid accountability. But the reward is a kind of liberating creativity that makes teaching exciting and fun, engages students, and—most importantly—helps students find the passion and resources needed to build better lives for themselves and for others to shape others.

This post originally appeared on ThomMarkham’s blog.Thom Markham, Ph.D., is a psychologist and school transformation consultant who helps teachers design high-quality, rigorous projects that integrate 21st-century skills and youth development principles. He is also the author of the Project Based Learning Design and Coaching Guide: Expert tools for innovation and research for k-12 teachers.

I was intrigued when my co-teacher suggested using Da Vinci notebooks in our 2nd grade classroom. The idea was simple: Students keep notebooks, regardless of subject, in which they can try out creative exercises and pursue personal passions. I ordered a stack of bound notebooks for the occasion.

Within a week, the results amazed me. Whenever a student’s thinking deviated from our lesson goals, or their question flashed with the spark of potential new interest, we sent them to their Da Vinci notebook. “Write it down!” – a refrain sung countless times a day. One day we did a “100 Questions Challenge” inspired by Michael Gelb’s book How to Think Like Leonardo Da Vinci. The Goal: Write 100 questions in one sitting about anything. The second graders asked questions like: How does your brain work? why do we have music Do tiny people live off atoms? Why am I not a tiger? How do keys open door locks? Why do things have to die? Why did Beethoven write an Ode to Joy if he was so grumpy? Why aren’t all cars electric?

At the end of the year, the Da Vinci notebooks were delightfully full. A second year student had designed and sketched a fleet of zombie apocalypse vehicles. Another wrote poem after poem, practicing techniques she learned earlier in the week. Another made insightful notes about her daily observations in our classroom. Despite many trips between home and school, only one child lost their notebook throughout the year – no small feat for a 7-year-old.

Da Vinci notebooks weren’t just for students. We teachers kept them too. We meddled in the creative chaos with our students, logging our own oddities and passions. As I scribbled poetry, sketched the plants on my desk, and wrote down questions about who invented the fountain pen, I re-immersed myself in the joy of learning. I believe the notebook has made me a more dedicated teacher, especially on challenging days. There’s no way to know for sure what impact these notebooks had. But Da Vinci’s creative attitude was beginning to take hold in our classroom—our students and us as educators.

Creativity is often given lip service, but in reality most schools are currently experiencing a ‘creativity gap’ – with significantly more creative activities outside of school. Numerous psychologists argue that creativity is not just an asset or supplement in the classroom: it is a definable, measurable set of psychological skills that enhance learning and will be necessary in the 21st century workplace.

Do your students regularly show and develop their creativity in your classroom?

Are you in touch with your own creativity as a teacher?

Here are some steps you can take to start thinking — and some strategies you could try.

Why schools need to prioritize creativity

An accepted definition of creativity is the development of a new product that is both novel and suited to a specific scenario. (A product can be an idea, a work of art, an invention, or a task in your classroom.) There isn’t just one way for a person to “be creative,” or a set of traits that define “the” creative person . Instead, many experts view creativity as a set of skills and attitudes that everyone is capable of: tolerating ambiguity, redefining old problems, finding new problems to solve, taking reasonable risks, and following an inner passion.

Some researchers distinguish between several stages of creativity. Most people are familiar with “Big C” creativity: rare ideas from extraordinary people, like Leonardo Da Vinci’s Mona Lisa or Einstein’s paradigm-shifting theories of theoretical physics. But there are also everyday forms of creativity: “mini-c” creativity, when a person learns something new and their understanding of the world changes, and “little-c” creativity, when a person’s life is immersed in everyday creative thoughts and actions is embedded.

It can also be instructive to think about what creativity is not:

Only for artists, writers and painters. It’s an attitude and way of solving problems that applies to everything from engineering to biology to business. Necessarily a consequence or sign of mental illness. While there may be connections between creativity in individuals with certain disorders, beware of anecdotal tales of deafening artists and hot-headed scientists. A fixed quality that only some people possess. Same as IQ. Even students who are not intellectually “gifted” can be very creative. Beyond measurement. While no single test is perfect, there are many ways to assess (and improve) creativity.

Many experts in psychology and education argue that creativity skills are psychological skills required for success in school and in the future workplace. As such, schools have a duty to teach and value them. A 2010 survey found that over 1,500 executives value creativity as the most important business skill in the modern world. In a knowledge economy where routine tasks can be done by machines and almost all information is available with a click, students must be willing to learn independently and constantly adapt, innovate and solve problems creatively in the workplace.

Creativity also directly improves learning by increasing motivation, deepening understanding and promoting enjoyment. Intrinsic motivation is essential to the creative process—and relies on students pursuing meaningful goals. Create is at the top of Bloom’s taxonomy for a reason: By recognizing broader patterns and connecting materials across academic disciplines, creative thinking can facilitate deeper cross-curricular learning. As Alane Jordan Starko points out in the book Creativity in the Classroom, the strategies that support creativity—problem solving, exploring multiple options, and learning to investigate—also support depth of understanding.

Robert Sternberg has argued that creativity can predict college success beyond what we get from standardized test scores: In a study of students who completed the GRE, higher scores correlated with higher creativity. Beyond academic achievement, creativity can make learning more enjoyable—leading to joy and positive emotional engagement in students. (Note what Jonathan Plucker, a professor at the Johns Hopkins School of Education, calls the “Listerine” approach to education – that “serious and boring” is the only path to productive learning.)

Develop your students’ creativity in the classroom

Creativity requires a safe environment in which to play, exercise autonomy and take risks. As teachers, it’s up to us to create that kind of supportive classroom. Here are some suggestions from psychologists and educators on how to develop and encourage creativity in your students:

Create a compassionate, accepting environment. Because creativity requires getting on your feet, students need to trust that they can make a mistake in front of you.

Because creativity requires getting on your feet, students need to trust that they can make a mistake in front of you. Be present with students’ ideas. Have more impromptu conversations with students. Find out what their passions are and incorporate them into your approach.

Have more impromptu conversations with students. Find out what their passions are and incorporate them into your approach. promote autonomy. Don’t let yourself be the arbiter of what “good” work is. Instead, provide feedback that encourages self-assessment and independence.

Don’t let yourself be the arbiter of what “good” work is. Instead, provide feedback that encourages self-assessment and independence. Reframe tasks to encourage creative thinking. Try adding words like “create”, “design”, “invent”, “imagine”, “assume” to your assignments. Adding instructions like “Come up with as many solutions as possible” or “Be creative!” can increase creative output.

Try adding words like “create”, “design”, “invent”, “imagine”, “assume” to your assignments. Adding instructions like “Come up with as many solutions as possible” or “Be creative!” can increase creative output. Give students direct feedback on their creativity. Many students don’t realize how creative they are, or receive feedback that helps them integrate “creative” into their self-concept. Explore the idea of ​​“creative competence” alongside traditional academic competences in literacy and mathematics. When we rate something, we appreciate it! Creating a self-image that includes creativity.

Many students don’t realize how creative they are, or receive feedback that helps them integrate “creative” into their self-concept. Explore the idea of ​​“creative competence” alongside traditional academic competences in literacy and mathematics. When we rate something, we appreciate it! Creating a self-image that includes creativity. Help students recognize when it is appropriate to be creative. For example, help them see the contexts where creativity is more or less helpful – in a group project with little effort compared to a standardized state assessment.

For example, help them see the contexts where creativity is more or less helpful – in a group project with little effort compared to a standardized state assessment. Use creative teaching strategies, models, and methods in a variety of areas as much as possible. Show students creativity in the way you speak and act. For example, you could say, “I’ve been thinking of three ways to introduce this lesson. I’ll show you 2, then you’ll think of a 3rd’, or show them a personal project you’ve been working on.

as much as possible in a variety of areas. Show students creativity in the way you speak and act. For example, you could say, “I’ve been thinking of three ways to introduce this lesson. I’ll show you 2, then you’ll think of a 3rd’, or show them a personal project you’ve been working on. Channel the creativity impulses in “misconduct”. For students who are often disruptive, see if you notice creativity in their behavior. Perhaps this originality could be channeled in other ways?

For students who are often disruptive, see if you notice creativity in their behavior. Perhaps this originality could be channeled in other ways? Protect and support your students’ intrinsic motivation. Intrinsic motivation promotes creativity. Multiple studies have shown that relying on classroom rewards and incentives can erode intrinsic motivation to complete a task — an effect known as “overjustification.” To avoid this, Beth Hennessey, a professor of psychology at Wellesley College, suggests that educators should try to limit competition and comparison with others and instead focus on self-improvement. Experiment with supervising students less as they work, and provide opportunities for them to pursue their passion when you can.

Intrinsic motivation promotes creativity. Multiple studies have shown that relying on classroom rewards and incentives can erode intrinsic motivation to complete a task — an effect known as “overjustification.” To avoid this, Beth Hennessey, a professor of psychology at Wellesley College, suggests that educators should try to limit competition and comparison with others and instead focus on self-improvement. Experiment with supervising students less as they work, and provide opportunities for them to pursue their passion when you can. Help students understand that creativity takes effort. The creative process is not a simple “aha” that strikes without warning. Explain to students that truly creative people need to imagine, struggle, and reinvent while working on a project.

The creative process is not a simple “aha” that strikes without warning. Explain to students that truly creative people need to imagine, struggle, and reinvent while working on a project. Discuss creativity myths and stereotypes explicitly with your students. Help them understand what creativity is and isn’t, and how to spot it in the world around them.

Help them understand what creativity is and isn’t, and how to spot it in the world around them. Experiment with activities that allow students to practice creative thinking. Many teachers have suggestions for creative activities that they’ve tried as warm-ups or quick breaks. “Droodles,” or visual puzzles, are simple line drawings that have a variety of different interpretations and can encourage divergent thinking. “Quickwrites” and “Freewrites” can help students let go of their internal censorship. As part of reviewing material, you could have children use concept caricatures or draw/design/paint visual metaphors to capture the essence of complex academic information.

Teacher: Develop and encourage your own creativity

As creativity researchers Scott Barry Kaufman and Carolyn Gregoire write in their book Wired to Create, “Creativity isn’t just about innovating or making art—it’s about living creatively. We can approach every situation in life with a creative spirit.” Teaching is a creative profession through and through.

Teachers who can model creative ways of thinking, engage with content through play, and express their ideas will produce creative students. Students need to see teachers who have passions, whether it’s drawing, math, painting, biology, music, politics, or theater. This contagion of passion and positive emotions is a breeding ground for creative thinking. Creatively fulfilled teachers can also be happier teachers. A study in the Journal of Positive Psychology suggests that engaging in a creative activity — doodling, playing a musical instrument, knitting, designing — just once a day can put you in a more positive state of mind. This positive state of mind will support you and carry over to your students.

Here are some ways teachers can develop and encourage their own creativity:

Be aware of your own limiting misconceptions about creativity. Examine your own attitude towards creativity and help yourself grow by thinking about alternative solutions.

Examine your own attitude towards creativity and help yourself grow by thinking about alternative solutions. Experiment with new teaching methods in the classroom – could you try a new arts integration lesson you’ve always dreaded? How about a new hands-on STEM investigation?

– Could you try a new arts integration lesson you’ve always dreaded? How about a new hands-on STEM investigation? Take the risk of expressing your creative side. I often scribble something on the board to attract attention or to deliver the morning message. Having a meerkat or a dragon telling the students to put their backpacks away is a lot more fun, and it’s a chance for me to challenge myself artistically every day.

I often scribble something on the board to attract attention or to deliver the morning message. Having a meerkat or a dragon telling the students to put their backpacks away is a lot more fun, and it’s a chance for me to challenge myself artistically every day. Treat lesson planning for the creative exercise it is. Every day you face new constraints in the form of the needs and preferences of each learner in your classroom. Did you hear your students discussing a certain topic during recess or in the hallway? Have you noticed that their attention is focused on a specific new gadget, fad, or current event topic? Find a way to incorporate it into a lesson.

Every day you face new constraints in the form of the needs and preferences of each learner in your classroom. Did you hear your students discussing a certain topic during recess or in the hallway? Have you noticed that their attention is focused on a specific new gadget, fad, or current event topic? Find a way to incorporate it into a lesson. Develop personal creative rituals. In her classic 1992 book on developing personal creativity, The Artist’s Way, Julia Cameron writes of the “artist get-together”: “A block of time, maybe two hours a week, dedicated specifically to tapping into your creative awareness, your inner artist support financially. ” As Cameron puts it: “The artist date is an outing, a play date that you plan in advance and defend against all intruders. … A visit to a great junk shop, a solo trip to the beach, a trip to an old movie together, a visit to an aquarium or an art gallery – it takes time, not money. Remember, it is the commitment of time that is sacred.”

In her classic 1992 book on developing personal creativity, The Artist’s Way, Julia Cameron writes of the “artist get-together”: “A block of time, maybe two hours a week, dedicated specifically to tapping into your creative awareness, your inner artist support financially. ” As Cameron puts it: “The artist date is an outing, a play date that you plan in advance and defend against all intruders. … A visit to a great junk shop, a solo trip to the beach, a trip to an old movie together, a visit to an aquarium or an art gallery – it takes time, not money. Remember, it’s the commitment of time that is sacred.” Try meditation practices that encourage creative thinking, such as B. Open Monitoring Meditation. One study found that those who practiced focused attention meditation performed better on a convergent thinking test, while those who practiced open-surveillance meditation performed better on a divergent thinking test.

like “open monitoring” meditation. One study found that those who practiced focused attention meditation performed better on a convergent thinking test, while those who practiced open-surveillance meditation performed better on a divergent thinking test. seek solitude. Spending time in solitude is important to nurture your creativity. Take some time to be alone, away from the distractions of technology and others who may be relying on you.

Spending time in solitude is important to nurture your creativity. Take some time to be alone, away from the distractions of technology and others who may be relying on you. Travel . One study found that cross-cultural experiences can increase measures of creative thinking.

. One study found that cross-cultural experiences can increase measures of creative thinking. Change your daily routines. Challenge your conventional ways of thinking by taking a different route to work, listening to a new genre of music, going to a museum, and seeing an art style you’re unfamiliar with. Changing your environment and breaking out of familiar thoughts can throw your mind out of its rut.

Challenge your conventional ways of thinking by taking a different route to work, listening to a new genre of music, going to a museum, and seeing an art style you’re unfamiliar with. Changing your environment and breaking out of familiar thoughts can throw your mind out of its rut. Embrace ambiguity. You probably teach your students to accept mistakes, take risks, and learn from mistakes. See your own teaching as an extension of the same process. Embrace the gray areas, the ambiguities. “Tolerance for ambiguity” is a key component of creativity.

Another teacher at my school also used Da Vinci notebooks in his 4th grade classroom, and we eagerly traded stories. As I flipped through his class’s answers to the 100 question challenge, I saw thoughts like: Why are we sleeping? When will the world end? Why are we addicted to sweets? How was Morse code invented? Why did we invent schools? How does poison kill you? why do we love

One question caught my eye: “Why don’t woodpeckers get brain damage?” I smiled at the creative coincidence. Perhaps da Vinci asked himself the same thing in his notebook centuries ago.

For more tips and resources on bringing creativity into your classroom, see the APA Teacher Professional Development Module, Creativity in the Classroom.