{"href":"http://player.captivate.fm/services/oembed?url=http%3A%2F%2Fplayer.captivate.fm%2Fepisode%2Fc49c3e34-90cf-450e-bb98-d83f858ef9d1","version":"1.0","provider_name":"Captivate.FM","provider_url":"https://www.captivate.fm","width":600,"height":200,"type":"rich","html":"<iframe style=\"width: 100%; height: 200px;\" title=\"Lesson Planning: Attention and Reflection - PPD036\" frameborder=\"0\" scrolling=\"no\" allow=\"clipboard-write\" seamless src=\"http://player.captivate.fm/episode/c49c3e34-90cf-450e-bb98-d83f858ef9d1\"></iframe>","title":"Lesson Planning: Attention and Reflection - PPD036","description":"<h4><strong>Featured Content</strong></h4><p>We continue our conversation from&nbsp;<a href=\"https://podcastpd.com/podcast/lesson-planning-environment-relationships-ppd035\" rel=\"noopener noreferrer\" target=\"_blank\">Episode 35</a>, as we discuss the finer details of lesson planning:&nbsp;<strong>grabbing student attention</strong>&nbsp;and&nbsp;<strong>reflecting on the lesson</strong>.</p><p><strong>Grab &amp; Maintain Student Attention</strong></p><ul><li>Use random selection in calling upon students (pop sticks, give warning)</li><li>Vary who you call on and how you call on them (plan for who you will call on, fertilize the conversation)</li><li>Ask questions before calling on a student; wait at least five seconds for a response, allow for second wait time</li><li>Be animated; show enthusiasm and interest (vegas lounge act, humor)</li><li>Vary instructional methods</li><li>Provide work of appropriate difficulty</li><li>Demonstrate and model the types of responses or tasks you want students to perform</li><li>Provide guided practice for students; monitor responses and deliver immediate corrective feedback</li></ul><p><strong>Reflection on Your Lesson</strong></p><ul><li>Summarize the lesson and focus on positive gains made by students; use surprise reinforcers as a direct result of their good behavior</li><li>Determine if the lesson was successful; were goals accomplished? How do you know?</li><li>What would/could you do differently?</li></ul><p>Information we discussed was sourced from:&nbsp;<a href=\"http://www.kean.edu/~tpc/Classroom%20Management/EFFECTIVE%20LESSON%20PLANNING%20&amp;%20Classroom%20Mgmt.htm\" rel=\"noopener noreferrer\" target=\"_blank\">http://www.kean.edu/~tpc/Classroom%20Management/EFFECTIVE%20LESSON%20PLANNING%20&amp;%20Classroom%20Mgmt.htm</a></p><h4><strong>What We\u2019re Listening To</strong></h4><ul><li><strong>AJ:</strong>&nbsp;<a href=\"http://partial.credit/\" rel=\"noopener noreferrer\" target=\"_blank\">Partial Credit</a></li><li><strong>Chris:</strong>&nbsp;<a href=\"http://serialpodcast.org/\" rel=\"noopener noreferrer\" target=\"_blank\">Serial Season 3</a></li><li><strong>Stacey:</strong>&nbsp;<a href=\"https://crooked.com/podcast-series/hysteria/\" rel=\"noopener noreferrer\" target=\"_blank\">Hysteria</a></li></ul><p><br></p><hr>","thumbnail_width":300,"thumbnail_height":300,"thumbnail_url":"https://artwork.captivate.fm/e6144ccb-8512-4fd8-8b9c-6ec618546cfc/1537929019797-ed4dc72ca21e1c31966daf5252448e74.jpeg"}