[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-353737-105":3,"detail-sidebar-cat-1-en-105":81,"doc-detail-353737-en":127},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","lesson-planning-support-practices-fact-sheet-3","Lesson Planning Support Practices - fact sheet 3","","Practices supported by research can strengthen teachers’ lesson planning through tools, professional development design, and structured collaboration. Evidence summarized here highlights scaffolding resources that reinforce inquiry-based planning, PD centered on research-based instructional strategies, and coaching or peer collaboration that develops strategic critical thinking. It also considers designing plans around student needs and inclusive instruction. The review notes caution when interpreting causal findings because practice and learning effects may require longer time horizons.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/lesson-planning-support-practices-fact-sheet-3/353737/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/lesson-planning-support-practices-fact-sheet-3/353737.png","ImageObject",442,249,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-09-22",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What scaffolding tools can help teachers improve lesson planning?","Question",{"text":63,"@type":64},"Research summarized here finds that providing teachers with scaffolding tools can positively affect lesson plans. Randomized findings reported improved lesson planning when PD was paired with online tools and courses that reinforced inquiry-based planning and learning strategies.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How can professional development influence teachers’ lesson planning outcomes?",{"text":68,"@type":64},"Professional development focused on evidence-based instructional strategies may improve planning. The cited randomized studies show gains in teacher knowledge and planning/implementation, with student achievement impacts varying by program duration and local implementation choices.",{"name":70,"@type":61,"acceptedAnswer":71},"What role do coaches or peers play in improving lesson planning?",{"text":72,"@type":64},"Collaboration with coaches or peers can support lesson planning, especially when it helps teachers apply strategic critical thinking to design. Examples in the text include feedback that increases understanding and use of evidence-based math strategies, and literacy coaching that supports lesson planning, reflection, and enactment.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},353737,1791721198,{"code":4,"msg":82,"data":83},"success",[84,88,93,98,103,108,113,118,123],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":86,"slug":87},11,90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social Media",50,"social-media",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},17,"Forms",40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},18,"Letters",30,"letters",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},21,"Paper Templates",5,"papers-templates",{"id":124,"doc_module":22,"doc_module_name":25,"category_name":125,"show_sort_weight":4,"slug":126},158,"General","general-158",{"code":4,"msg":82,"data":128},{"doc_id":79,"user_id":129,"nickname":42,"user_avatar":130,"doc_module":22,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":22,"language":136,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":12,"update_tm":140,"read_time":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","What does research say are practices to support teachers to improve their lesson planning?  \nBackground  \nLesson planning is a multifaceted process influenced by curricula, available materials, and teacher experience. Most research on lesson plans involve teacher interviews, observations, or evaluating lessons against specific criteria. Many of the causal studies below have identified practices to improve teachers’ lesson planning within larger analyses of professional development (PD) programs and their effects on student outcomes. Some researchers have asked for caution in interpreting causal research on this topic because of the short timeframe (one to two years) of studies since changes in practice and effects on student learning take time. This FAQ includes both causal and non-causal research describing some practices to consider when supporting teachers’ lesson planning.  \n• Providing teachers with scaffolding tools has shown positive effects on lesson planning. One randomized study1 found that teachers who were provided both comprehensive PD focused on inquiry-based lesson planning and learning strategies and an additional year of online tools and courses that reinforced PD content reported significantly improved lesson plans. In-depth scaffolding supports that encouraged teachers to design inquiry-based instruction from another randomized study of three sciencefocused PD programs showed a positive influence on student outcomes.  \n• PD focused on research-based instructional strategies may support teachers in lesson planning. A randomized study2 on PDfor reading instruction that incorporated collaborative lesson planning and discussions led to gains in teacher knowledge of, planning for, and implementation of best practices, as identified by classroom observation data, with some gains in student outcomes. Another randomized study of an evidence-based teacher induction program to support instruction,3 which provided beginning teachers with trained mentors, monthly PD, and other supports that were expected to influence instruction, found positive impacts on student achievement among districts that chose two years of PD but no impacts for districts that chose one year of PD. Follow-up exploratory analyses among the two-year districts found that teachers were more likely to receive mentor feedback on improving instructional practices, suggesting student achievement may have been improved because of this individualized support. The program caused teachers to receive more lesson planning support, but the study did not find significant impacts on teacher practices among either one-or two-year PD districts based on its measures.  \n• Collaboration with coaches or peers may improve teachers’lesson planning. Though some studies report mixed impacts of evidence-based PD on practice, others suggest that collaborative coaching is more likely to improve lesson planning  \nwhen it helps teachers develop more strategic critical thinking skills to apply to their lesson design. For example, teachers report benefitting from concrete, focused feedback to increase their understanding and incorporation of evidence-based math instructional strategies into lesson plans. Teachers demonstrated increased use of effective literacy practices following coaching support that focused on lesson planning, reflection, and enactment in a randomized study on literacy coaching.  \n• Beginning lesson plans with student needs and considerations in mind may facilitate the planning process. Participants in a one-year teacher certification program who did not have prior education training but received intensive courses on studentcentered instructional strategies in science produced lesson plans with increased “opportunities for intentional, student-centered, and scientifically authentic language use,” according to the researchers (p. 857). Despite participants still including some teacherled instruction, the findings suggest that promoting student-centered learning","cbCaijRnyDfuoYYC","https://ap.wps.com/l/cbCaijRnyDfuoYYC","pdf",259344,"English","# Background\n## Evidence on scaffolding and tools\n## Research-based instructional strategies in PD\n## Coaching and peer collaboration\n## Planning with student needs and considerations\n## Additional resources","[{\"question\":\"What scaffolding tools can help teachers improve lesson planning?\",\"answer\":\"Research summarized here finds that providing teachers with scaffolding tools can positively affect lesson plans. Randomized findings reported improved lesson planning when PD was paired with online tools and courses that reinforced inquiry-based planning and learning strategies.\"},{\"question\":\"How can professional development influence teachers’ lesson planning outcomes?\",\"answer\":\"Professional development focused on evidence-based instructional strategies may improve planning. The cited randomized studies show gains in teacher knowledge and planning/implementation, with student achievement impacts varying by program duration and local implementation choices.\"},{\"question\":\"What role do coaches or peers play in improving lesson planning?\",\"answer\":\"Collaboration with coaches or peers can support lesson planning, especially when it helps teachers apply strategic critical thinking to design. Examples in the text include feedback that increases understanding and use of evidence-based math strategies, and literacy coaching that supports lesson planning, reflection, and enactment.\"}]","Lesson Planning Support Practices - fact sheet 3 | PDF",1790107006]