# data[].attributes.body
Introduce being a person within the classroom. Showing kids that mistakes are made, modeling what you're instructing, and having the students teach what their learning is the most effective way to lead a classroom.

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How to Engage Students in the Classroom:

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How to Engage Students in the Classroom:

# data[].attributes.body
Your students are not engaged by things, rather than by the teacher that is instructing. Engaging students can be tough, but there are ways to maneuver around that. For example, you engage in their interests that can relate the student to the lesson.

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How do you create effective lesson plans? 

# data[].attributes.subject
How do you create effective lesson plans? 

# data[].attributes.body
An effective lesson plan includes three essential targets.
1.) Learning Objectives- having the ability to comprehend something specific within the topic of study.
2.) Learning Activities- having multiple ways to display your knowledge to classmates and learn in new fun ways for yourself.
3.) Assessments- this tests the students depth of comprehension.

# data[].attributes.body
Good feedback contains the teacher being able to clearly communicate with students what they need to work on, study, or practice. They also should be communicating what their students are good at letting them know they are working hard and it's appreciated.

# data[].attributes.body
A good classroom routine contains a good flow of learning activities while students are enjoying the class as well. The students should have good relationships with each other.

# data[].attributes.body
-Designing and making a plan
-Collect Data
-Analyze Data
-Communicate and Discuss
-Course Correct
(Madeline Waldo)

# data[].attributes.body
A lesson plan is a way to keep your classroom organized. It gives a schedule for the classroom to follow each day along with lesson objectives, materials you'll need, assignments, learning activities, and time requirements as well.

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What would be a good sequence for lesson planning?

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What would be a good sequence for lesson planning?

# data[].attributes.body
-Introduction
-Foundational Review
-Brain Activation
-New information
-Check for understanding
-Review
-Practice
-Conclusion
(Madeline Waldo)

# data[].attributes.body
By organizing the physical environment, setting rules and routines, and building a strong teacher-student dynamic, a teacher would be able to make sure a class would run smoothly.(Madeline Waldo)

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What are the 5 steps to providing feedback?

# data[].attributes.subject
What are the 5 steps to providing feedback?

# data[].attributes.body
1. Design a plan for the students to follow
2. Collect the data from the students
3. Analyze the data collected
4. Communicate and discuss
5. Course correct
(Dylan Cluppert)

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By their very nature, lesson planning and classroom management are never "finished." They both require constant iteration to improve over time. But how do teachers know what to improve - or that improvement is needed at all?

They might look at student performance on assessments to see how well learners absorbed new information. They might scan the faces of students during a lesson to see if anyone's drifting off. They might gather question cards at the end of a lesson to see where there are gaps in understanding. All of these are examples of gathering feedback.

In a sense, feedback is learning. We interact with the world through feedback from our senses. We test ideas through feedback from hypotheses and experimentation. We adjust our future behavior through feedback from past experience.

Students learn by interacting with new knowledge, using new skills and receiving ongoing direction from teachers, parents and peers about how they're progressing. Teachers also use feedback - from students, from teachers, administrators, other staff and even self-reflection - to suss out what lessons they need to reinforce, what teaching techniques are falling flat and the professional skills they can further develop.

Below, we'll take a look at how feedback works in lesson planning, as well as best practices teachers can use to give better feedback to students and how administrators can give better feedback to teachers.

Using feedback loops in lesson planning

To understand how feedback creates better learning experiences for students, it helps to think about lesson planning as a continuous loop with a measurable output that teachers can then use as an input in the next cycle.

Loops like this are common in companies that take customer complaints and turn them into product improvements, or even when we use fitness apps that measure physical activity to track progress toward goals like running a 5k.

Similarly, in lesson planning, teachers identify goals upfront, defining what students will learn or be able to do by the end of the class. A feedback loop is a great tool for evaluating whether that goal was achieved - or whether there's still work to be done - and then reevaluating the process so it works better next time.

The feedback loop consists of five parts:

If the goal is the "what," then the plan is the "how" - the feedback the teacher will use to assess progress toward their goal. In chapter 1, we describe seven sections of a good lesson plan, including ways in which teachers can use assessments to check for student understanding. For example, teachers may decide to use quizzes, in-class assignments or group presentations to assess their students' progress.

Once teachers identify what kinds of feedback they need, they can begin collecting data. Note that not all data is created equal - to be helpful in a feedback loop, it should be both observable and quantifiable. Technology can help with this process, whether it's quizzes administered electronically or an education management platform that unites data from several assessments into one place.

Once the results are in, teachers can look for patterns that emerge. They may find, for example, that students are particularly strong in one area but need more support in another by looking at their class' assessment results as a whole. Or they may notice from tracking actual time allocation that the class often spends more time than anticipated answering student questions.

While it's tempting to jump right to the solution, this is a great opportunity for teachers to share their findings with peers, coaches and decision-makers. These discussions can shed light on problems that are common across classrooms and give the entire team an opportunity to share ideas on how to address them.

Finally, with the data at their fingertips and shared insights from their team, teachers can make informed and effective changes to their lesson plans - and kick off the next cycle of experimentation as they track whether those changes make a difference or if there are other areas that could be improved.

Using peer feedback in lesson planning

Gathering feedback doesn't have to wait until after the bell rings and the students leave the classroom. Even before delivering a lesson, teachers can seek input and advice from peers who have valuable insights and experiences to share. In fact, open sharing and communication can make the whole planning process a more satisfying one for teachers and students alike.

When teachers compare lesson plans across subjects and grade levels within their school, they can work together to identify areas of overlap and opportunities to reinforce knowledge between the classes they teach. This kind of cross-pollination is a key part of vertical alignment, a way of thinking about curriculum as a holistic student experience with a seamless progression and classroom consistency from one level or area of learning to the next.

Collaboration with peers also helps teachers find new ways to overcome challenges they face in the classroom and incorporate the successes from other classrooms into their own. When having these kinds of discussions about lesson plans, teachers can focus on five areas:

- Content: While teachers align much of the higher-level content during the curriculum mapping process, they can be more precise with planning and timing their lessons when they're aware of the content being taught, the resources used to teach and the activities students engage in. Knowing this ahead of time allows a teacher to pick up where another left off or continue building on specific skills and knowledge over time.

- Structure: As we wrote in chapter 1, no two lesson plans are exactly alike. While they share common elements, teachers often vary in their execution, formatting and flow. By seeing what their peers find most helpful in building their plans, teachers can test new ideas and find what works best in their own class.

- Activities: Need a little inspiration for that next lesson? Looking at the activities other teachers incorporate in their classes can help overcome that block and get those creative juices flowing. It also keeps teachers in-the-know with the kinds of work their students will be expected to do later that day or further down their educational path.

- Gaps: If a particular class struggles with a topic, teachers with overlapping topics and goals can work together, in real-time, to bring learning up to snuff. Not only can this kind of collaboration help teachers catch up in their own classrooms, but it can also signal to others where students may struggle in the future.

- Routines: Good habits are hard to make - and sometimes easy to break. Teachers can leverage expectations and routines that students have learned in the past, or that they're currently using in other classrooms, to benefit their own lessons. Plus, when routines are consistent between classes, they are reinforced more often and create a more cohesive student experience.
Chapter FiveBuilding Better Classrooms Through Feedback

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What Makes a Great Lesson Plan? | Planboard

# data[].attributes.attachment_link.description
This FREE E-Book shares key concepts and ideas around creating an impactful lesson plan. It's time to start planning with the students in mind, not only the content. Learn to create plans that get an applause after each teaching session.

# data[].attributes.body
Having an outline for the students to follow.
Having easy-to-understand directions.
Able to measure the progress toward the learning objective.
Providing a space for students to reflect.
(Dylan Cluppert)

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What does a good lesson plan look like?

Earlier, we mentioned that good lesson plans, regardless of subject, grade level, school, teacher or class, share some common components. In this section, we dive deeper into what those components are, and what teachers should include in each.

1. Lesson objectives

Each lesson plan should start by considering what students will learn or be able to do by the end of class. The best objectives are action-oriented and focus on the most important and essential learning needs of the class. They should be measurable, so teachers can track student progress and ensure that new concepts are understood before moving on, and achievable considering the time available.
Examples:
2. Materials

What supplies and resources are required to support the lesson? In this section, list everything needed to deliver on the lesson objective. Identifying these items upfront makes sure teachers can gather everything ahead of time so they're not caught short during the lesson.
Examples:
3. Learning activities

This is the heart and soul of a lesson plan: the step-by-step walkthrough of the lesson itself. In this section, teachers break down the lesson into individual learning activities - the mechanisms through which they deliver the lesson - and describe what will happen in the classroom during each one.

To help pick the right activities for each lesson (and there are a lot of possibilities out there), consider:

Since activities make up the bulk of learning time, it's important to incorporate a variety of them within a single lesson plan. Giving students new ways to explore and use their knowledge helps solidify their learning while providing valuable experience that carries forward into other areas of their lives.
Examples:
4. Time requirements

It's helpful to pair learning activity with a timeline to help keep the class on schedule. It's also a great way to figure out if the lesson is realistic given the class time available.

Start by estimating how many minutes will be spent on each learning activity and include that information alongside the description. Adding a bit of extra time to this estimate will provide some flexibility in case students have questions or need additional help along the way. Planning a bonus activity near the end of class helps fill in any gaps should the lesson go by more quickly than expected.

At the end of each lesson, teachers can compare their estimates to actual class time spent on each activity for more accurate preparation in the future.
Example:
5. Related requirements

In addition to the lesson's objectives, teachers can include broader objectives that extend beyond a single lesson, but to which the lesson contributes, like writing or comprehension skills. This helps tie learning into other requirements, such as grade-level standards.

In some cases, administrators will require this to happen; in others, it may be voluntary for the teacher to do so. In either case, make sure the lesson plan aligns with expectations in the school.
Examples:
6. Assessment

Did the lesson meet its objectives? Teachers can find out by including some form of assessment - or a check for student understanding - into each lesson. If the objective was about understanding a concept, the teacher might ask students to complete an activity around explaining or using that concept. If the objective was to learn a new skill (or even strengthen an existing one), the assessment might require students to perform that skill to demonstrate their proficiency. This step is made easier if the objective itself is a measurable one.
Examples:
7. Evaluation and reflection

Once the lesson is over, teachers can step back and take a few notes about both their observations during class and their own thoughts about the lesson. This component is all about continuous improvement, identifying gaps in learning and building stronger lessons in the future.
Examples:
Planning with a sequence in mind

When planning, teachers need to consider the sequence of the lesson (and ideally, this sequence is repeatable across the many lessons they teach). For that, learning activities can be split into phases:

An introduction that explains the lesson's purpose, objectives and the core concepts students will learn. To make this engaging and exciting, teachers can try an ice-breaker activity, share an anecdote, tell a story, play a video or present a quick survey to kick things off.

A foundational review of what students have previously learned, reinforcing details that will be needed for the current lesson. This will help frame new concepts and content in something already familiar to the class.

Brain activation that primes students for the main concepts they're going to learn in this lesson. This is a great time to ask early questions, gauge students' prior knowledge and clarify misconceptions students may have before diving in.

New information explained in a variety of ways, from assigned reading and teacher presentation to digital lessons. Teachers lead the way in this phase, helping students actively engage with the material.

A check for understanding that surfaces questions or challenges students have with the new information. This may follow an initial period of practice or sample problems completed as a class.

A review of new learning that gives students a chance to explore the concepts and information just taught in more depth, still guided by the teacher. The students and teachers work together to sort out areas of confusion or correct mistakes.

Practice that splits students into small groups or allows them to practice on their own. In this phase, teachers make sure students are prepared to use the new knowledge or skills on their own.

A conclusion that summarizes the lesson and discusses how it fits into the bigger picture of their learning within the unit, the subject or even their lives. This is a teacher's chance to encourage retention before students walk out the classroom door.

Comparing: a good vs bad lesson plan

What makes a lesson plan stand out? What makes it fall flat? We combed through dozens of examples to find out what takes planning to the next level.

Has a clear objective stated at the beginning to keep the learning activities focused

Is planned around a topic only, without student learning objectives in mind

Outlines learning activities in a thoughtful flow

Is a laundry list of activities in no particular order

Is easy to scan and read for easy reference during class, using headings, color, etc.

Is a collection of paragraphs or bullet points, without visual organization

Pairs each activity with a time allocation to keep the class on pace

Lists activities without indicating how long each will take

Uses a variety of activities to support the lesson objective and keep students engaged

Uses just one or two activities to deliver the lesson, or uses activities that aren't well suited to the material

Anchors learning in relevant, real-life ways that students experience, like current events or topics of particular interest

Doesn't consider the broader context around learning and its connection to students' everyday experiences

Includes a plan for assessment to measure progress toward the lesson objective

Lacks a method to check in on student learning in a measurable way

Provides space for self-reflection so teachers can make continuous improvements

Is a one-and-done plan, without reflection of what worked well and what didn't

Chapter Three Classroom Management and Lesson Planning

# data[].attributes.attachment_link.title
What Makes a Great Lesson Plan? | Planboard

# data[].attributes.attachment_link.description
This FREE E-Book shares key concepts and ideas around creating an impactful lesson plan. It's time to start planning with the students in mind, not only the content. Learn to create plans that get an applause after each teaching session.

# data[].attributes.body
The 7 parts of a great lesson plan are
1. Lesson Objectives
2. Materials
3. Learning Objectives
4. Time Requirements
5. Related Requirements
6. Assessment
7. Evaluation and Reflection
(Dylan Cluppert)

# data[].attributes.attachment_link.readable_text
What does a good lesson plan look like?

Earlier, we mentioned that good lesson plans, regardless of subject, grade level, school, teacher or class, share some common components. In this section, we dive deeper into what those components are, and what teachers should include in each.

1. Lesson objectives

Each lesson plan should start by considering what students will learn or be able to do by the end of class. The best objectives are action-oriented and focus on the most important and essential learning needs of the class. They should be measurable, so teachers can track student progress and ensure that new concepts are understood before moving on, and achievable considering the time available.
Examples:
2. Materials

What supplies and resources are required to support the lesson? In this section, list everything needed to deliver on the lesson objective. Identifying these items upfront makes sure teachers can gather everything ahead of time so they're not caught short during the lesson.
Examples:
3. Learning activities

This is the heart and soul of a lesson plan: the step-by-step walkthrough of the lesson itself. In this section, teachers break down the lesson into individual learning activities - the mechanisms through which they deliver the lesson - and describe what will happen in the classroom during each one.

To help pick the right activities for each lesson (and there are a lot of possibilities out there), consider:

Since activities make up the bulk of learning time, it's important to incorporate a variety of them within a single lesson plan. Giving students new ways to explore and use their knowledge helps solidify their learning while providing valuable experience that carries forward into other areas of their lives.
Examples:
4. Time requirements

It's helpful to pair learning activity with a timeline to help keep the class on schedule. It's also a great way to figure out if the lesson is realistic given the class time available.

Start by estimating how many minutes will be spent on each learning activity and include that information alongside the description. Adding a bit of extra time to this estimate will provide some flexibility in case students have questions or need additional help along the way. Planning a bonus activity near the end of class helps fill in any gaps should the lesson go by more quickly than expected.

At the end of each lesson, teachers can compare their estimates to actual class time spent on each activity for more accurate preparation in the future.
Example:
5. Related requirements

In addition to the lesson's objectives, teachers can include broader objectives that extend beyond a single lesson, but to which the lesson contributes, like writing or comprehension skills. This helps tie learning into other requirements, such as grade-level standards.

In some cases, administrators will require this to happen; in others, it may be voluntary for the teacher to do so. In either case, make sure the lesson plan aligns with expectations in the school.
Examples:
6. Assessment

Did the lesson meet its objectives? Teachers can find out by including some form of assessment - or a check for student understanding - into each lesson. If the objective was about understanding a concept, the teacher might ask students to complete an activity around explaining or using that concept. If the objective was to learn a new skill (or even strengthen an existing one), the assessment might require students to perform that skill to demonstrate their proficiency. This step is made easier if the objective itself is a measurable one.
Examples:
7. Evaluation and reflection

Once the lesson is over, teachers can step back and take a few notes about both their observations during class and their own thoughts about the lesson. This component is all about continuous improvement, identifying gaps in learning and building stronger lessons in the future.
Examples:
Planning with a sequence in mind

When planning, teachers need to consider the sequence of the lesson (and ideally, this sequence is repeatable across the many lessons they teach). For that, learning activities can be split into phases:

An introduction that explains the lesson's purpose, objectives and the core concepts students will learn. To make this engaging and exciting, teachers can try an ice-breaker activity, share an anecdote, tell a story, play a video or present a quick survey to kick things off.

A foundational review of what students have previously learned, reinforcing details that will be needed for the current lesson. This will help frame new concepts and content in something already familiar to the class.

Brain activation that primes students for the main concepts they're going to learn in this lesson. This is a great time to ask early questions, gauge students' prior knowledge and clarify misconceptions students may have before diving in.

New information explained in a variety of ways, from assigned reading and teacher presentation to digital lessons. Teachers lead the way in this phase, helping students actively engage with the material.

A check for understanding that surfaces questions or challenges students have with the new information. This may follow an initial period of practice or sample problems completed as a class.

A review of new learning that gives students a chance to explore the concepts and information just taught in more depth, still guided by the teacher. The students and teachers work together to sort out areas of confusion or correct mistakes.

Practice that splits students into small groups or allows them to practice on their own. In this phase, teachers make sure students are prepared to use the new knowledge or skills on their own.

A conclusion that summarizes the lesson and discusses how it fits into the bigger picture of their learning within the unit, the subject or even their lives. This is a teacher's chance to encourage retention before students walk out the classroom door.

Comparing: a good vs bad lesson plan

What makes a lesson plan stand out? What makes it fall flat? We combed through dozens of examples to find out what takes planning to the next level.

Has a clear objective stated at the beginning to keep the learning activities focused

Is planned around a topic only, without student learning objectives in mind

Outlines learning activities in a thoughtful flow

Is a laundry list of activities in no particular order

Is easy to scan and read for easy reference during class, using headings, color, etc.

Is a collection of paragraphs or bullet points, without visual organization

Pairs each activity with a time allocation to keep the class on pace

Lists activities without indicating how long each will take

Uses a variety of activities to support the lesson objective and keep students engaged

Uses just one or two activities to deliver the lesson, or uses activities that aren't well suited to the material

Anchors learning in relevant, real-life ways that students experience, like current events or topics of particular interest

Doesn't consider the broader context around learning and its connection to students' everyday experiences

Includes a plan for assessment to measure progress toward the lesson objective

Lacks a method to check in on student learning in a measurable way

Provides space for self-reflection so teachers can make continuous improvements

Is a one-and-done plan, without reflection of what worked well and what didn't

Chapter Three Classroom Management and Lesson Planning

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What Makes a Great Lesson Plan? | Planboard

# data[].attributes.attachment_link.description
This FREE E-Book shares key concepts and ideas around creating an impactful lesson plan. It's time to start planning with the students in mind, not only the content. Learn to create plans that get an applause after each teaching session.

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What Are The Benefits Of Student Led Feedback?

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What Are The Benefits Of Student Led Feedback?

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Student led feedback allows the teacher to give students a collaborative environment where there voice matters in how lesson's are taught and their own ways of understanding

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Best practices for giving feedback

Giving feedback is important - so how do you do it right? Think of it like a muscle that requires exercise to grow or a skill that needs practice to master. And it's a skill that's needed not just by teachers, but by administrators too.

No matter who gives feedback to whom, and regardless of whether the feedback is positive or negative in nature, the most effective feedback shares some common ground:

It's goal-oriented: Feedback in service of a specific goal that's been discussed between everyone involved can spark motivation to improve.

It's specific: Effective feedback relates to a specific expectation, behavior, response, task or example to help the recipient make a clear connection between action, consequence and next steps.

It's actionable: A "Good job!" or "Oops - wrong answer!" aren't actionable because they don't provide any information about why or what to do next.

It's non-judgmental: It's easier to receive feedback when it's framed in terms of observable evidence rather than opinion, and when it avoids words like "good," "bad," "right" or "wrong"

It's timely: Feedback is most effective when it's delivered close to the event or behavior in question, while the memory is still fresh.

It's constructive: Not to be confused with praise, constructive feedback focuses on achieving a positive outcome, reinforces helpful behaviors and offers encouragement and support.

It's simple: Sharing too much detail or getting too technical can leave the recipient feeling overwhelmed or cause them to tune out entirely.

It's delivered appropriately: Some feedback is best delivered to groups; some is best delivered one-on-one. Keep respect for others, the content of the feedback and the goals it connects to in mind when planning where and how to give it.

It's accurate: Any data gathered and used to provide feedback should be correct, consistent and trustworthy.

It's ongoing: Feedback is most effective when it's put into practice, so it's important to circle back frequently and check in on how performance has changed.

It's two-way: Rather than simply telling someone what to do next, effective feedback encourages taking ownership over improvement and planning next steps as part of a discussion.

Structuring teacher-to-student feedback

Positive or negative, the way we deliver feedback matters. Research shows that students appreciate and benefit from feedback - even if it's correcting a mistake - as long as it helps them improve. And when teachers take the time to give thoughtful feedback and guidance to students, it sends a clear message that they care.

Feedback is most effective when teachers use a variety of methods for delivery. Teachers can accomplish this by building multiple formats of feedback into their lesson plans, including:

Numerical grades

Grading rubrics

Teacher comments

Written notes

One-on-one conversations

Report cards

So what techniques can teachers use to make sure feedback resonates with students? Here are a few of our favorite techniques.
The sandwich method
This technique gets its name from the way it sandwiches constructive feedback between two positive observations about a students' strengths. Meant to keep the recipient engaged and encouraged, the conversation goes like this:

"I like..." (a positive observation that warms up the discussion and set the student up to receive feedback)

"I wonder..." (the meat of the conversation: a point the student can improve)

"I like..." (a positive message that encourages the student to keep trying)

Feedback forms
Sometimes, consistency is key! In addition to standardized grades and rubrics, teachers, parents, administrators and students can work together to create feedback forms that can be used across assignments and projects. This technique sets expectations about the kinds of feedback students will receive, creates a routine around giving (and receiving) feedback and makes it easier to measure progress as the year goes on.
Integrated into lessons
Not all feedback needs to be addressed one-on-one. Sometimes it makes sense to include it in an upcoming learning activity or lesson. For example, if many students missed a question on a quiz, teachers can address the gap in a class discussion or adjust a future lesson to revisit and reinforce the core concepts (without calling out names or embarrassing students, of course!).
Facilitative feedback
Building on a directive "correct/incorrect" response, teachers can provide scaffolded prompts and examples to help students identify their own errors and find the correct path. Simply asking students questions about their performance or behavior can build critical thinking and self-reflection skills, too. For example, teachers might ask questions like these to get their students thinking:

"What would happen if..."

"Why do you think..."

How else might you..."

Student-led feedback
Feedback doesn't have to be a top-down exercise where teachers define the areas that require attention and what the next steps should be. By asking students what they would like more feedback on, what areas they would like to improve and how they think they're progressing so far, teachers create a more collaborative environment where the student's voice matters.

Structuring administrator-to-teacher feedback

Just like students, teachers need feedback to hone their classroom skills! Feedback from administrators to teachers often happens at end-of-year performance evaluations, but in order to be most helpful, both should work together on a continuous basis.

Many principals report that effective teacher feedback begins in the classroom, with frequent and regular visits to observe teachers in action as they deliver their school's curriculum. Principals and school leaders can start this process with a pre-conference that gives teachers the opportunity to outline what will happen during that day's lesson and pinpoint specific areas where they'd appreciate targeted feedback. After class, the teacher and observer debrief what happened and discuss what they can do better next time.

Teacher feedback can be delivered in many forms, including:

Personal learning plans

End-of-year evaluations

Observation forms from classroom visits

Regular in-person meetings

How might a feedback conversation with a teacher look? Here's an example from Paul Bambrick-Santoyo's Leverage Leadership: A Practical Guide to Building Exceptional Schools:
Open with precise praise
Share an observation with the teacher about something specific that impressed you during a classroom visit, an area where they've improved since your last visit or an encouraging trend you've noticed within their classroom.
Probe deeper
Pose an open-ended question about a core issue the teacher can improve, based on your observation. Questions like "how did it feel to..." can help teachers self-reflect on their own progress and challenges.
Identify the problem and create an action step
From that moment of self-reflection, and using evidence from the lesson, guide the teacher to self-identify a challenge they noticed. Questions like "what happened next..." and "how did that affect..." can help guide this conversation. From there, encourage teachers to create a concrete action they can take to address it.
Practice
Give teachers a chance to try their solution out ahead of time by practicing it with you, as you coach them to further refine it.
Plan ahead
Ask teachers ahead of time to bring a few future lesson plans to your meeting. Then, you can work together to find opportunities to incorporate their new action step into those future lessons.
Set a timeline
At the end of the meeting, agree on an implementation timeline and follow up to make sure progress is on track.
Chapter Six Lesson Planning Templates and Examples

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What Makes a Great Lesson Plan? | Planboard

# data[].attributes.attachment_link.description
This FREE E-Book shares key concepts and ideas around creating an impactful lesson plan. It's time to start planning with the students in mind, not only the content. Learn to create plans that get an applause after each teaching session.

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Why Are Classroom Relationships Important?

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Why Are Classroom Relationships Important?

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When teachers create positive relationships in the classroom it creates a positive atmosphere that sends positive energy and increase classroom participation and listening

# data[].attributes.attachment_link.title
What Makes a Great Lesson Plan? | Planboard

# data[].attributes.attachment_link.description
This FREE E-Book shares key concepts and ideas around creating an impactful lesson plan. It’s time to start planning with the students in mind, not only the content. Learn to create plans that get an applause after each teaching session.

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Why Is Discussion Important In The Classroom?

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Why Is Discussion Important In The Classroom?

# data[].attributes.body
It allows for dialogue and allows for teachers to check the students understanding of the information

# data[].attributes.attachment_link.readable_text
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An integrated digital curriculum mapping and lesson planning solution to better support teachers and improve student outcomes.​

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Adding a bit of extra time to this estimate will provide some flexibility in case students have questions or need additional help along the way. Planning a bonus activity near the end of class helps fill in any gaps should the lesson go by more quickly than expected. (Estella McGaw)

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What does a good lesson plan look like?

Earlier, we mentioned that good lesson plans, regardless of subject, grade level, school, teacher or class, share some common components. In this section, we dive deeper into what those components are, and what teachers should include in each.

1. Lesson objectives

Each lesson plan should start by considering what students will learn or be able to do by the end of class. The best objectives are action-oriented and focus on the most important and essential learning needs of the class. They should be measurable, so teachers can track student progress and ensure that new concepts are understood before moving on, and achievable considering the time available.
Examples:
2. Materials

What supplies and resources are required to support the lesson? In this section, list everything needed to deliver on the lesson objective. Identifying these items upfront makes sure teachers can gather everything ahead of time so they're not caught short during the lesson.
Examples:
3. Learning activities

This is the heart and soul of a lesson plan: the step-by-step walkthrough of the lesson itself. In this section, teachers break down the lesson into individual learning activities - the mechanisms through which they deliver the lesson - and describe what will happen in the classroom during each one.

To help pick the right activities for each lesson (and there are a lot of possibilities out there), consider:

Since activities make up the bulk of learning time, it's important to incorporate a variety of them within a single lesson plan. Giving students new ways to explore and use their knowledge helps solidify their learning while providing valuable experience that carries forward into other areas of their lives.
Examples:
4. Time requirements

It's helpful to pair learning activity with a timeline to help keep the class on schedule. It's also a great way to figure out if the lesson is realistic given the class time available.

Start by estimating how many minutes will be spent on each learning activity and include that information alongside the description. Adding a bit of extra time to this estimate will provide some flexibility in case students have questions or need additional help along the way. Planning a bonus activity near the end of class helps fill in any gaps should the lesson go by more quickly than expected.

At the end of each lesson, teachers can compare their estimates to actual class time spent on each activity for more accurate preparation in the future.
Example:
5. Related requirements

In addition to the lesson's objectives, teachers can include broader objectives that extend beyond a single lesson, but to which the lesson contributes, like writing or comprehension skills. This helps tie learning into other requirements, such as grade-level standards.

In some cases, administrators will require this to happen; in others, it may be voluntary for the teacher to do so. In either case, make sure the lesson plan aligns with expectations in the school.
Examples:
6. Assessment

Did the lesson meet its objectives? Teachers can find out by including some form of assessment - or a check for student understanding - into each lesson. If the objective was about understanding a concept, the teacher might ask students to complete an activity around explaining or using that concept. If the objective was to learn a new skill (or even strengthen an existing one), the assessment might require students to perform that skill to demonstrate their proficiency. This step is made easier if the objective itself is a measurable one.
Examples:
7. Evaluation and reflection

Once the lesson is over, teachers can step back and take a few notes about both their observations during class and their own thoughts about the lesson. This component is all about continuous improvement, identifying gaps in learning and building stronger lessons in the future.
Examples:
Planning with a sequence in mind

When planning, teachers need to consider the sequence of the lesson (and ideally, this sequence is repeatable across the many lessons they teach). For that, learning activities can be split into phases:

An introduction that explains the lesson's purpose, objectives and the core concepts students will learn. To make this engaging and exciting, teachers can try an ice-breaker activity, share an anecdote, tell a story, play a video or present a quick survey to kick things off.

A foundational review of what students have previously learned, reinforcing details that will be needed for the current lesson. This will help frame new concepts and content in something already familiar to the class.

Brain activation that primes students for the main concepts they're going to learn in this lesson. This is a great time to ask early questions, gauge students' prior knowledge and clarify misconceptions students may have before diving in.

New information explained in a variety of ways, from assigned reading and teacher presentation to digital lessons. Teachers lead the way in this phase, helping students actively engage with the material.

A check for understanding that surfaces questions or challenges students have with the new information. This may follow an initial period of practice or sample problems completed as a class.

A review of new learning that gives students a chance to explore the concepts and information just taught in more depth, still guided by the teacher. The students and teachers work together to sort out areas of confusion or correct mistakes.

Practice that splits students into small groups or allows them to practice on their own. In this phase, teachers make sure students are prepared to use the new knowledge or skills on their own.

A conclusion that summarizes the lesson and discusses how it fits into the bigger picture of their learning within the unit, the subject or even their lives. This is a teacher's chance to encourage retention before students walk out the classroom door.

Comparing: a good vs bad lesson plan

What makes a lesson plan stand out? What makes it fall flat? We combed through dozens of examples to find out what takes planning to the next level.

Has a clear objective stated at the beginning to keep the learning activities focused

Is planned around a topic only, without student learning objectives in mind

Outlines learning activities in a thoughtful flow

Is a laundry list of activities in no particular order

Is easy to scan and read for easy reference during class, using headings, color, etc.

Is a collection of paragraphs or bullet points, without visual organization

Pairs each activity with a time allocation to keep the class on pace

Lists activities without indicating how long each will take

Uses a variety of activities to support the lesson objective and keep students engaged

Uses just one or two activities to deliver the lesson, or uses activities that aren't well suited to the material

Anchors learning in relevant, real-life ways that students experience, like current events or topics of particular interest

Doesn't consider the broader context around learning and its connection to students' everyday experiences

Includes a plan for assessment to measure progress toward the lesson objective

Lacks a method to check in on student learning in a measurable way

Provides space for self-reflection so teachers can make continuous improvements

Is a one-and-done plan, without reflection of what worked well and what didn't

Chapter Three Classroom Management and Lesson Planning

# data[].attributes.attachment_link.title
What Makes a Great Lesson Plan? | Planboard

# data[].attributes.attachment_link.description
This FREE E-Book shares key concepts and ideas around creating an impactful lesson plan. It's time to start planning with the students in mind, not only the content. Learn to create plans that get an applause after each teaching session.

# data[].attributes.body
-clear objective
-easy to read outline
-timed activities to pace the class
-have variety of activities
-use relevant/current events
-space for self reflection
(ellison vermillion)

# data[].attributes.attachment_link.readable_text
What does a good lesson plan look like?

Earlier, we mentioned that good lesson plans, regardless of subject, grade level, school, teacher or class, share some common components. In this section, we dive deeper into what those components are, and what teachers should include in each.

1. Lesson objectives

Each lesson plan should start by considering what students will learn or be able to do by the end of class. The best objectives are action-oriented and focus on the most important and essential learning needs of the class. They should be measurable, so teachers can track student progress and ensure that new concepts are understood before moving on, and achievable considering the time available.
Examples:
2. Materials

What supplies and resources are required to support the lesson? In this section, list everything needed to deliver on the lesson objective. Identifying these items upfront makes sure teachers can gather everything ahead of time so they're not caught short during the lesson.
Examples:
3. Learning activities

This is the heart and soul of a lesson plan: the step-by-step walkthrough of the lesson itself. In this section, teachers break down the lesson into individual learning activities - the mechanisms through which they deliver the lesson - and describe what will happen in the classroom during each one.

To help pick the right activities for each lesson (and there are a lot of possibilities out there), consider:

Since activities make up the bulk of learning time, it's important to incorporate a variety of them within a single lesson plan. Giving students new ways to explore and use their knowledge helps solidify their learning while providing valuable experience that carries forward into other areas of their lives.
Examples:
4. Time requirements

It's helpful to pair learning activity with a timeline to help keep the class on schedule. It's also a great way to figure out if the lesson is realistic given the class time available.

Start by estimating how many minutes will be spent on each learning activity and include that information alongside the description. Adding a bit of extra time to this estimate will provide some flexibility in case students have questions or need additional help along the way. Planning a bonus activity near the end of class helps fill in any gaps should the lesson go by more quickly than expected.

At the end of each lesson, teachers can compare their estimates to actual class time spent on each activity for more accurate preparation in the future.
Example:
5. Related requirements

In addition to the lesson's objectives, teachers can include broader objectives that extend beyond a single lesson, but to which the lesson contributes, like writing or comprehension skills. This helps tie learning into other requirements, such as grade-level standards.

In some cases, administrators will require this to happen; in others, it may be voluntary for the teacher to do so. In either case, make sure the lesson plan aligns with expectations in the school.
Examples:
6. Assessment

Did the lesson meet its objectives? Teachers can find out by including some form of assessment - or a check for student understanding - into each lesson. If the objective was about understanding a concept, the teacher might ask students to complete an activity around explaining or using that concept. If the objective was to learn a new skill (or even strengthen an existing one), the assessment might require students to perform that skill to demonstrate their proficiency. This step is made easier if the objective itself is a measurable one.
Examples:
7. Evaluation and reflection

Once the lesson is over, teachers can step back and take a few notes about both their observations during class and their own thoughts about the lesson. This component is all about continuous improvement, identifying gaps in learning and building stronger lessons in the future.
Examples:
Planning with a sequence in mind

When planning, teachers need to consider the sequence of the lesson (and ideally, this sequence is repeatable across the many lessons they teach). For that, learning activities can be split into phases:

An introduction that explains the lesson's purpose, objectives and the core concepts students will learn. To make this engaging and exciting, teachers can try an ice-breaker activity, share an anecdote, tell a story, play a video or present a quick survey to kick things off.

A foundational review of what students have previously learned, reinforcing details that will be needed for the current lesson. This will help frame new concepts and content in something already familiar to the class.

Brain activation that primes students for the main concepts they're going to learn in this lesson. This is a great time to ask early questions, gauge students' prior knowledge and clarify misconceptions students may have before diving in.

New information explained in a variety of ways, from assigned reading and teacher presentation to digital lessons. Teachers lead the way in this phase, helping students actively engage with the material.

A check for understanding that surfaces questions or challenges students have with the new information. This may follow an initial period of practice or sample problems completed as a class.

A review of new learning that gives students a chance to explore the concepts and information just taught in more depth, still guided by the teacher. The students and teachers work together to sort out areas of confusion or correct mistakes.

Practice that splits students into small groups or allows them to practice on their own. In this phase, teachers make sure students are prepared to use the new knowledge or skills on their own.

A conclusion that summarizes the lesson and discusses how it fits into the bigger picture of their learning within the unit, the subject or even their lives. This is a teacher's chance to encourage retention before students walk out the classroom door.

Comparing: a good vs bad lesson plan

What makes a lesson plan stand out? What makes it fall flat? We combed through dozens of examples to find out what takes planning to the next level.

Has a clear objective stated at the beginning to keep the learning activities focused

Is planned around a topic only, without student learning objectives in mind

Outlines learning activities in a thoughtful flow

Is a laundry list of activities in no particular order

Is easy to scan and read for easy reference during class, using headings, color, etc.

Is a collection of paragraphs or bullet points, without visual organization

Pairs each activity with a time allocation to keep the class on pace

Lists activities without indicating how long each will take

Uses a variety of activities to support the lesson objective and keep students engaged

Uses just one or two activities to deliver the lesson, or uses activities that aren't well suited to the material

Anchors learning in relevant, real-life ways that students experience, like current events or topics of particular interest

Doesn't consider the broader context around learning and its connection to students' everyday experiences

Includes a plan for assessment to measure progress toward the lesson objective

Lacks a method to check in on student learning in a measurable way

Provides space for self-reflection so teachers can make continuous improvements

Is a one-and-done plan, without reflection of what worked well and what didn't

Chapter Three Classroom Management and Lesson Planning

# data[].attributes.attachment_link.title
What Makes a Great Lesson Plan? | Planboard

# data[].attributes.attachment_link.description
This FREE E-Book shares key concepts and ideas around creating an impactful lesson plan. It's time to start planning with the students in mind, not only the content. Learn to create plans that get an applause after each teaching session.

# data[].attributes.headline
What is the heart and soul of lesson planning?

# data[].attributes.subject
What is the heart and soul of lesson planning?

# data[].attributes.body
The learning activities, creating step-by-step walkthrough of the lesson describing what will happen in the classroom for each activity.
(ellison vermillion)

# data[].attributes.attachment_link.readable_text
What does a good lesson plan look like?

Earlier, we mentioned that good lesson plans, regardless of subject, grade level, school, teacher or class, share some common components. In this section, we dive deeper into what those components are, and what teachers should include in each.

1. Lesson objectives

Each lesson plan should start by considering what students will learn or be able to do by the end of class. The best objectives are action-oriented and focus on the most important and essential learning needs of the class. They should be measurable, so teachers can track student progress and ensure that new concepts are understood before moving on, and achievable considering the time available.
Examples:
2. Materials

What supplies and resources are required to support the lesson? In this section, list everything needed to deliver on the lesson objective. Identifying these items upfront makes sure teachers can gather everything ahead of time so they're not caught short during the lesson.
Examples:
3. Learning activities

This is the heart and soul of a lesson plan: the step-by-step walkthrough of the lesson itself. In this section, teachers break down the lesson into individual learning activities - the mechanisms through which they deliver the lesson - and describe what will happen in the classroom during each one.

To help pick the right activities for each lesson (and there are a lot of possibilities out there), consider:

Since activities make up the bulk of learning time, it's important to incorporate a variety of them within a single lesson plan. Giving students new ways to explore and use their knowledge helps solidify their learning while providing valuable experience that carries forward into other areas of their lives.
Examples:
4. Time requirements

It's helpful to pair learning activity with a timeline to help keep the class on schedule. It's also a great way to figure out if the lesson is realistic given the class time available.

Start by estimating how many minutes will be spent on each learning activity and include that information alongside the description. Adding a bit of extra time to this estimate will provide some flexibility in case students have questions or need additional help along the way. Planning a bonus activity near the end of class helps fill in any gaps should the lesson go by more quickly than expected.

At the end of each lesson, teachers can compare their estimates to actual class time spent on each activity for more accurate preparation in the future.
Example:
5. Related requirements

In addition to the lesson's objectives, teachers can include broader objectives that extend beyond a single lesson, but to which the lesson contributes, like writing or comprehension skills. This helps tie learning into other requirements, such as grade-level standards.

In some cases, administrators will require this to happen; in others, it may be voluntary for the teacher to do so. In either case, make sure the lesson plan aligns with expectations in the school.
Examples:
6. Assessment

Did the lesson meet its objectives? Teachers can find out by including some form of assessment - or a check for student understanding - into each lesson. If the objective was about understanding a concept, the teacher might ask students to complete an activity around explaining or using that concept. If the objective was to learn a new skill (or even strengthen an existing one), the assessment might require students to perform that skill to demonstrate their proficiency. This step is made easier if the objective itself is a measurable one.
Examples:
7. Evaluation and reflection

Once the lesson is over, teachers can step back and take a few notes about both their observations during class and their own thoughts about the lesson. This component is all about continuous improvement, identifying gaps in learning and building stronger lessons in the future.
Examples:
Planning with a sequence in mind

When planning, teachers need to consider the sequence of the lesson (and ideally, this sequence is repeatable across the many lessons they teach). For that, learning activities can be split into phases:

An introduction that explains the lesson's purpose, objectives and the core concepts students will learn. To make this engaging and exciting, teachers can try an ice-breaker activity, share an anecdote, tell a story, play a video or present a quick survey to kick things off.

A foundational review of what students have previously learned, reinforcing details that will be needed for the current lesson. This will help frame new concepts and content in something already familiar to the class.

Brain activation that primes students for the main concepts they're going to learn in this lesson. This is a great time to ask early questions, gauge students' prior knowledge and clarify misconceptions students may have before diving in.

New information explained in a variety of ways, from assigned reading and teacher presentation to digital lessons. Teachers lead the way in this phase, helping students actively engage with the material.

A check for understanding that surfaces questions or challenges students have with the new information. This may follow an initial period of practice or sample problems completed as a class.

A review of new learning that gives students a chance to explore the concepts and information just taught in more depth, still guided by the teacher. The students and teachers work together to sort out areas of confusion or correct mistakes.

Practice that splits students into small groups or allows them to practice on their own. In this phase, teachers make sure students are prepared to use the new knowledge or skills on their own.

A conclusion that summarizes the lesson and discusses how it fits into the bigger picture of their learning within the unit, the subject or even their lives. This is a teacher's chance to encourage retention before students walk out the classroom door.

Comparing: a good vs bad lesson plan

What makes a lesson plan stand out? What makes it fall flat? We combed through dozens of examples to find out what takes planning to the next level.

Has a clear objective stated at the beginning to keep the learning activities focused

Is planned around a topic only, without student learning objectives in mind

Outlines learning activities in a thoughtful flow

Is a laundry list of activities in no particular order

Is easy to scan and read for easy reference during class, using headings, color, etc.

Is a collection of paragraphs or bullet points, without visual organization

Pairs each activity with a time allocation to keep the class on pace

Lists activities without indicating how long each will take

Uses a variety of activities to support the lesson objective and keep students engaged

Uses just one or two activities to deliver the lesson, or uses activities that aren't well suited to the material

Anchors learning in relevant, real-life ways that students experience, like current events or topics of particular interest

Doesn't consider the broader context around learning and its connection to students' everyday experiences

Includes a plan for assessment to measure progress toward the lesson objective

Lacks a method to check in on student learning in a measurable way

Provides space for self-reflection so teachers can make continuous improvements

Is a one-and-done plan, without reflection of what worked well and what didn't

Chapter Three Classroom Management and Lesson Planning

# data[].attributes.attachment_link.title
What Makes a Great Lesson Plan? | Planboard

# data[].attributes.attachment_link.description
This FREE E-Book shares key concepts and ideas around creating an impactful lesson plan. It's time to start planning with the students in mind, not only the content. Learn to create plans that get an applause after each teaching session.

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What are the 8 strategies to make learning more successful?

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What are the 8 strategies to make learning more successful?

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1. always plan with students in mind
2. keep the same overall structure every time
3. set SMART objectifies for each lesson
4. plan a variety of classroom activities
5. leave room for discussion
6. gather and listen to feedback
7. keep an even pace
8. leave room for flexibility
(ellison vermilllion)

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Support teachers and improve student outcomes with integrated digital curriculum mapping and lesson planning.

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An integrated digital curriculum mapping and lesson planning solution to better support teachers and improve student outcomes.​

# data[].attributes.body
Classroom management is a combination of skills and techniques teachers use to make sure classes run smoothly and that students reach their daily learning goals? (Estella McGaw)

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Best practices for giving feedback

Giving feedback is important - so how do you do it right? Think of it like a muscle that requires exercise to grow or a skill that needs practice to master. And it's a skill that's needed not just by teachers, but by administrators too.

No matter who gives feedback to whom, and regardless of whether the feedback is positive or negative in nature, the most effective feedback shares some common ground:

It's goal-oriented: Feedback in service of a specific goal that's been discussed between everyone involved can spark motivation to improve.

It's specific: Effective feedback relates to a specific expectation, behavior, response, task or example to help the recipient make a clear connection between action, consequence and next steps.

It's actionable: A "Good job!" or "Oops - wrong answer!" aren't actionable because they don't provide any information about why or what to do next.

It's non-judgmental: It's easier to receive feedback when it's framed in terms of observable evidence rather than opinion, and when it avoids words like "good," "bad," "right" or "wrong"

It's timely: Feedback is most effective when it's delivered close to the event or behavior in question, while the memory is still fresh.

It's constructive: Not to be confused with praise, constructive feedback focuses on achieving a positive outcome, reinforces helpful behaviors and offers encouragement and support.

It's simple: Sharing too much detail or getting too technical can leave the recipient feeling overwhelmed or cause them to tune out entirely.

It's delivered appropriately: Some feedback is best delivered to groups; some is best delivered one-on-one. Keep respect for others, the content of the feedback and the goals it connects to in mind when planning where and how to give it.

It's accurate: Any data gathered and used to provide feedback should be correct, consistent and trustworthy.

It's ongoing: Feedback is most effective when it's put into practice, so it's important to circle back frequently and check in on how performance has changed.

It's two-way: Rather than simply telling someone what to do next, effective feedback encourages taking ownership over improvement and planning next steps as part of a discussion.

Structuring teacher-to-student feedback

Positive or negative, the way we deliver feedback matters. Research shows that students appreciate and benefit from feedback - even if it's correcting a mistake - as long as it helps them improve. And when teachers take the time to give thoughtful feedback and guidance to students, it sends a clear message that they care.

Feedback is most effective when teachers use a variety of methods for delivery. Teachers can accomplish this by building multiple formats of feedback into their lesson plans, including:

Numerical grades

Grading rubrics

Teacher comments

Written notes

One-on-one conversations

Report cards

So what techniques can teachers use to make sure feedback resonates with students? Here are a few of our favorite techniques.
The sandwich method
This technique gets its name from the way it sandwiches constructive feedback between two positive observations about a students' strengths. Meant to keep the recipient engaged and encouraged, the conversation goes like this:

"I like..." (a positive observation that warms up the discussion and set the student up to receive feedback)

"I wonder..." (the meat of the conversation: a point the student can improve)

"I like..." (a positive message that encourages the student to keep trying)

Feedback forms
Sometimes, consistency is key! In addition to standardized grades and rubrics, teachers, parents, administrators and students can work together to create feedback forms that can be used across assignments and projects. This technique sets expectations about the kinds of feedback students will receive, creates a routine around giving (and receiving) feedback and makes it easier to measure progress as the year goes on.
Integrated into lessons
Not all feedback needs to be addressed one-on-one. Sometimes it makes sense to include it in an upcoming learning activity or lesson. For example, if many students missed a question on a quiz, teachers can address the gap in a class discussion or adjust a future lesson to revisit and reinforce the core concepts (without calling out names or embarrassing students, of course!).
Facilitative feedback
Building on a directive "correct/incorrect" response, teachers can provide scaffolded prompts and examples to help students identify their own errors and find the correct path. Simply asking students questions about their performance or behavior can build critical thinking and self-reflection skills, too. For example, teachers might ask questions like these to get their students thinking:

"What would happen if..."

"Why do you think..."

How else might you..."

Student-led feedback
Feedback doesn't have to be a top-down exercise where teachers define the areas that require attention and what the next steps should be. By asking students what they would like more feedback on, what areas they would like to improve and how they think they're progressing so far, teachers create a more collaborative environment where the student's voice matters.

Structuring administrator-to-teacher feedback

Just like students, teachers need feedback to hone their classroom skills! Feedback from administrators to teachers often happens at end-of-year performance evaluations, but in order to be most helpful, both should work together on a continuous basis.

Many principals report that effective teacher feedback begins in the classroom, with frequent and regular visits to observe teachers in action as they deliver their school's curriculum. Principals and school leaders can start this process with a pre-conference that gives teachers the opportunity to outline what will happen during that day's lesson and pinpoint specific areas where they'd appreciate targeted feedback. After class, the teacher and observer debrief what happened and discuss what they can do better next time.

Teacher feedback can be delivered in many forms, including:

Personal learning plans

End-of-year evaluations

Observation forms from classroom visits

Regular in-person meetings

How might a feedback conversation with a teacher look? Here's an example from Paul Bambrick-Santoyo's Leverage Leadership: A Practical Guide to Building Exceptional Schools:
Open with precise praise
Share an observation with the teacher about something specific that impressed you during a classroom visit, an area where they've improved since your last visit or an encouraging trend you've noticed within their classroom.
Probe deeper
Pose an open-ended question about a core issue the teacher can improve, based on your observation. Questions like "how did it feel to..." can help teachers self-reflect on their own progress and challenges.
Identify the problem and create an action step
From that moment of self-reflection, and using evidence from the lesson, guide the teacher to self-identify a challenge they noticed. Questions like "what happened next..." and "how did that affect..." can help guide this conversation. From there, encourage teachers to create a concrete action they can take to address it.
Practice
Give teachers a chance to try their solution out ahead of time by practicing it with you, as you coach them to further refine it.
Plan ahead
Ask teachers ahead of time to bring a few future lesson plans to your meeting. Then, you can work together to find opportunities to incorporate their new action step into those future lessons.
Set a timeline
At the end of the meeting, agree on an implementation timeline and follow up to make sure progress is on track.
Chapter Six Lesson Planning Templates and Examples

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What Makes a Great Lesson Plan? | Planboard

# data[].attributes.attachment_link.description
This FREE E-Book shares key concepts and ideas around creating an impactful lesson plan. It's time to start planning with the students in mind, not only the content. Learn to create plans that get an applause after each teaching session.

# data[].attributes.headline
What is a related requirement in a lesson plan?

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What is a related requirement in a lesson plan?

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How the lesson lines up with national, state, and school standards. (Lindsey Mulder)

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What's in this guide?

In this introductory guide, we will introduce you to the topic of lesson planning. We are going to provide you with key concepts and considerations to keep in mind when designing impactful lesson plans. We will provide you an overview of the importance of lesson planning, what makes a great plan, and how to create plans that work for your instruction.

This guide is for any educator looking to create plans that work for them, their students, and school. Apply the concepts from this guide to any part of your planning process. Whether you are a new teacher or an experienced teacher, this guide is for you.

We have divided this guide into multiple chapters, so don't forget to bookmark to revisit these concepts consistently. We are so excited to share with you all the big questions around the planning process for teachers and help guide you to be the best teacher you can be!

Let's begin with the basics!

What is a lesson plan?

A lesson plan is a roadmap teachers create to structure daily activity in their classrooms. It outlines what students will learn during each class period, how the lesson will be taught and how student progress will be measured.

Typically, a lesson plan is a document about one or two pages in length, split into different sections that describe what will happen during each day in the classroom. While no two look exactly alike - the specifics will change depending on the subject being taught, the grade level, the teacher, the students and the school - effective plans share the following key components:

Lesson objectives: what students will learn or be able to do after the lesson

Materials: the resources needed to support their learning

Learning activities: the activities students participate in to achieve the lesson objective

Time requirements: the amount of time set aside for each learning activity

Related requirements: how the lesson lines up with national, state or school standards

Assessment: how teachers will measure student learning

Evaluation and reflection: a summary of what worked, what didn't and why

Lesson plans are a core component of teaching, and part of a broader series of classroom organization and management tools. They cover just one lesson, compared to other kinds of plans that cover a whole unit, subject or curriculum. If a curriculum is like a world map, a lesson plan is like the directions that get you from point A to point B.
Quick Tip: Lesson Planning Digitally through Planboard can help you get organized and help align your schedules with your colleagues. Sign Up for Free!

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In this introductory guide, we will introduce you to the topic of lesson planning. We are going to provide you with key concepts and considerations to keep in mind when designing impactful lesson plans. We will provide you an overview of the importance of lesson planning, what makes a great plan, and how to create plans that work for your instruction.

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A method that Provides constructive feed back between two positive observations. This method is meant to keep the student engaged and encouraged. (Estella McGaw)

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Best practices for giving feedback

Giving feedback is important - so how do you do it right? Think of it like a muscle that requires exercise to grow or a skill that needs practice to master. And it's a skill that's needed not just by teachers, but by administrators too.

No matter who gives feedback to whom, and regardless of whether the feedback is positive or negative in nature, the most effective feedback shares some common ground:

It's goal-oriented: Feedback in service of a specific goal that's been discussed between everyone involved can spark motivation to improve.

It's specific: Effective feedback relates to a specific expectation, behavior, response, task or example to help the recipient make a clear connection between action, consequence and next steps.

It's actionable: A "Good job!" or "Oops - wrong answer!" aren't actionable because they don't provide any information about why or what to do next.

It's non-judgmental: It's easier to receive feedback when it's framed in terms of observable evidence rather than opinion, and when it avoids words like "good," "bad," "right" or "wrong"

It's timely: Feedback is most effective when it's delivered close to the event or behavior in question, while the memory is still fresh.

It's constructive: Not to be confused with praise, constructive feedback focuses on achieving a positive outcome, reinforces helpful behaviors and offers encouragement and support.

It's simple: Sharing too much detail or getting too technical can leave the recipient feeling overwhelmed or cause them to tune out entirely.

It's delivered appropriately: Some feedback is best delivered to groups; some is best delivered one-on-one. Keep respect for others, the content of the feedback and the goals it connects to in mind when planning where and how to give it.

It's accurate: Any data gathered and used to provide feedback should be correct, consistent and trustworthy.

It's ongoing: Feedback is most effective when it's put into practice, so it's important to circle back frequently and check in on how performance has changed.

It's two-way: Rather than simply telling someone what to do next, effective feedback encourages taking ownership over improvement and planning next steps as part of a discussion.

Structuring teacher-to-student feedback

Positive or negative, the way we deliver feedback matters. Research shows that students appreciate and benefit from feedback - even if it's correcting a mistake - as long as it helps them improve. And when teachers take the time to give thoughtful feedback and guidance to students, it sends a clear message that they care.

Feedback is most effective when teachers use a variety of methods for delivery. Teachers can accomplish this by building multiple formats of feedback into their lesson plans, including:

Numerical grades

Grading rubrics

Teacher comments

Written notes

One-on-one conversations

Report cards

So what techniques can teachers use to make sure feedback resonates with students? Here are a few of our favorite techniques.
The sandwich method
This technique gets its name from the way it sandwiches constructive feedback between two positive observations about a students' strengths. Meant to keep the recipient engaged and encouraged, the conversation goes like this:

"I like..." (a positive observation that warms up the discussion and set the student up to receive feedback)

"I wonder..." (the meat of the conversation: a point the student can improve)

"I like..." (a positive message that encourages the student to keep trying)

Feedback forms
Sometimes, consistency is key! In addition to standardized grades and rubrics, teachers, parents, administrators and students can work together to create feedback forms that can be used across assignments and projects. This technique sets expectations about the kinds of feedback students will receive, creates a routine around giving (and receiving) feedback and makes it easier to measure progress as the year goes on.
Integrated into lessons
Not all feedback needs to be addressed one-on-one. Sometimes it makes sense to include it in an upcoming learning activity or lesson. For example, if many students missed a question on a quiz, teachers can address the gap in a class discussion or adjust a future lesson to revisit and reinforce the core concepts (without calling out names or embarrassing students, of course!).
Facilitative feedback
Building on a directive "correct/incorrect" response, teachers can provide scaffolded prompts and examples to help students identify their own errors and find the correct path. Simply asking students questions about their performance or behavior can build critical thinking and self-reflection skills, too. For example, teachers might ask questions like these to get their students thinking:

"What would happen if..."

"Why do you think..."

How else might you..."

Student-led feedback
Feedback doesn't have to be a top-down exercise where teachers define the areas that require attention and what the next steps should be. By asking students what they would like more feedback on, what areas they would like to improve and how they think they're progressing so far, teachers create a more collaborative environment where the student's voice matters.

Structuring administrator-to-teacher feedback

Just like students, teachers need feedback to hone their classroom skills! Feedback from administrators to teachers often happens at end-of-year performance evaluations, but in order to be most helpful, both should work together on a continuous basis.

Many principals report that effective teacher feedback begins in the classroom, with frequent and regular visits to observe teachers in action as they deliver their school's curriculum. Principals and school leaders can start this process with a pre-conference that gives teachers the opportunity to outline what will happen during that day's lesson and pinpoint specific areas where they'd appreciate targeted feedback. After class, the teacher and observer debrief what happened and discuss what they can do better next time.

Teacher feedback can be delivered in many forms, including:

Personal learning plans

End-of-year evaluations

Observation forms from classroom visits

Regular in-person meetings

How might a feedback conversation with a teacher look? Here's an example from Paul Bambrick-Santoyo's Leverage Leadership: A Practical Guide to Building Exceptional Schools:
Open with precise praise
Share an observation with the teacher about something specific that impressed you during a classroom visit, an area where they've improved since your last visit or an encouraging trend you've noticed within their classroom.
Probe deeper
Pose an open-ended question about a core issue the teacher can improve, based on your observation. Questions like "how did it feel to..." can help teachers self-reflect on their own progress and challenges.
Identify the problem and create an action step
From that moment of self-reflection, and using evidence from the lesson, guide the teacher to self-identify a challenge they noticed. Questions like "what happened next..." and "how did that affect..." can help guide this conversation. From there, encourage teachers to create a concrete action they can take to address it.
Practice
Give teachers a chance to try their solution out ahead of time by practicing it with you, as you coach them to further refine it.
Plan ahead
Ask teachers ahead of time to bring a few future lesson plans to your meeting. Then, you can work together to find opportunities to incorporate their new action step into those future lessons.
Set a timeline
At the end of the meeting, agree on an implementation timeline and follow up to make sure progress is on track.
Chapter Six Lesson Planning Templates and Examples

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What Makes a Great Lesson Plan? | Planboard

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This FREE E-Book shares key concepts and ideas around creating an impactful lesson plan. It's time to start planning with the students in mind, not only the content. Learn to create plans that get an applause after each teaching session.

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Provide an open ended question about a core issue (Lindsey Mulder)

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Best practices for giving feedback

Giving feedback is important - so how do you do it right? Think of it like a muscle that requires exercise to grow or a skill that needs practice to master. And it's a skill that's needed not just by teachers, but by administrators too.

No matter who gives feedback to whom, and regardless of whether the feedback is positive or negative in nature, the most effective feedback shares some common ground:

It's goal-oriented: Feedback in service of a specific goal that's been discussed between everyone involved can spark motivation to improve.

It's specific: Effective feedback relates to a specific expectation, behavior, response, task or example to help the recipient make a clear connection between action, consequence and next steps.

It's actionable: A "Good job!" or "Oops - wrong answer!" aren't actionable because they don't provide any information about why or what to do next.

It's non-judgmental: It's easier to receive feedback when it's framed in terms of observable evidence rather than opinion, and when it avoids words like "good," "bad," "right" or "wrong"

It's timely: Feedback is most effective when it's delivered close to the event or behavior in question, while the memory is still fresh.

It's constructive: Not to be confused with praise, constructive feedback focuses on achieving a positive outcome, reinforces helpful behaviors and offers encouragement and support.

It's simple: Sharing too much detail or getting too technical can leave the recipient feeling overwhelmed or cause them to tune out entirely.

It's delivered appropriately: Some feedback is best delivered to groups; some is best delivered one-on-one. Keep respect for others, the content of the feedback and the goals it connects to in mind when planning where and how to give it.

It's accurate: Any data gathered and used to provide feedback should be correct, consistent and trustworthy.

It's ongoing: Feedback is most effective when it's put into practice, so it's important to circle back frequently and check in on how performance has changed.

It's two-way: Rather than simply telling someone what to do next, effective feedback encourages taking ownership over improvement and planning next steps as part of a discussion.

Structuring teacher-to-student feedback

Positive or negative, the way we deliver feedback matters. Research shows that students appreciate and benefit from feedback - even if it's correcting a mistake - as long as it helps them improve. And when teachers take the time to give thoughtful feedback and guidance to students, it sends a clear message that they care.

Feedback is most effective when teachers use a variety of methods for delivery. Teachers can accomplish this by building multiple formats of feedback into their lesson plans, including:

Numerical grades

Grading rubrics

Teacher comments

Written notes

One-on-one conversations

Report cards

So what techniques can teachers use to make sure feedback resonates with students? Here are a few of our favorite techniques.
The sandwich method
This technique gets its name from the way it sandwiches constructive feedback between two positive observations about a students' strengths. Meant to keep the recipient engaged and encouraged, the conversation goes like this:

"I like..." (a positive observation that warms up the discussion and set the student up to receive feedback)

"I wonder..." (the meat of the conversation: a point the student can improve)

"I like..." (a positive message that encourages the student to keep trying)

Feedback forms
Sometimes, consistency is key! In addition to standardized grades and rubrics, teachers, parents, administrators and students can work together to create feedback forms that can be used across assignments and projects. This technique sets expectations about the kinds of feedback students will receive, creates a routine around giving (and receiving) feedback and makes it easier to measure progress as the year goes on.
Integrated into lessons
Not all feedback needs to be addressed one-on-one. Sometimes it makes sense to include it in an upcoming learning activity or lesson. For example, if many students missed a question on a quiz, teachers can address the gap in a class discussion or adjust a future lesson to revisit and reinforce the core concepts (without calling out names or embarrassing students, of course!).
Facilitative feedback
Building on a directive "correct/incorrect" response, teachers can provide scaffolded prompts and examples to help students identify their own errors and find the correct path. Simply asking students questions about their performance or behavior can build critical thinking and self-reflection skills, too. For example, teachers might ask questions like these to get their students thinking:

"What would happen if..."

"Why do you think..."

How else might you..."

Student-led feedback
Feedback doesn't have to be a top-down exercise where teachers define the areas that require attention and what the next steps should be. By asking students what they would like more feedback on, what areas they would like to improve and how they think they're progressing so far, teachers create a more collaborative environment where the student's voice matters.

Structuring administrator-to-teacher feedback

Just like students, teachers need feedback to hone their classroom skills! Feedback from administrators to teachers often happens at end-of-year performance evaluations, but in order to be most helpful, both should work together on a continuous basis.

Many principals report that effective teacher feedback begins in the classroom, with frequent and regular visits to observe teachers in action as they deliver their school's curriculum. Principals and school leaders can start this process with a pre-conference that gives teachers the opportunity to outline what will happen during that day's lesson and pinpoint specific areas where they'd appreciate targeted feedback. After class, the teacher and observer debrief what happened and discuss what they can do better next time.

Teacher feedback can be delivered in many forms, including:

Personal learning plans

End-of-year evaluations

Observation forms from classroom visits

Regular in-person meetings

How might a feedback conversation with a teacher look? Here's an example from Paul Bambrick-Santoyo's Leverage Leadership: A Practical Guide to Building Exceptional Schools:
Open with precise praise
Share an observation with the teacher about something specific that impressed you during a classroom visit, an area where they've improved since your last visit or an encouraging trend you've noticed within their classroom.
Probe deeper
Pose an open-ended question about a core issue the teacher can improve, based on your observation. Questions like "how did it feel to..." can help teachers self-reflect on their own progress and challenges.
Identify the problem and create an action step
From that moment of self-reflection, and using evidence from the lesson, guide the teacher to self-identify a challenge they noticed. Questions like "what happened next..." and "how did that affect..." can help guide this conversation. From there, encourage teachers to create a concrete action they can take to address it.
Practice
Give teachers a chance to try their solution out ahead of time by practicing it with you, as you coach them to further refine it.
Plan ahead
Ask teachers ahead of time to bring a few future lesson plans to your meeting. Then, you can work together to find opportunities to incorporate their new action step into those future lessons.
Set a timeline
At the end of the meeting, agree on an implementation timeline and follow up to make sure progress is on track.
Chapter Six Lesson Planning Templates and Examples

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What Makes a Great Lesson Plan? | Planboard

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This FREE E-Book shares key concepts and ideas around creating an impactful lesson plan. It's time to start planning with the students in mind, not only the content. Learn to create plans that get an applause after each teaching session.

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Are teachers responsible for how their students act or respond in class?

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Are teachers responsible for how their students act or respond in class?

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No, they can only create a positive atmosphere for their students to make them feel welcome. (Lindsey Mulder)

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What Makes a Great Lesson Plan? | Planboard

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This FREE E-Book shares key concepts and ideas around creating an impactful lesson plan. It’s time to start planning with the students in mind, not only the content. Learn to create plans that get an applause after each teaching session.

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Setting a goal, but not achieving it is known as:

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Setting a goal, but not achieving it is known as:

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Failure

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What is failure? We all experience it. But only some people know how to learn from it to be more successful in the future. This article explores the meaning of failure, the relationship between success and failure, and why one shouldn't fear failing.

It's natural to try to avoid things that could end in failure. Failure can be embarrassing and painful to experience. But what is failure exactly?

Failure is defined as a lack of success or the inability to meet an expectation.

The problem is that we can read too much into failure. Too often, we tie it to our sense of self-worth, self-esteem, and self-acceptance. The expectation we fail to meet is often our own, or one that we've created in our own head.

Most of us don't set out looking to fail at anything. And we especially don't want to be labeled as a failure. But maybe that is a mistake.

Failure can be useful. We can learn from it, gain new insights, and do better next time. The right kind of failures give us new information and teach us something that gets us closer to our goals.

Some live by the motto: If you aren't failing you aren't taking big enough risks. Said another way, if everything you try turns out exactly as planned and feels very comfortable, you probably aren't stretching yourself. And if you aren't stretching, you aren't growing.

Let's consider ideas for reframing failure in our minds and our organizations and strategies for moving through failure with resilience.

What is failure?

A fairly common understanding of failure is setting a goal but not achieving it.

We tend to believe that knowing whether or not you achieved a goal is fairly simple and straightforward. It's often based on data. But in truth, failure is often in the eye of the beholder.

Imagine yourself in each of these three scenarios and whether you'd consider yourself to have failed:

1. An experienced marathon runner sets a goal to run her next marathon in under four-and-a-half hours. This goal is a full 15 minutes shorter than her prior best time. She completes the marathon in 4 hours and 36 minutes. Besting her prior record by nine minutes.

2. A senior director seeks a promotion to VP and competes against other internal and external candidates. She receives positive feedback. But she gets told that the leadership team felt that hiring an external person would demonstrate their commitment to change.

3. A top young professional at an organization gets asked to prepare a slide deck for a high-profile meeting. He submits what he considers to be an excellent presentation to his boss. The boss praises the work but substantially changes the slides before the big meeting.

Notice that the differentiator in all three of these failure analysis examples is an ideal we've set in our minds.

Measuring goal achievement can be a subjective and political activity. And in each of these examples above, you can sense that the individuals tried hard and performed well in their efforts.

Perhaps that common definition of being in failure mode as "not achieving a goal" isn't so accurate and straightforward, after all.

Recovering from failure by reframing it

What is failure? In a "winning-is-everything" society, how do we handle and define failure?

This is the tagline for a documentary series called Losers. It profiles high-performing athletes or teams that have a major failure.

Beyond the individual stories, there's a more fascinating aspect of Losers. It's how every episode highlights athletes who have turned the agony of defeat into human triumph.

One episode profiles figure skater Surya Bonaly. She was a nine-time French National Champion and won the European Championship five times. Still, she failed to medal in all three of her Olympic appearances. Finishing fifth in 1992, fourth in 1994, and tenth in 1998.

Now retired as a professional athlete, Surya Bonaly works as a figure skating coach and a motivational speaker. Especially for young athletes of color.

Like the professional athletes highlighted in the documentary, you may find yourself afraid to fail.

How else might we define failure?

Reframing is a technique used in coaching to see a situation in a new light.

Photographers move the lens around to get different angles on the same shot. We can similarly change our perspective on situations to see them differently.

We can reframe failure using these synonyms:

Novice. When you're new at something, success is less likely. Just as you can't set an expectation for a child to tie their shoes perfectly the first time. Or even the tenth time. You can't hold yourself to the standard of the expert when you're a novice. When you try something new, take a beginner's mindset. Remind yourself that you are a novice and give yourself many chances to improve.

Learning opportunity. Fear of failure is one of the strongest inhibitors of learning. One example is outlined in the classic Harvard Business Review article Teaching Smart People How to Learn.

Chris Argyris points out that many highly successful people fear failure. They fear it specifically because they have very little professional experience with it. As a result, they tend to respond defensively to failure. And they act to avoid it or avoid acknowledging it.

In the process, they miss out on the opportunity to learn and grow from trying something and getting a different result than what was expected or hoped for. When something happens that is different than what we expected, we stand to learn a lot about the situation and our assumptions. We also stand to learn about ourselves and how we handle setbacks and the unexpected. If you find yourself feeling defensive about a failure, reframe the situation by asking yourself what you can learn.

Perfectionism. If you have a strong perfectionistic streak, you may label things as failures that are not.

For example, you may make a mistake during a presentation at a high-level meeting with top organizational leaders. Despite excellent feedback from all in attendance, you fixate on the one moment that didn't go exactly as planned.

When you are beating yourself up for a past failure, ask yourself, "Have I actually failed?"

Systemic bias. Such biases are practices or beliefs embedded within a system that disadvantage different groups. In the modern workplace, systemic bias persists against people of color. They also persist against women, people with disabilities, and the LGBTQ+ community. For many of them, it can be the root cause of their perceived failure.

Surya Bonaly was one of the few Black skaters in the 1990s. She got judged more harshly for not embodying the "white princess" ideal in women's figure skating. Judges labeled her as "exotic" and said she was "athletic but not artistic."

The extent to which systemic bias affected her Olympics failures can never be fully known. Have you reflected on the systemic bias within your system that may be a factor in perceived failure?

Ambiguity. Our worlds are increasingly ambiguous and unpredictable. Who could have anticipated a global pandemic would break roots in 2019? And upend the world of work almost overnight?

Avoiding failure is nearly impossible in some environments. Particularly those that are highly volatile, uncertain, complex, or ambiguous (VUCA). So cut yourself - and your colleagues - some slack if a deadline is missed or you've found some errors in a project.

Try to root out errors made out of sloppiness or poor planning, but also recognize how often changing circumstances can upend the best-laid plans. Focus on what your team can learn about operating better under the reality of stress, distraction, and ambiguity rather than bemoaning that the world changed around your perfect plan.
There may be other factors causing distraction and stress. When ambiguity is decreasing the likelihood of goal achievement, adjust goal targets or pivot the business.

Trial and error. A core principle of design thinking is the idea of failing fast and learning from failure. This mindset embraces failure as a natural part of the creative process. Trial and error provide the opportunity to continuously make things better.

As Thomas Edison famously said about inventing the light bulb, "I have not failed. I've just found 10,000 ways that won't work." When you see your failures as data points, you create a new opportunity for improvement.

Renewed motivation. Sometimes, a small failure becomes the setback that sparks a renewed commitment to a goal or project. You may have subconsciously put the goal on autopilot or become distracted by other priorities.

The failure can provide a stimulus that adds energy and motivation where it might have lagged.

Simply unfinished. This phrase is borrowed from poet Amanda Gorman. The basic idea? Something that looks failed or broken may only be a misrepresentation of an unfinished process.

Step back and look at the longer-term trajectory before declaring something failed.

Success versus failure

If the definition of failure is not achieving a goal, then does meeting a goal equal success? To some extent, yes. But that definition feels too confining.

Success is psychologically bigger than goal achievement itself. And importantly, it is possible to feel like a successful person even in the face of failure.

In a speech to students at Figure Skating Harlem, Surya Bonaly said, "You don't have to wait for a medal to make your life different. If you give 100%, you did the best. Feel good about it. Feel positive and move on."

This quote exemplifies an important differentiator between process goals and outcome goals.

An outcome goal discussed earlier was to run a marathon in under four-and-a-half hours. In order to achieve that outcome, the runner would have been engaged in process goals along the way in order to make the outcome more likely.

She would have run five or more days a week. Joined a marathon training group. Managed her dietary intake. Purchased the necessary equipment. And devoted countless hours to her training.

But in our society, we do not tend to acknowledge and appreciate those process achievements. Instead, we make the feeling of success contingent upon the outcome.

Let's be real - it is important to feel successful. When do you allow yourself to feel successful? If you make success contingent only on achieving outcome goals, you might start to find yourself never feeling good enough.

Instead, let's consider an alternative definition of success. Where we allow ourselves to feel successful for all the efforts we put forth. Rather than the outcomes.

Success is knowing what you want out of life. And feeling proud of yourself for investing in what is meaningful to you. Success and failure can be highly subjective. A more open mindset may help you reframe your failure to success.

Stages of failure

Over time, you may shift your focus to feeling successful from process outcomes. The structure put forth by Atomic Habits author James Clear might be helpful to you in that case. He's identified three stages of failure:

1. Failure of vision is when you are not clear about what you want or your personal "why." When you don't know what you want out of life. Or if you are not feeling purpose and meaning in your life. Then you might be having a failure of vision.

This is where looking inward and focusing on your own well-being can make a difference.

2. . This is where Failure of tactics is when you know what you want but don't have a clear or effective plan for achieving it.
habit tracking and development can be very effective.

For instance, maybe you've failed to complete a project because you only have a general sketch and not a master plan.

Even those who are effective at strategic planning in the workplace sometimes struggle. Especially with translating those skills into tactics for personal or leadership development

3. Failure of strategy is when you have a plan and follow it, but still do not achieve your goal. An endless number of factors could be affecting your success. They may be related or unrelated to your plan.

Failure of strategy is an ideal moment to employ your design thinking skills and get working on the next iteration.

Understanding why you feel failure can help you overcome challenges to your process outcomes. Perhaps you're "simply unfinished." Then, thinking through this will result in "renewed motivation" to achieve your process outcomes.

Keep in mind that none of us can avoid failure all the time. That isn't the intent.

We live in a world where our success as individuals and teams depends on us learning more and faster to perform better. If we aren't failing, we probably aren't taking enough risks.

Too often, we kind of intellectually embrace experimentation and risk-taking. But we want to do it efficiently and cleanly without failing. That isn't the intent.

The intent is to be resilient in the face of failure. A resilient person will use these strengths in the service of goal attainment:

and keeping the failure in perspective. There's a difference between admitting failure and beating yourself up over it. Self-compassion. Show kindness toward yourself and others involved in the failure. Focus on empathy

Cognitive agility. Be willing to quickly learn from failures and pivot to new opportunities.

Growth mindset. Take a learner's approach with a non-judgmental stance. By default, we respond defensively or cast blame. Instead, reflect deeply and try to understand how to be different going forward.

Problem-solving. Stay curious and creative. Collect data to inform decisions and next steps.

Purpose and meaning. Don't have regrets. Reconnect with the larger meaning behind the goal and use that to drive new approaches.

Recognition. Appreciate the efforts that you and others have dedicated thus far. Feel successful by weighing the process as much as or more than the outcome.

Don't fear failure

In her 1998 final Olympics appearance, Surya Bonaly skated through an Achilles tendon injury. Pushing the boundaries of the sport and expressing herself were more important than scores from the judges.

Knowing it would be her last performance as an amateur athlete, she perfectly executed her signature backflip. All the while knowing it was an illegal move.

The audience gave her a standing ovation. The judges gave her low scores.

For her, at that moment, she didn't see herself as a victim.

Learning from failure

Failure is a great teacher. It can be a valuable lesson for us in the long run. We should be able to examine it and take important lessons away from it.

Performing a failure analysis and looking at the root causes of our failure is a key way of learning from failure.

This is particularly true if you suffer a complex failure where the reason for failure may not be immediately clear.

It's nice to know what we are doing right in our jobs or business. But failure feedback gives us something equally important: a learning process or teachable moment about what we are doing wrong as well.

Often, small failures early on in a project can almost be like an experiment. These failures can create innovation that leads to future success.

Performing a failure analysis

There are several different frameworks that you can use for failure analysis. One of the most popular is FMEA (failure mode and effects analysis).

Performing a failure analysis allows you to calculate a risk priority number (RPN) for a process.

An RPN is based on the severity, occurrence rate, and detection rate of different challenges that may arise in your business processes.

To perform a process failure analysis, there are 10 steps that you need to follow:

1. Review the process

2. Brainstorm potential failure modes (root causes)

3. List potential effects of each failure

4. Assign severity rankings

5. Assign occurrence rankings

6. Assign detection rankings

7. Calculate the RPN (risk priority number)

8. Develop an action plan

9. Take action

10. Calculate the resulting RPN (risk priority number)

If you want to take a more structured approach to learning from your model, these steps will guide you through the process.

For a full explanation of how to calculate your risk priority number and perform failure analysis, see this resource.

What is failure? How do we go about learning from failure?

Failure is not inherently bad. the contrary, most failures provide amazing opportunities to gain new insights about yourself or your work. And some failures even create the opportunity to be triumphant.

We are working and living in increasingly ambiguous and fast-changing systems. We will all have to get more comfortable with making mistakes and learning to fail better. Learning to fail is a skill we can all practice.

If you or your team is struggling with failure, consider trying
On BetterUp Care, a comprehensive mental health solution. It's redefining employee engagement, productivity, and business growth.

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What is failure and how can we make the most of it?

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What is failure? We all experience it. But only some people know how to learn from it to be more successful in the future. This article explores the meaning of failure, the relationship between success and failure, and why one shouldn't fear failing. It's natural to try to avoid things that could end in failure.