Lesson planning report

Lesson Plan

-sets forth the proposed program or instructional

activities for each day

Parts of a Lesson Plan

A. Objectives

B. Motivation/ Review

C. Lesson Proper/ Development/ Outline

D. Methods

E. Materials and Media

F. Summaries

G. Assignments


A. ObjectivesBloom’s Taxonomy

expressing qualitatively different kinds of thinking

Domains of Objectives

1. Cognitive

2. Affective

3. Psychomotor

1. Cognitive Domain

• knowledge and the development of intellectual skills.

2. Affective Domain

• manner in which we deal with things emotionally

3. Psychomotor

• includes physical movement, coordination, and use of the motor-skill areas.

SMAR

T

SIMPLE

MEASURABLE

ATTAINABLEREALISTIC/ RESULT BOUND

TIME BOUND

Behavior

Condition Criterion

Behavior

• Describes what the learners are expected to do

Example:

to show understanding, to use, to identify

Condition

• Describes under what circumstances the behavior occur

Examples:

Based on the statement,

Using the materials provided,

Criterion

• States the acceptable standard, competency, or achievement level

Examples:

80% accuracy

briefly

in details

Let us examine these objective

Within the frame given for this lesson, the first year students should be able to:

•Read aloud the poem employing the tone expressed by it


Within the frame given for this lesson, the second year students should be able to:

• Convert active to passive voice


Within the frame given for this lesson, the third year students should be able to:

• Complete a given paragraph with the appropriate transitional devices

B. Motivation

-arouses and maintains the interest in the content to be taught

Types of Motivation

1. Intrinsic Motivation

2. Extrinsic Motivation


-sustains or increases the interest of students already have in a topic or task

a. whet students appetite at the beginning of the lesson

b. maintain student’s curiosity and involvement

c. provide active and manipulative opportunities

d. permit student’s autonomy in organizing their time and effort

e. provide choices or alternatives to meet requirements of the lesson


Examples of Intrinsic Motivation

• Challenging statements

• Pictures and cartoons

• Personal Experience

• Problems

2. Extrinsic Motivation-requires incentives or reinforces

learning

-incentives for learning are more important for average and low-achieving students

Examples of Extrinsic Motivation

• Clear directions and expectations

• Cognitive Match

• Prompt Feedback

• Relate past learning with present learning

• Frequent rewards/ Value of rewards

• Praise

C. Development/ Outline

-expressed in topics/ series of pivotal questions/ a list of activities

a. Content

b. Experiences

C. Development/ Outline

Guides Questions in planning the Experiences

1. Can the experiences profit the pupils?

2. Do the exercises help to meet the needs of our pupils?

3. Are our pupils likely to be interested in the experiences?

4. Do the Experiences encourage pupils to inquire further?

5. Do the experiences seem real?

6. How do the experiences accord with the life patterns of our pupils?


7. How contemporary are some of the major experiences?

8. Do the experiences provide attainment of a range of objectives?

9. Do the experiences provide opportunities for both broad and deep study?



A. Objectives

B. Motivation/ Review

C. Lesson Proper/ Development/ Outline

D. Methods


F. Summaries

G. Assignments


D. Methods1. Practice and Drill

-transfer new information into long term memory

2. Questioning“Good Questioning leads to

higher modes of learning” (Bruner, 1966)

3. Explanation and Lectures

-emphasizes an important point

-fill in content gaps

4. Demonstration and Experiments

D. Methods

• resources or instructional materials, facilitate understanding and learning

• dependent on the objectives

and content of the lesson


1. appropriateness of the material

2. interest of the students

3. availability of materials and equipments

4. teacher’s ability to use the materials

Considerations in choosing instructional materials

1. Accurate and up-to-date

2. Large enough to be seen by all the students

3. Ready for use

Characteristics of Good Materials and Media

4. Interesting and varied

5. Suited for developing the objectives of the lesson

6. Properly displayed and used throughout the lesson

Characteristics of Good Materials and Media

F. Summaries-ensure understanding of the

lesson

-determine whether the objectives of the lesson have been achieved

Short review

1. Pose several though provoking questions that summarizes the previous lesson

2. Ask for a comparison of what has already been learned with what is being learned

Short review

3. Ask a student to summarize the main ideas of the lesson

4. Assign review questions

5. Administer a short quiz

Some Activities for Summaries

1. interpret a cartoon, map, or model related to the lesson

2. draw a diagram or a chart labelling the major parts or areas being discussed

3. Have one or two students give an oral report

4. Have a few students debate the issues or conclusions

5. Have students make predictions based on the data or problems that have been discussed

Some Activities for Summaries

G. Assignments• work that students are requested

to do at home

• serves as a reinforcement of the lesson/ preparation for the next lesson

Some Characteristics of Effective Assignments

1. The homework should be interesting

2. Incorporate previously taught content to reinforce learning

3. Provide opportunities for students to grow in written expression, reading or important skills related to the subject

4. Cater for individual differences

5. Explain/ Give examples if necessary

Some Characteristics of Effective Assignments

1. Enumerate the Basic Parts of the Lesson Plan.

2. What are the characteristics of a good objective?

3. Give one consideration in choosing instructional materials. Explain briefly the reason behind this.

4. Can a post-test serve as the summary of a lesson? Why or why not?

5. How can teachers motivate students to accomplish the given homework?

6. What is your view on the DepEd order that made the weekend of elementary students free from homework? Explain briefly your answer.

References:

• Ornstein, A.C. (1990). Strategies for Effective Teaching. New York: HaperCollingsPublishers, Inc.

• http://assessment.uconn.edu/docs/LearningTaxonomy_Cognitive.pdf

• http://assessment.uconn.edu/docs/LearningTaxonomy_Affective.pdf

• http://assessment.uconn.edu/docs/LearningTaxonomy_Psychomotor.pdf

References:

• http://www.dynamicflight.com/avcfibook/learning_process/

• http://www.nwlink.com/~donclark/hrd/bloom.html

• Luczkowski, J. (2011, May 15). Robert Mager-Perfromances for Learning. Retrieved from http://instructionaldesignandtraining.blogspot.com/2011/05/robert-mager-peformances-for-learning.html

Lesson planning report

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