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Strategic Lesson Planning

This course is designed to assist teachers in public and private schools in creating more effective lesson plans for their students. These lesson plans address both the structure of the lesson and appropriate assessment tools and rubrics. Lesson plans are a teacher's self-created guide to content presentations that maximize mastery by the student, and can be optimized to create an environment for the most successful possible learning outcomes. This course combines current action research and applies it into skills teachers can actually use in their classrooms. Strategic Lesson Planning uniquely examines procedures to maximize student content retrieval. At the end of the course, participants will be able to create lesson plans that are both efficient and effective. 


Carlow University ED 666 • Madonna University EDU 5830.22 • Mercy University EDUT 543

The required text for this course is Powerful Teaching: Unleash the Science of Learning, First Editionby Pooja K. Agarwal and Patrice M. Bain.

ISBN-13: 978-1119521846


Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 2/13/24 - 5/14/24
  • 4/9/24 - 7/9/24
  • 6/11/24 - 9/10/24
  • 8/13/24 - 11/12/24
  • 10/8/24 - 1/14/25
  • 12/10/24 - 3/11/25

Course Schedule




Session/Module 1: Introduction and Overview, Direct Instruction: Modeling and Practice


  • Master the four phase process for maximizing instruction
  • Plan a direct instructional lesson
  • Utilize the command strategy

Session/Module 2: Inductive Instruction: Key Concept Identification


  • Teach identification & categorization
  • Determine methods of grouping
  • Plan an inductive learning lesson

Session/Module 3: Reading for Meaning: Ten Key Statements


  • Prepare focused guiding statements                                   
  • Support, preview, predict & identify strategies

Session/Module 4: Concept Attainment: Conceptual Clarity


  • Identify key concepts
  • Recognize critical attributes

Session/Module 5: Compare and Contrast: Four Organizers


  • Identify similarities and differences
  • Facilitate the use of Comparison Organizers

Session/Module 6: Reciprocal Learning: Peer Problem Solving


  • Initiate student pairing
  • Enhance learning through peer coaching

Session/Module 7: Decision Making: Questions, Dilemmas, and Situations


  • Enable informed decision making
  • Apply decisions
  • Organize ideas and testing conclusions

Session/Module 8: Task Rotation: Differentiated Presentations


  • Objectives: Identify dominant learning styles
  • Differentiate assessment
  • Rotate teaching styles

Session/Module 9: Creating the Lesson Plan: Selecting the Strategy


  • Engage multiple styles simultaneously
  • Build reflective skills through note taking
  • Increase meaningful discussions

Session/Module 10: Metaphorical Instruction: Self-Expressive Learning


  • Encourage making connections and comparisons
  • Stimulate reflection on past experience and knowledge
  • Optimize the introspective use of vocabulary
  • Improve comprehension through the use of similes and metaphors
  • Create a lesson matrix
  • Summarize a command lesson
  • Distinguish inductive learning is a critical skill for students to master
  • Construct a content appropriate lesson to introduce tinductive learning
  • Identify a lesson that would most benefit from the Reading for Meaning statements
  • Formulate one question for each of the five Reading for Meaning Statements
  • Summarize a Concept Attainment lesson
  • Select lessons that lend themselves to a Concept Definition Map
  • Select lessons that lend themselves to a Concept Analysis Matrix
  • Summarize two lessons that will incorporate of the comparison organizers
  • Summarize learning expectations for specific graphic organizers
  • Describe the functions of Reciprocal Learning
  • Create a lesson incorporating Reciprocal Learning
  • Develop an introductory question or statement
  • Identify the sources of information available to the students for an introductory question or statement
  • Summarize a lesson that can be used with all four learning styles
  • Assess the impact of task rotation on high stakes tests
  • Create a lesson addressing student weaknesses reflected in standardized tests
  • Summarize a review lesson which lends itself to creating a content metaphor or simile
  • Create a set of three similes and  three metaphors students could create in your area of instruction
  • Discuss the powers and pitfalls of Metaphorical Lessons as part of your instruction
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.