Structured Learning

At the Baltimore Wisdom Project (which is one of two divisions of a 501(c)(3) nonprofit organization called Wisdom Projects, Inc.), we carefully plan individual educational and health activities to ensure maximum impact within an overall curriculum. This requires detailed attention to lesson planning for each part of learning experiences. This document overviews our approach to lesson planning.

Even though our procedures include an additional holistic outcome, our approach aligns with national and local standards for the formulation of learning objectives. These guidelines apply to both Pre-K-through-grade-12 and adult learners. The exactitude of our planning helps us “think-on-our-feet,” as the saying goes, and be flexible on the day of our teaching within a pre-determined structure.

Big Picture

An individual lesson plan for a specific time-period is just one part of the big picture of curricular outcomes. If she asks you to do so, please work with the CEO and lead teacher to understand the larger curriculum.

Imperatives

A lesson plan is about what learners will gain and what they will do.

A lesson plan is not about how the teacher will teach, which is called “instructional delivery.”

After you have planned the lesson, keep these reflections in mind when working on instructional delivery.

Instructional Delivery

Rather than merely lecturing, create interactive learning experiences in which you connect with learners on intellectual, emotional, and social levels.

Clearly state the learning objective at the beginning of the lesson.

Return to the learning objective at the end of the lesson and ask how the learners achieved the objective. Or clearly state that you will be continuing to achieve the objective in another lesson.

Prompt lively discussion.

Devise illustrative, hands-on learning experiences.

Ask open-ended questions that stimulate inquiry and inquisitiveness.

Listen patiently to responses and questions.

Avoid over-correcting.

Avoid shaming and blaming learners.

Be affirming and peaceful.

We value mindfulness, but let the CEO and lead teacher do the main, bona fide mindfulness activities with learners. Stick to work that reflects your training, your specific lesson, and what you are charged to do.

Guiding Imperatives

Remember our organization’s guiding imperatives:

Listen before labeling.
Connect before correcting.
Respond before reacting.
Consult before critiquing.
Peace not violence.
Go inward before going outward.
Circle before boxing.
Open arms not closed fists.
Empathy, care, and sensitivity for everyone everywhere always.

Behavioral Management

During the learning session, when working with youth, we avoid negative yelling and toxic engagement.

We do project our voices in a commanding, supportive manner and we foster an environment of accountability, responsibility, love, safety, and respect.

We call the affirmative, non-toxic projection of our voices, going “big time.”

Our organization values using the following antiphonal “big time” vocal structures in American English language to call learners to order if they become boisterous.

On first mention, prompt the youth by saying, “If I say _____, then you say, _____.” Then vocalize these antiphonal chants:

Teacher: Bring it!
Learners: Back!

Teacher: Power!
Learners: Up!

Teacher: Let it!
Learners: Go!

Teacher: Listen!
Learners: Up!

Teacher: Gentle!
Learners: Now!

Teacher: Take your!
Learners: Time!

Teacher: Love your!
Learners: Neighborhood!

Teacher: We!
Learners: Got this!

Set-up

Whether teaching in-person, online, or in hybrid arrangements, the set-up of the learning space is critical to the impact of the lesson.

Arrive early and make sure that the in-person and/or online set up meets the needs and expectations of the learning experience.

For example, when teaching online, ensure that your environment is free of inappropriate objects within the background; ensure that you can be seen clearly with the best lighting possible; and ensure that your webcam is well-positioned.

When teaching in-person, the set-up of the learning equipment (like chairs, a projector, a screen, and teaching materials) must be carefully prepared.

Timing

Timing is important.

Do not do too much or too little.

Do only what is required in order for the learning experience to be substantial within a specific time frame.

Take in mind that behavioral management (also called classroom management) may take time when working with youth and you must give yourself time to call the proceedings to order as well as work through the learning content.

Objectives

A learning objective is what the teacher wants the learner to have achieved by the end of the lesson.

Objectives are different from learning activities.

Use the BWP McKim Lesson Planning Template (we will give this to you) to write out your lesson.

Refer to the Sample BWP Lesson for McKim to help you prepare your own lesson plan.

Carefully write your lesson's objective in the required areas on the lesson planning template.

Again, during the class session, clearly state the learning objective at the beginning of the lesson.

Then return to the learning objective at the end of the lesson and ask how the learners achieved the objective. Or clearly state that you will be continuing to achieve the objective in another lesson.

Create objectives that are SMART (Specific, Measurable, Attainable, Relative and Timely).

Good objectives are statements that have the following components:

An action verb.
A noun or noun phrase that articulates what will be learned.
A word or phrase that indicates the level or kind of learning.
Context that explains the learning situation.

Use one of the action verbs from the list on the next page.

Example of a learning objective:

At the end of the lesson on sustainable agriculture, learners will be able to construct the soil base for their terrariums after foraging for plant matter to recognize and practice their own capacity to develop indoor, urban growing techniques.

Sample verbs for lesson planning.