By Kathy Steele, Administrator
Lesson planning is an essential part of teaching. Preparing an in-service on lesson planning is not difficult and can bring consistency to the work. The key is for teachers to know what is expected. How do the pieces fit together? What details need to be included? What do I do with the lesson plans when they are finished? As the director of your school, you can and should have definite expectations concerning lesson plans. Begin by asking yourself these questions:
Q: What time span should be covered in the lesson plans, and when do I as the director need to see them?
A: Do you want the plans to cover one week, one month, one day? Decide how far in advance the lesson plans need to be completed so that you will be able to see and approve them before they are used.
Q: How do I decide what needs to be included?
As the director of your school, you can and should have definite expectations concerning lesson plans.
A: Ask yourself what information you want to see. Be specific and detailed in asking yourself questions such as, Do I want the lesson plan to follow the daily time schedule of the class? Or should it be a separate piece of information on a separate sheet of paper in a separate place on the classroom’s parent information board? Other questions may include: How about the Bible memory verse? Should it be written out? Does it need to include the reference? Should the reference be abbreviated or spelled out? Do you want the teacher to plan the stories to be read aloud to the class and include those titles on the plan? What about the theme of the week? Where will that be noted? Do you want it written out on the lesson plan? Once you decide what you really expect or need to see, you will have a measuring tool to use in evaluating each teacher’s plans.
Q: What other activities may need defining?
A: Do you want to know what type of blocks will be used in the block center? Do you want to know what Bible story will be shared each day? Do you want to know what vocabulary words will be discussed and experienced? Do you want to know what large- or small-muscle skills will be the focus, and how they will be included? What else will the children do in the course of the day? Do you want those activities in the plans, and if so, what type of detail should be included?
Q: How do I know I haven’t missed something important?
A: ASK! Talk to other directors. Talk to experienced teachers who have been preparing lesson plans for years. Go to the local teacher resource store or your public library and look at books that include lesson plans. Read your state’s licensing rules to see what information is required to be posted.
Q: What do I do after making these decisions?
A: You need to make a model. If you are going to ask your teachers to do this, you need to know it can be done! Your model is likely to come from something you have seen in your time of investigation, or something you have used yourself. You can use blank lesson planning books from the teacher supply store or computer-generated forms—my personal choice.
Q: When my model is ready, how do I present it to my teachers as an in-service?
Start with God's word. There are many Scriptures that teach us the importance of knowing where we are going.
A: Make it fun! Start the in-service with God’s word. There are many Scriptures that teach us the importance of knowing where we are going. Preparing lesson plans is no different from anything else we do. We either do our best for Him, or we’re spinning our wheels. Have the staff find their own Scriptures, but have your list ready to help them. Spend a few minutes sharing the Scriptures they find. If the group is large, divide them into teams. Each person can share a verse with the team, and the team can decide which verse to present to the whole group.
Next, present your model, giving one copy to each person or displaying it with an overhead projector. As each section is shown, besure to answer pertinent questions. Share the resources you used to choose your activities.
Once you feel that the model has been presented adequately, give each teacher a blank form. If your group is small, complete it together. If the group is large, divide into teams. Each team can work on a different theme, or the whole group can do the same one and then compare the results. Encourage your teachers to utilize resource materials you have gathered. If using the team idea, be sure to leave time for each team to present their completed plan to the rest. This sharing will provide an important opportunity for you to reinforce the key requirements.
Finally, give each teacher one more blank form to complete. Each teacher can complete a plan and return it to you later. Or, if you are willing to spend significant quality time on the subject, dismiss the group to reconvene at your local public library. At a prearranged meeting, have a library representative show them what early childhood resources are available and where they are located.
Q: Have I missed anything?
A: Lesson planning is only a piece of the curriculum. Corresponding in-services may be necessary for finding and implementing appropriate materials and activities. Ideas may include early childhood biblical integration, theme-related books, art, music and movement activities, and life skills development.
Q: Any last advice?
A: Have fun!
Staff Training: In-Service on Lesson Planning 1.3