Lesson Planning for Effective Teaching Ppoint (Final Pp)

8/3/2019 Lesson Planning for Effective Teaching Ppoint (Final Pp)

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By: Michael A. Figueroa Principal, HSD

A .Detailed Lesson Plan It puts down in writing the classroom activities thatmay occur.

The teacher writes down all the questions he is going

to ask from the pupils under the column teacheractivity and the expected answers under the columnpupil activity.

B. Semi Detailed Lesson Plan Omits pupil activity.

It contains only the lesson procedure or the step of thelesson.

C. Brief Lesson Plan Shorter than the Semi-Detailed

PARTS OF A LESSON PLAN A . Objectives or Thrust

B. Subject Matter, Materials

C. Procedures or Strategies

C.1 ReviewC.2 Motivation

C.3 Presentation Of The Lesson

C.4 Generalization

C.5 Application

C.6 Formative Evaluation

C.7 Assignment or Agreement

D. Evaluation

OBJECTIVES

Provides goals to be attained.

Gives direction to the class discussion.

Calls for what out comes to expect.

Objectives may be GENERAL or

specific…. • General Objectives

Usually broad in scope and may be the objective of a

course, subject, or semester.It cannot be attained in one lesson.

• Specific Objectives

Usually attainable in a specific lesson and contributes

to the accomplishing of the general aim.

Are also called behavioral objectives

(Visible and Measurable)

General VS Specific• 1. General: To understand the addition of dissimilar

fractionsSpecific: To solve at least 9 out of 10 exercises in addition of

dissimilar fractions.

• 2. General: To appreciate beautiful description in thepassages read.Specific: to list down all the beautiful descriptions in thepassages read.

• 3. General: To know the difference between an adjectiveand an adverb.Specific: To construct sentences using adjectives andadverbs correctly.

THE TAXONOMY OF

EDUCATIONAL

OBJECTIVES A.COGNITIVE

B.PSYCHOMOTOR

C.AFFECTIVE

A.COGNITIVE OBJECTIVES

• Involves the factual knowledge, ideas, and intellectualabilities,

• Associated with the logical thinking processes.

• Hierarchy of Cognitive Domain

1. Knowledge Hierarchy of Cognitive Domain

• Objectives related to simple recall, rote memory learning, and knowledge of facts.

• Define, identify, recall, acquire, describe, name, list

down, select, label.

Knowledge

•Define, identify,recall, acquire,describe, name, listdown, select, label.

2. Comprehension • Refer to as “understanding”

• When the student is able to translate in his own words

the meaning of terms taught to him.• Distinguish, convert, defend, give example, estimate,

paraphrase, explain, discuss, predict, extend,summarize, generalize, translate, transform, to give in

own words, illustrate, prepare, change, rephrase,restate, interpret, differentiate, Explain, demonstrate,tell in, infer.

Distinguish, convert, defend, give

example, estimate, paraphrase,explain, discuss, predict, extend,

summarize, generalize, translate,transform, to give in own words,

illustrate, prepare, change,

rephrase, restate, interpret,differentiate, Explain, demonstrate,

tell in, infer

2. Comprehension

3. Application

• Deals with application of concepts and principles tonew situations, solves mathematical problems,construct charts, and demonstrates correct usage of amethod of procedure.

• Change, prepare, compute, use, solve, discover,modify, relate, disseminate, apply, generalize, develop,organize, use, employ, transfer, restructure, classify.

•Change, prepare, compute,use, solve, discover, modify,relate, disseminate, apply,

generalize, develop, organize,use, employ, transfer,restructure, classify

4. Analysis The breaking up of a communication or text into its

constituent parts or elements.

Distinguishes facts and inferences, evaluates therelevance of data, and analyzes organizationalstructure of work.

Breakdown, diagram, subdivide, illustrate, infer,

separate, outline, point out, deduce, analyze, contrast.

Breakdown, diagram, subdivide,illustrate, infer, separate, outline,point out, deduce, analyze,contrast.

5. Synthesis

• The putting together of elements and parts to form a whole.

• Involves the process of working with pieces, parts,elements, and arranging and combining them toconstitute a pattern.

• Design, create, organize, categorize, reorganize,plan,

combine, devise, rearrange, comply, tell, modify,generate, rewrite, constitute, originate, document,produce, specify, derive, synthesize.

•Design, create, organize, categorize,reorganize, plan, combine, devise,

rearrange, comply, tell, modify, generate,rewrite, constitute, originate, document,produce, specify, derive, synthesize.

6. Evaluation

The judgment about the value of the material andmethods for given purposes.

Appraise, conclude, justify, contrast, criticize,interpret, discriminate, judge, argue.

Appraise, conclude, justify, contrast,

criticize, interpret,discriminate, judge,

B.PSYCHOMOTOR OBJECTIVES

Concerned with purposeful motor activity or physicalskills by which a task is performed.

Assemble,build,calibrate,clean,connect,construct,correct,design,dismantle,drill,fasten,fix,grind,manipulate,mix,mend,perform,measure,execute,install, handle, use, operate.

B.PSYCHOMOTOR OBJECTIVES

Concerned with purposeful motor activity or physical

skills by which a task is performed.

Assemble,build,calibrate,clean,connect,construct,correct,design,dismantle,drill,fasten,fix,grind,manipulate,mix,mend,perform,measure,execute,install, handle, use, operate.

C. AFFECTIVE OBJECTIVES

• Associated with feeling

• Concerned with the values of an individual

including interests, appreciations, and attitudes.• Appreciate, admire, initiate, show respect for,

participate actively, find pleasure, observestrictly, utilize wisely, listen critically, form sound

judgment, sustain interest in, comply with,assume, responsibility for, utilize wisely, andeffectively, a accept, value, conserve, sharpen,exert.

B. Subject Matter/Materials

Specifies the subject matter, textbooks, library references, apparatuses, visual aids and equipmentsneeded that will help attain the objectives.

C. Procedures

Includes both teacher and pupil activity in thedetailed lesson plan.

There should be varied types of procedurebecause of individual differences.

Ingredients of ProcedureMotivation techniques

• Do not start the lesson by saying “today, class we are going tostudy_____.

Motivations are generally classified as intrinsic and extrinsic.Intrinsic Motivation

• It is based on fundamental needs and drives and which willarouse the learner’s innate desire to act.

• The teacher should use the interest of the students by relating

the subject matter to their important needs or goals.Extrinsic Motivation

• Something external and is based on incentives designed to makelearners more responsive.

*the teacher should use a variety of suitable motivationaldevices ranging from challenging questions, audio- visual aids, stirring stories or anecdotes, contests,

games, puzzles, songs, drills, projects, sharing of experiences, acting out a story or performing an actionsong.

B. Review

• A review of previous lesson, if necessary, should be included in

the plan to determine entry knowledge and skills to enable theclass to understand the new lesson better.

C. Presentation of the lesson

• The methods or procedures followed in teaching are determined

by the objectives of the lesson, the nature or degree of difficulty of the subject matter, the ability and experiences of the learners,the devices and equipments available, and the teacher’sorientation.

D. Application

• Prepare exercises which will show how well the studentsunderstand the lesson presented.

• The application may be done either in writing or orally.

E. Assignment

• The success of the succeeding lesson depends on theeffectiveness of the assignment.

• According to Shipley, an assignment is a job, a piece of work, or a task given out by a teacher to an individualor to the class.

• It may also be a problem to be solved, something to beread, themes to be written, questions, to be answered,a practice to be done, a project to be undertaken, and

the like.

F. Evaluation

• It is an evaluation of the results of teaching and theextent of learning.

• It is the process of determining to what extent theeducational objectives are being realized.

• It seeks to answer the following questions:

are the objectives of the lesson achieved?

Are the methods employed effective?

Is the student behavior changed into thedesired direction?

Michael A. Figueroa

Principal, HSD

Lesson Planning for Effective Teaching Ppoint (Final Pp)

Documents

Transcript of Lesson Planning for Effective Teaching Ppoint (Final Pp)

Books Ppoint

Practicas ppoint

Mons frawley ppoint

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Viscom ppoint

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Interfata PPoint

Gradient Ppoint

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