Lesson Planning Presentation July 2010

8/8/2019 Lesson Planning Presentation July 2010

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Lesson Planning



The very best teachers,

the most effective teachers,

are good planners

and thinkers !



LESSON PLANNING - 1

Objectives

Participants should be able to:

Identify the various levels of planning at

school;

Discuss the importance of lesson planning;

List the components of a lesson plan;



LEVELS OF PLANNING

Curriculum (Year)

Scheme of Work (Term)

Unit

Weekly Forecast

Daily Lesson Plan/Outline



LESSON PLANNING

Intelligent preparation for action.

Specifies where you, the teacher, want your class to go, and how to get there.

Requires you to think through, in advance:

what you are going to do,

how you will do it,

under what conditions you will carry it out, what you will be required to obtain the results

you want.



WH AT IS A LESSON PLAN?

A detailed description of the course of instruction for an individual lesson.

A documentation of the teacher¶s thoughtsregarding the lesson.

A guide which outlines:

What is hoped to be achieved. How the teacher will engage the students in

the teaching-learning process.

How learning will be assessed.



WHY WR ITE PLANS?

It determines what students will learn.

It dictates the structure of teaching.

It makes teaching cohesive.

It records the teacher¶s thoughts.

It provides for easy recall/reproduction of thought-out ideas.



It helps to concretise the teacher¶s thoughts re

the lesson.

It provides a guide for lesson execution.

It builds confidence in the teacher for lessonexecution.

It provides for greater classroom management

It serves as records for reference &

accountability.



Consequences of

NO or POOR

PLANNING Frustration for the teacher and the

student

Aimless wandering

Unmet objectives No connections to prior learning

Disorganization

Lack of needed materials A waste of time

Poor management



LEA R NER FA C TOR S TO CONSIDER

WH

EN PLANNING A LESSON

Age (Maturity)

Ability/special needs

Prerequisite Knowledge

Learner¶s interest

Learning styles

Cultural differences



Lesson Planning



LESSON PLANNING - 2

Objectives


Outline the demographic data and discuss its

importance;

Describe the characteristics of objectives;

Write behavioural objectives.



COMPONENTS OF A LESSON PLAN

PRELIMINARY INFORMATION

OBJECTIVES

CONTENT METHODS/STRATEGIES

ACTIVITIES

ST

UDENT

S¶A

SSIGNMEN

T

LESSON EVALUATION



1 PR ELIMINA RY INFOR MATION

Subject

Topic

Date Grade/Form

Age Range

Duration



2. OBJEC TIVES

Statements of intent; indicates what is expectedto be achieved during/at the end of the lesson.(Instructional objectives, performance objectives, behavioral

objectives, or simply objectives. Used interchangeably .)

Objectives should be: specific ,

outcome based ,

measurable/observable.

stated in behavioural terms/student-oriented.(What the students should be able to do).

achievable.



. . . S pecific

Objectives are very specific. This means

that they should describe precisely what thelearner is expected to do.

. . .outcome based

Objectives are outcome based. This meansthat the objective is going to state what thelearner should be able to do after the

instr uction is complete. The process of howthe instr uction happens is not considered in

an objective.



. . .measurable

Objectives are measurable. This means that

objectives should describe learning outcomes

that can be measured; objectives should be

seen or heard (observable).

. . .behavioural

Objectives describe student behaviors.

This means that objectives should relate whatthe student should be able to do after the

instr uction.



SPECIFIC VS GENER AL OBJEC TIVES

Given the diagram of a heart, students

should be able to label the parts correctly.

Students should be able to read with

understanding.



VAGUE VS OBSER VABLE VER BS

VAGUE to know

to understand

to comprehend

to appreciate

to love

to value

to enjoy to believe

to think

OBSERVABLE to identify

to list

to compute

to predict

to explain

to label

to tell to make

to draw



STUDENT-ORIENTED VS TEACHER-

ORIENTED OBJECTIVES

Students should be able to list the five

punctuation rules stated in the text.

To show students how to solve long

division problems



Instructional Objectives are key to effective

instruction.

E ffective instruction occurs only when student

behavior is changed in desired ways.

Because instructional objectives are tools for describing student outcomes, they provide

a means to making the instruction effective.



Importance of Objectives: . . . clarify the intent of instruction.

. . . serve as a guide for students.

. . . serve as a basis for the selection of instructional m edia & m aterials and procedures.

. . . deter m ine the a ppro priate ways to evaluate the learning.



A C TIVIT Y 1

In groups:

1. Choose a subject.

2. Select a topic and complete an outline of thepreliminary information.

3. List three behavioural objectives for the topic

chosen.

4. Share with the rest of the class.



LESSON PLANNING - 3

Objective


C lassify behavioural objectives and write objectives for

each type;



CLASSIFICATION OF OBJECTIVES

- Cognitive (of the mind/thinking)

- Psychomotor (of the body/skills)

- Affective (of the heart/emotions)

(Attitudinal)



Knowledge - recall previously learned material. Comprehension - grasp meaning, explain, restate

ideas.

Application - use or apply knowledge, put theoryinto practice

Analysis - separate material into component partsand show relationships between parts.

Synthesis - put together the separate ideas to form

new whole, establish new relationships.

Evaluation - judge the worth of material againststated criteria, critical thinking

COGNITIVE OBJEC TIVES



Knowledge: state, define, identify, list, name,

recall, relate, label, describe, matches, outlines

Comprehension:explain, restate, discuss, summarize, classify,

infer, explain, generalize,

Application:

calculate, classify, apply, practice, compute,solve, predict,

Analysis:

compare, contrast, deduce, categorize, analyze,

illustrate, distinguish, differentiate Synthesis: write, create, develop, summarize

Evaluation: judge, assess, appraise, justify



A C TIVIT Y 2

For a particular topic, write five (5)

objectives, one for each of the cognitive

levels.



Receiving is being aware of or sensitive to theexistence of certain ideas, material, or phenomenaand being willing to tolerate them.

Responding is committed in some small measure to

the ideas, materials, or phenomena involved byactively responding to them.

Valuing is willing to be perceived by others as valuingcertain ideas, materials, or phenomena.

Organization is to relate the value to those already

held and bring it into a harmonious and internallyconsistent philosophy.

Value Characterisation is to act consistently inaccordance with the values he or she has internalized.

AFFEC TIVE(ATTITUDINAL)

OBJEC TIVES



Receiving: listens, accepts, identifies, replies,

Responding: attends, discusses, follows,answers, practices, tells, writes, volunteers

Valuing:supports, purchases, assists, debates

Organisation:organises, formulates, generalizes

Value Characterisation: acts, discriminates,

displays, influences, practices



PS Y CHOMOTOR OBJEC TIVES

CATEGORIES & Examples Reflex movement: Stretch

Basic f undamental movement: Walk

Perceptual abilities: demonstrate eye-hand coordination

Physical Abilities: show strength/endurance

Skilled movements: Swing

Non-discursive Communication: dance interpretively



PS Y CHOMOTOR OBJEC TIVES

Selects, separates

Moves, reacts, shows

Assembles, draws, builds, constructs,

dismantles, fastens, manipulates,measures, mend, mixes, sketches

Rearranges, reorganizes, alters, changes

Arranges, combines, constructs, designs,makes.



A C TIVIT Y

For a particular topic, write five (5)

objectives:

1. one for each of two (2) affective levels

and;2. one for each of three (3) psychomotor

levels.



Lesson Planning



Classify these objectives

Identify at least three features of West Africandomestic slavery.

Sketch a diagram of and label a plant cell.

Empathize with the victims of the slave trade.

Describe a typical transatlantic voyage.

Show tolerance and objectivity in judginghistorical events.



Explain in their own words the steps for

preparing land for planting crops.

Construct a model of the solar system.

Tolerate each other¶s ideas within the group.

Categorize the major land masses and major

water bodies by the hemisphere in which they

are located.

Measure the perimeter of the school¶s main

building.



3. PR ER EQUISITES

Knowledge and skills possessed by thestudents which aid the understanding of

new information.

Must be known before the lesson.

Must be activated at the start of the

lesson.



5. CONTENT

An explanation of the

skills

Concepts/definitions knowledge/facts

procedures, etc

to be dealt with during the lesson.

Content must be specified



Face value ± the numeral or numeral name

Place value ± the value heading under which

the numeral/digit lies.

Total value ± (the face value) x (the place

value)

Example in the number 25438the face value of the red digit is 5 or five

the place value is thousand

the total value is 5 x 1000 = 5000



6. METHODS/STR ATEGIES

The various approaches and techniques to be used in the delivery of the lesson.

Rote learning Drill and practice

Discovery

Lecture

Experimentation

Demonstration Induction

Deduction

Problem solving Cooperative learning



4. AIDS/MATER IALS-Concrete, pictorial & audio visual props used

in teaching the lesson

Text books

Coloured chalk Models

Cards and paper

Equipment Students

Resource persons

Procedural charts

Things in theclassroom

Diagrams

Things outside of the classroom.



A C TIVITIES



7. A C TIVITIES

Step-by-step explanation of how thelesson will unfold/progress in terms of what both students and the teacher willdo.

Activities are introductory, developmentaland culminating in nature.

Introductory - sets the pace:

activates prerequisites motivates discloses the objectives of the lesson.



Developmental ± addresses new content.

Culminating ± sums up lesson

students assignments

review of main points.



Instructional activities and student

involvement

Good instructional activities should at times

require students to:

Write

Make drawings

Think

Speak

Read

Handle concrete materials



Discuss ideas in groups Play games

Construct models

Answer questions



8. STUDENTS· ASSIGNMENT

Class work/activity/exercise given

towards the end of the lesson, to test

achievement of the objectives.

Home work exercises.



9. LESSON EVALUATION

Teacher¶s and observer¶s assessment of the

lesson:

extent of the achievement of the

objectives;

students¶ reactions to aspects of the

lesson;

what will and will not be done/repeated if the lesson is to be taught again.

Lesson Planning Presentation July 2010

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