Table of Contents
Section 1: Introduction to Lesson Planning
Section 2: Pre-Instructional Planning
Section 3: The Instructional Sequence
Section 4: Post-Instructional Assessment/Reflection
Section 5: Co-Teaching Models
Section 6: References
Section 7: Appendices
Acknowledgments
The University of Northwestern School of Education expresses its appreciation to the faculty members listed below who served on the Lesson Planning Handbook Task Force between spring and summer 2013. The professional work of this committee followed work completed by the Lesson Plan Revision Task Force during the spring and summer of 2012. Discussions across the UNW – SP School of Education based on current research, Minnesota Board of Teaching requirements, and components of teacher performance assessment culminated in the development of this handbook which serves as a resource for teacher education students, faculty, and university supervisors of field experiences.
2012 DEPARTMENT OF EDUCATION LESSON PLAN TASK FORCE MEMBERS
Dr. Lara Bronson, Instructor of Education
Dr. Teresa Gonske, Associate Professor of Mathematics Education
Dr. Amy Nelson, Assistant Professor of Education
Dr. Feng-Ling Margaret Johnson, Professor of ESL Education and Linguistics
Dr. Susan Johnson, Department of Education Chair & Professor of Elementary Education
Dr. Wendy Richards, Associate Professor of Education
Dr. Pamela Solvie, Associate Professor of Early Childhood Education
2013 DEPARTMENT OF EDUCATION LESSON PLANNING HANDBOOK TASK FORCE MEMBERS
Dr. Yvonne R.B. Banks, Professor of Education
Dr.Lara Bronson, Instructor of Education
Dr. Teresa Gonske, Associate Professor of Mathematics Education
Dr. Feng-Ling Margaret Johnson, Professor of ESL Education and Linguistics
Dr. Susan Johnson, Department of Education Chair & Professor of Elementary Education
Dr. Pamela Solvie, Associate Professor of Early Childhood Education
2015 SCHOOL OF EDUCATION LESSON PLANNING HANDBOOK REVISIONS
Revisions were made in June of 2015 and again in April 2017 to ensure the Lesson Planning Handbook addresses current expectations for preservice teachers. References to current research were also included throughout the text of the document.
The School of Education expresses its ongoing appreciation to the following individuals, who provided technical support to the project including:
Ms. Leslye Ashwood, Administrative Assistant for Student Teaching
Ms. E. Kathleen Quinley, Administrative Assistant for Education
Ms. Rebecca Belz, Administrative Assistant (2017)