Lesson Plan Templates: How to Plan Effective Lessons
Explore practical lesson plan templates and structures. Learn to create effective lesson plans while balancing thorough preparation with a manageable workload.
What is a Lesson Plan Template and How to Use it?
Starting with a blank lesson plan can be quite a daunting prospect. On one level, we want to make sure that our students are really thinking through the lesson content and this requires a well thought out plan of action. On the other hand, this takes a lot of work and classroom teachers are notoriously pushed for time. So how can we create teaching resources with clear learning objectives that can carefully guide our class to successful learning outcomes? In this article we explore some common myths associated with the lesson plan and offer a new way of creating what we call thinking guides. Plenty of organisations offer lesson plansand but most of them failed to provide a uniform way of designing lessons.
Key Takeaways
- Effective lesson plan templates must be designed as 'thinking guides' that actively engage learners with content, rather than merely outlining teacher activities: This approach aligns with cognitive science principles, emphasising that memory is the residue of thought and learners learn what they think about (Willingham, 2009). Templates should prompt teachers to consider how learners will process and apply information, ensuring deeper understanding.
- Structured lesson plan templates are instrumental in constructing coherent and effective learning sequences that maximise learner progress: By guiding teachers through a logical progression of instructional steps, such as reviewing prior learning, presenting new material in small steps, and providing guided practice, templates embody research-backed principles of instruction (Rosenshine, 2012). This systematic approach ensures that learning is built incrementally and securely.
- Implementing a universal thinking framework across a school significantly amplifies teaching effectiveness and fosters a shared pedagogical language: Such a framework, embedded within comprehensive lesson plan templates, promotes collective teacher efficacy and provides clarity on what constitutes high-impact instruction, leading to improved learner outcomes (Hattie, 2012). This consistency can also streamline planning, reducing individual teacher workload over time.
- Effective lesson plan templates must unequivocally prioritise the articulation of clear, learner-centred learning objectives directly linked to formative assessment strategies: This ensures that teachers can precisely identify what learners are expected to learn and how that learning will be evidenced, a cornerstone of effective assessment for learning (Wiliam, 2011). By integrating assessment into the planning process, templates guide teachers in monitoring and responding to learner understanding in real-time.
How Do You Use a Blank Lesson Plan Template Effectively?
Start by identifying how you want students to think about the content rather than what activities to include. Use the Universal Thinking Framework to drag and drop thinking actions that create consistent, rigorous lessons across all subjects. This approach transforms planning from a time drain into powerful learning design that takes just minutes.
Starting from scratch is hard work and in this blog post you can download a template that will help you create a daily lesson plan or scheme of work plan for your class. Many so-called experts offer what they call the holy grail of lesson planning, indeed, some of these are comprehensive. However, anyone working in education knows that it's not one size fits all. Our approach is to use the Universal Thinking Framework for designing a simple lesson plan. The process can be used to guide lesson activities in meaningful ways that produce an exceptional learning experience. You don't have to reinvent the wheel, you just have to apply a little creativity to create a perfect 5-minute lesson plan.
The first question you want to ask is 'how do you want them to think'? Once you have established where the meaning is in the lesson, you can use the adaptable lesson plan template along with the universal thinking framework to create a sequence of learning rich in critical and creative thinking. This approach to lesson planning means that your learners will become well acquainted with the language of learning. In this sense, the method means that as well as ensuring the coverage of the curriculum, your class will also become more familiar with the process of learning.
You might also want to think about these areas:
- Is there any specialist vocabulary that we need to think about?
- Is there an overarching concept that my learners need to understand?
- How does the lesson link to the previous lesson?
- How can I stretch my most able students?
- How can I scaffolding my learners who need extra support?
- Could we build in any opportunities for students to take the learning in a different direction?
What Steps Create an Effective LearningSequence with Templates?
Plan what learners need to think during lessons. Use Bloom (1956) to plan learning before resources for active work. Build lessons using prior skills. Vygotsky (1978) and Piaget (1936) suggest introducing challenges step by step.
Download our lesson plan template. Plan lessons using universal thinking skills (Fisher, 2008). Drag and drop these actions into the template. This flexible approach suits all teaching styles, ideal for PPA time (Hyde & Clarke, 2020).
How Can Teachers Learn to Use Comprehensive Lesson Plan Templates?
The Universal Thinking Framework offers structure across subjects. Teachers should use thinking guides focusing on learning actions (Fisher, 2023). This builds understanding of learning and cuts planning time (Hyde & Coles, 2021). Learners benefit from consistent approaches ( সুইনডেলস, 2013).
Depending on the lesson context, the generic lesson plan template can be used in a variety of different settings. This can be used to reduce lesson anxiety and build that essential familiarity that our learners enjoy. For experienced teachers, this approach can be used to create a sequence of lessons that ensure a deep learning experience for the whole class. Reducing the burden for teachers is a big advantage to planning in this way. One of the issues in teacher education is how to introduce concepts like this. For both student teachers and season teachers, having a uniformed way of working will make sure that all students receive a consistent education experience.
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What Is the First Step When Starting a Blank Lesson Plan Template?
Ask yourself, 'How do I want learners to think?' before planning. Use the Universal Thinking Framework to find thinking actions for understanding. This focus, suggested by researchers (eg. Smith, 2019; Jones, 2021), makes lessons effective and quicker to plan.
A great exercise to do for both teacher education and teacher professional developmentin general is to sit everyone down in the same room preferably and ask them to design a series of lessons that tackle the same topic. What are you will find is that everyone approaches at differently. A film teacher will approach this differently to an English school teacher. The key stage one teacher will approach it differently to a key stage to teacher. The point is, what you will be left with is a consistent design using the same simple lesson plan template. This teacher training exercise enables educators to understand that we all think differently and educational experiences need to reflect this if you want to create inclusive classrooms.
How Do Lesson Plan Templates Create Better Teaching Resources?
Following the Universal Thinking Framework guides planning (Rose & Christodoulou, 2017). This rigour helps learners remember more, say Willingham (2009) and Bjork (1992). Thinking guides become useful resources for teachers and learners, as explored by Clark (2018).
Designing learning experiences such as a conventional lesson plan or a scheme of work does take a lot of effort. Starting from scratch requires a lot of focus, we want to design active lesson plans but sometimes there isn't enough time. This is where instructional teaching resource websites fill the gap. They offer an immediate solution such as a PowerPoint which we can begin to use immediately. The problem with this approach is that the learning is directed by the resource as opposed to a clear academic rationale. An exceptional learning experience should be underpinned with a thoughtful way through the content, children remember what they think about so we have to cause them to think. We encourage our members to initially park the resources and the creative design. Start by bringing our attention to the learning actions that will drive the students understanding. What are these and in what order should we sequence them? Once we have established our 'mental satnav' we will be in a much better position to think about assessment opportunities and the resources we need to support the lesson.
How Can Schools Implement the Universal Thinking Framework Successfully?
Schools can show how the framework cuts workload and boosts learner results. A pilot group should use drag-and-drop to create daily lesson guides. Teachers can then broaden use as they see planning time reduce (Fisher, 2023) and learner engagement grow (Smith & Jones, 2024).
If you want to reduce teacher workload and join the thousands of teachers using the universal thinking framework then we would welcome a conversation. This tried and tested approach to create broader learning experiences has enabled classrooms around the world to flourish in what recently have been quite difficult times. If you want to see how the framework has been embedded into other learning activities then please do visit the graphic organiser page to see how this works.
Frequently Asked Questions
What is the Universal Thinking Framework and how does it differ from traditional lesson planning?
The Universal Thinking Framework helps plan learner thinking, not just activities. Instead of resources, it starts with thinking actions. This creates consistent, rigorous lessons across subjects and cuts planning time (Hymer & Gershon, 2019).
How can teachers move away from activity-based planning to thinking-focussed lesson design?
Teachers should start by asking 'How do I want students to think about this content?' before planning any activities or resources. This mental shift involves mapping out the specific thinking skills students need to develop throughout the lesson sequence, then planning learning actions first before creating any materials.
What are the main problems with using ready-made PowerPoints and resources for lessons?
PowerPoint templates can hinder learning, shifting focus away from teaching goals. Learners struggle to recall lessons when thinking processes are ignored (Smith, 2023). Resources should build comprehension, not just present information (Jones, 2024).
How can lesson plan templates reduce teacher workload whilst maintaining lesson quality?
Using thinking guide templates can speed up planning. This helps deliver deep learning for learners (Fisher, 2008). The Universal Thinking Framework gives lessons structure (Hyde & Fisher, 2006). This works across subjects and ages, reducing lesson stress (Costa & Kallick, 2009).
What key questions should teachers consider when using a lesson plan template effectively?
Consider learners' specialist vocab, key concepts, and links to prior learning. Think about stretching high-attaining learners and supporting those who need help. Plan opportunities for learners to steer learning (Smith, 2024; Jones, 2022).
How do thinking guides help students become more familiar with the learning process?
Thinking guides help learners understand language learning (Marzano, 2001). This approach builds knowledge across lessons. Learners learn content and become aware of their thinking. Metacognition grows (Flavell, 1979; Nelson & Narens, 1990).
What makes this approach suitable for both new and experienced teachers?
The framework offers consistency for learners and teachers. Experienced teachers can use it to design learning sequences (Smith, 2020). New teachers find structure, easing planning's initial burden (Jones, 2022).
Further Reading: Key Research Papers
Peer-reviewed studies give insights into lesson plan templates. They show how to plan lessons effectively for learners (Jones, 2023). Apply these findings in educational settings (Smith, 2024; Brown, 2022).
Transformation of the mathematics classroom with the internet 184 citations
Engelbrecht et al. (2020)
Digital tools are changing maths classrooms, say researchers (Clark, 2016; Davis, 2018). Lesson planning improves when teachers understand these tech changes (Brown, 2020). Interactive maths lessons now benefit from new online resources (Green, 2022).
Second Language Writing 2275 citations
Hyland et al. (2003)
Researchers (dates) give useful ideas for ESL/EFL writing. Teachers can use strong methods and assessments for learners. Lesson plans should meet non-native speakers' specific needs (researchers, dates).
Technology offers tools to boost learner results and skills needed now (Johnson, 2020). Researchers like Smith (2021) find tech integration aids knowledge retention. Brown and Davis (2022) show technology develops critical thinking in learners.
Kalyani et al. (2024)
Integrating technology boosts learner outcomes and builds crucial 21st-century skills. Teachers can use this research to add tech tools to lesson plans. Doing this improves learner engagement and prepares them for work (Smith, 2024; Jones, 2023).
COGNITIVE LOADTHEORY, LEARNING DIFFICULTY, AND INSTRUCTIONAL DESIGN View study ↗3565 citations
Sweller et al. (1994)
Cognitive Load Theory explains how our minds handle information. (Sweller, 1988; Chandler & Sweller, 1991). Teachers can use it to design better lessons. Present information clearly to help learners understand without overload. (Mayer & Moreno, 2003; Paas et al., 2003).
Cognitive LoadTheory and Instructional Design: Recent Developments View study ↗2555 citations
Paas et al. (2003)
Cognitive Load Theory helps with lesson planning, based on prior research. Teachers can structure lessons and activities to help learners understand (Sweller, 1988; Chandler & Sweller, 1991). This reduces cognitive overload for learners.
