LESSON PLANNING

DR.HUSNIAH SAHAMIDFACULTY OF EDUCATIONAL STUDIES

UPM

Points to consider

• Different stages of the lesson plan• Clear , specific objectives - learning outcomes • Appropriate activities at each stage• Adapting of lesson plans for mixed ability

learners

Format: Lesson Plan

Stages:– Set induction– Presentation Stage– Closure

Set induction

= pre-presentational stage• Lead in before the lesson begins• Arouse interest • Focus attention to present• Use students’ background knowledge• brief but effective

Presentation stage

• Main part of LP– Pre- reading– While reading– Post reading

Closure

• Important stage• Conclusion, wrapping-up• T : opportunity to reinforce what was learnt• Brief and effective

General Objective

• broad objectives : more like goals • Mathematics: • General Objective: to gain familiarity with

adding two numbers together. • Specific objectives: to demonstrate how to

add the numbers 2 and 3 together

Specific Objective

– behaviourial– measurable– avoid vague verbs: Understand, appreciate,

experience

Specific objectives

• Skills based approach:– Identify– List– Sequence– Rank– Present/express a viewpoint– State reasons– Drwa conclusions– describe

Setting objectives

What do you want to teach?• content of lesson• Syllabus for Level (Form 1-5?)• Proficiency • (Provision for Mixed ability class)

Mixed ability class

• T needs to put in effortEg: Gap-filling activity:• Good students – no clues, words to help S• Average/Poor – clues : deleted words are

adjectives

Other points to consider

• Teaching aids• Classroom management– a time estimate for your lesson plan– How are students organised for different

activities?

Questioning

• Questioning strategies?• Types of questions?

Voice

• Pacing – (speed)• Use of silence, pauses• Volume and pitch• Intonation etc

Assessment and evaluation

• Teaching (self) • Learning (students)– How do you check for students understanding?– What have you learnt about yourself?– Self questioning/refelective teaching

MISTAKES: 1. The objective • does not specify what the student will actually

do that can be observed. • Remember, an objective is a description of

what a student does • basis for making an inference about learning. • Poorly written objectives lead = BAD

inferences.

2. The lesson assessment

• disconnected from the behavior indicated in the objective.

• Assessment: description of how T will determine whether objective has been accomplished.

• must be based on the same behavior that is In the objective.

• Anything else is WRONG

3. The materials

• relevant to actual described learning activities• Meaning: keep list of materials in line with

what you actually plan to do. • LOADS of materials does not necessarily make

an outstanding Lesson

4. The instruction

• inefficient for level student learning?• Time• Materials• same amount with less effort.

5. The student activities

• does not contribute in a direct and effective way to the lesson objective.

• don't engaged students in in activities just to keep them busy.

• Whatever you have should contribute accomplishing lesson objective.

• The end