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Our lesson plan should be align to our STOs.
Don't be too ambitious and keep it simple and be specific.
Cater to students individual need so use differentiated instruction when needed.
Use evidence based practices in our teaching plan.

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1) Must always remember to remove the blue guiding questions in the WS plan.

2) The Independent Practice must be linked to the session objectives.

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Teaching plan is an overview of all the withdrawal session plans that I will be planning for. One can plan for as many withdrawals sessions but it has to be planned alongside the Teaching Plan. With Teaching Plan in-placed, it's easier to monitor my own STO/AG in IEP.

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When writing session objectives, use observable verbs. It is best to refrain from using words such as "understand". Also, it is important to align our session objectives with our assessment (be specific and clear in our writing).

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1) Always use action verbs that are observable

2) Ensure that Session Objective, Assessment of Student Learning and Independent Practice are aligned clearly.

3) Use 'AED' instead of 'I'

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1) It is important to use an observable verb in the Session Objective. Be mindful not to use words such as understand, know, etc.

2) For the assessment of Student Learning, it is how you assess the student, not what you want to achieve.

3) Keep in mind to show professionalism. Use AED instead of I.

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It is important for us to completely understand lesson objectives before writing the withdrawal plan.

We also need to ensure it is properly suited and tailored to the student's needs.

Lastly ensure your session objectives are SMART and observable and avoid using vague terms.

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For lesson observation, we need to message the NIES in the morning to update the student's attendance because the lesson plan is tailored to the particular student.

For learning contexts, we can use the student's interest to prepare the resources, such as books, passages based on student interest.

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Ensure that the session objectives, independent practice and Assessment are linked together. Also, do not do a copy and paste and your session objectives in the Assessment section.

When writing your session objectives, use observable terms such 'should be able to explain" and avoid vague terms such as 'understand'.

Don't make your Withdrawal Session Plan unreadable. Organise the information in bullets and sub points so that it's easier to refer to when necessary.

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The examples and practice using the 2 teaching plans taught me to prioritise objectives and goals and subsequently aligning it with the withdrawal session plans.

There must always be a rationale on the way we plan our sessions, we need to ask ourselves what is the objective here and does the flow make sense.

Another important area is scheduling of the sessions, whether it is beginning of the week, end of the week, period allocation etc. All these factors play an important role in achieving an effective withdrawal session plan.

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- Remove blue guiding questions from the template.

- We need to be mindful that the lessons conducted during withdrawal sessions are in continuum.

- Closure: Always have a proper closure – reiterate what has been taught for the session. Can use this to review tokens earned. Generalization can be included under closure if student is ready to transfer the skills taught.

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Use "AED" instead of "I". This shows more professional way when presenting the Withdrawal Session Plan document.

Lastly my dear course mates, please  remove the BLUE guiding questions when writing the Withdrawal Session Plan.

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It is possible to CONCEPTUALIZE the Teaching and Withdrawal Plan as a template for issues with significant frequency, so that  in the long run, evidenced successes may be transferrable to similar cases.

As practitioners we will then TAILOR each plan to INDIVIDUAL Needs and Goals, for we cannot expect to engage every issue with cookie-cut solutions.

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1. Remove blue words from template.

2. Details/ description of what materials to use during the lesson, e.g power point, cue cards, should be indicated in the "differentiated learning" column.

3.  Closure is not the time to add new information. It's more of a recap of the lesson.

4. Lesson objectives are directly tied to the assessment of learning (independent practice).

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Closure should not include checking of student’s understanding, instead it should be done during independent practice. For closure, elicit from student concepts learnt and provide a preview of next lesson.

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My AHA moment is to learn that I need to align the content of the independent practice and assessment of student's learning with my session objectives, and not to introduce new content for Closure but include preview of next lesson to mentally prepare the student in his/her learning.

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Divide the lesson instruction into categories such as; check-in, agenda, recap etc) for easy reference and for better organisation

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Assessment should be reflective on how I will assess learning, according to the session objectives (what I hope to achieve). Generalization is suitable only if the student has sufficient competency.

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- A good reminder to always write CABD criteria in writing objectives.
- Use observable verbs, avoid the verb "understand"
- Closure is for recap.
- Remove the blue wordings.

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The withdrawal session plan is our safety net when conducting intervention for students. It need not be in the form of a document, it can be notes or a powerpoint so as long as we are able to refer to it as and when we forget what to do or what to look out for during the lesson.

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Align session objectives with assessment of learning in independent practice. Not to be done in closure. Closure is for recap or sneak peek of next lesson. Use headings and leave blanks under each category. Remove the blue wordings.

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When writing the session objectives, use the CABD format. Assessment of student learning need to link back to the session objectives.

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We have to always ensure and check that our session objective have to align with assessment of student learning and to independent practice.

Refer ourselves as AED instead of I.

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i need to align session objectives with assessement.

the assessment should be included under independent learning

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Remove blue words, and not to include it inside the actual withdrawal session plan.

Differentiated instructions can provide how lessons are adapted to the student.