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Lesson Plan
 

Lesson Plan

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This presentation was used by me to help teachers at our community school to learn about Lesson Plans and Classroom managment. Feel free to download and use it

This presentation was used by me to help teachers at our community school to learn about Lesson Plans and Classroom managment. Feel free to download and use it

Ashwin Shah

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  • I need to do this all the time.Here I have a great chance to save time planning a lesson.

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  • Welcome- Introduction- Education Committee- Yogeshbhai - WARM UP- - DO NOT COPY from PPT you will get full copy with handouts at end. Teacher’s request -motivation and discipline Best way is by good LP and CR management We’ll start by LP Seminar’s AIM is……. To S2
  • … Read of PPT Give very brief explanation . ...Slide 3
  • You might think if I teach about Diwali than surely Learner will learn about Diwali. That is partly correct, but once they know about Diwali what will they be able to do? For class 3 it might be that they will be able to say 5 sentenaces about Diwali. For year 7 it might be that they will be able write 100 word essay describing how diwali is celebrated. SEE THE DIFFERENCE!! Ask for examples. AIM is very general about what you want to teach but objective must be very specific about what students will be able to do as a result of teaching. Also in the lesson you should be able to test them to check if the objectives have been met. IT SHOULD BE LINKED TO ASSESSMENT. If you think of sentence beginning “Learner will be able to……” you will get it correct as long as you put a measurable specific ending to it. Can have 2 to 3 objectives. … .S12
  • You might think if I teach about Diwali than surely Learner will learn about Diwali. That is partly correct, but once they know about Diwali what will they be able to do? For class 3 it might be that they will be able to say 5 sentenaces about Diwali. For year 7 it might be that they will be able write 100 word essay describing how diwali is celebrated. SEE THE DIFFERENCE!! Ask for examples. AIM is very general about what you want to teach but objective must be very specific about what students will be able to do as a result of teaching. Also in the lesson you should be able to test them to check if the objectives have been met. IT SHOULD BE LINKED TO ASSESSMENT. If you think of sentence beginning “Learner will be able to……” you will get it correct as long as you put a measurable specific ending to it. Can have 2 to 3 objectives. … .S12
  • You might think if I teach about Diwali than surely Learner will learn about Diwali. That is partly correct, but once they know about Diwali what will they be able to do? For class 3 it might be that they will be able to say 5 sentenaces about Diwali. For year 7 it might be that they will be able write 100 word essay describing how diwali is celebrated. SEE THE DIFFERENCE!! Ask for examples. AIM is very general about what you want to teach but objective must be very specific about what students will be able to do as a result of teaching. Also in the lesson you should be able to test them to check if the objectives have been met. IT SHOULD BE LINKED TO ASSESSMENT. If you think of sentence beginning “Learner will be able to……” you will get it correct as long as you put a measurable specific ending to it. Can have 2 to 3 objectives. … .S12
  • You might think if I teach about Diwali than surely Learner will learn about Diwali. That is partly correct, but once they know about Diwali what will they be able to do? For class 3 it might be that they will be able to say 5 sentenaces about Diwali. For year 7 it might be that they will be able write 100 word essay describing how diwali is celebrated. SEE THE DIFFERENCE!! Ask for examples. AIM is very general about what you want to teach but objective must be very specific about what students will be able to do as a result of teaching. Also in the lesson you should be able to test them to check if the objectives have been met. IT SHOULD BE LINKED TO ASSESSMENT. If you think of sentence beginning “Learner will be able to……” you will get it correct as long as you put a measurable specific ending to it. Can have 2 to 3 objectives. … .S12
  • You might think if I teach about Diwali than surely Learner will learn about Diwali. That is partly correct, but once they know about Diwali what will they be able to do? For class 3 it might be that they will be able to say 5 sentenaces about Diwali. For year 7 it might be that they will be able write 100 word essay describing how diwali is celebrated. SEE THE DIFFERENCE!! Ask for examples. AIM is very general about what you want to teach but objective must be very specific about what students will be able to do as a result of teaching. Also in the lesson you should be able to test them to check if the objectives have been met. IT SHOULD BE LINKED TO ASSESSMENT. If you think of sentence beginning “Learner will be able to……” you will get it correct as long as you put a measurable specific ending to it. Can have 2 to 3 objectives. … .S12
  • You might think if I teach about Diwali than surely Learner will learn about Diwali. That is partly correct, but once they know about Diwali what will they be able to do? For class 3 it might be that they will be able to say 5 sentenaces about Diwali. For year 7 it might be that they will be able write 100 word essay describing how diwali is celebrated. SEE THE DIFFERENCE!! Ask for examples. AIM is very general about what you want to teach but objective must be very specific about what students will be able to do as a result of teaching. Also in the lesson you should be able to test them to check if the objectives have been met. IT SHOULD BE LINKED TO ASSESSMENT. If you think of sentence beginning “Learner will be able to……” you will get it correct as long as you put a measurable specific ending to it. Can have 2 to 3 objectives. … .S12
  • Read thorough Lesson plan and go over BRIEFLY on each point. First two boxes you will write what you wish to teach Back in Method you write how, ie what activities you will do, to teach In resource what material you will need. Assessment how you will teast them Evaluation is for you to judge yourself and Contingency is if your preparation if things don’t go as planned. We will start with What is an AIM … ..S10
  • You might think if I teach about Diwali than surely Learner will learn about Diwali. That is partly correct, but once they know about Diwali what will they be able to do? For class 3 it might be that they will be able to say 5 sentenaces about Diwali. For year 7 it might be that they will be able write 100 word essay describing how diwali is celebrated. SEE THE DIFFERENCE!! Ask for examples. AIM is very general about what you want to teach but objective must be very specific about what students will be able to do as a result of teaching. Also in the lesson you should be able to test them to check if the objectives have been met. IT SHOULD BE LINKED TO ASSESSMENT. If you think of sentence beginning “Learner will be able to……” you will get it correct as long as you put a measurable specific ending to it. Can have 2 to 3 objectives. … .S12
  • You might think if I teach about Diwali than surely Learner will learn about Diwali. That is partly correct, but once they know about Diwali what will they be able to do? For class 3 it might be that they will be able to say 5 sentenaces about Diwali. For year 7 it might be that they will be able write 100 word essay describing how diwali is celebrated. SEE THE DIFFERENCE!! Ask for examples. AIM is very general about what you want to teach but objective must be very specific about what students will be able to do as a result of teaching. Also in the lesson you should be able to test them to check if the objectives have been met. IT SHOULD BE LINKED TO ASSESSMENT. If you think of sentence beginning “Learner will be able to……” you will get it correct as long as you put a measurable specific ending to it. Can have 2 to 3 objectives. … .S12
  • You might think if I teach about Diwali than surely Learner will learn about Diwali. That is partly correct, but once they know about Diwali what will they be able to do? For class 3 it might be that they will be able to say 5 sentenaces about Diwali. For year 7 it might be that they will be able write 100 word essay describing how diwali is celebrated. SEE THE DIFFERENCE!! Ask for examples. AIM is very general about what you want to teach but objective must be very specific about what students will be able to do as a result of teaching. Also in the lesson you should be able to test them to check if the objectives have been met. IT SHOULD BE LINKED TO ASSESSMENT. If you think of sentence beginning “Learner will be able to……” you will get it correct as long as you put a measurable specific ending to it. Can have 2 to 3 objectives. … .S12
  • You might think if I teach about Diwali than surely Learner will learn about Diwali. That is partly correct, but once they know about Diwali what will they be able to do? For class 3 it might be that they will be able to say 5 sentenaces about Diwali. For year 7 it might be that they will be able write 100 word essay describing how diwali is celebrated. SEE THE DIFFERENCE!! Ask for examples. AIM is very general about what you want to teach but objective must be very specific about what students will be able to do as a result of teaching. Also in the lesson you should be able to test them to check if the objectives have been met. IT SHOULD BE LINKED TO ASSESSMENT. If you think of sentence beginning “Learner will be able to……” you will get it correct as long as you put a measurable specific ending to it. Can have 2 to 3 objectives. … .S12
  • There are two types of acitivities which are needed for learning to take place in a classroom. It is important to think about your Assistant’s activities during Lesson Planning and not when you are in the classroom. Some teachers like assistant - to take over the class for one or two activities while they help weaker children -to help few weaker children all through the lesson, -to help all students one by one with reading ask for suggestions flip chart. You must prepare work so that it takes into account different abilities. If weak students find work hard they can lose interest and start misbehaving or if strong students finish early they can start talking and can result in discipline problem. Again we will see how to prepare different type of work after the break. Lets look at how lesson should progress … .S15
  • You might think if I teach about Diwali than surely Learner will learn about Diwali. That is partly correct, but once they know about Diwali what will they be able to do? For class 3 it might be that they will be able to say 5 sentenaces about Diwali. For year 7 it might be that they will be able write 100 word essay describing how diwali is celebrated. SEE THE DIFFERENCE!! Ask for examples. AIM is very general about what you want to teach but objective must be very specific about what students will be able to do as a result of teaching. Also in the lesson you should be able to test them to check if the objectives have been met. IT SHOULD BE LINKED TO ASSESSMENT. If you think of sentence beginning “Learner will be able to……” you will get it correct as long as you put a measurable specific ending to it. Can have 2 to 3 objectives. … .S12
  • This is where you teach the new material for the lesson. In the Lesson Plan you must write down details all the activities you / your assistant are going to do. Must be varied and student centred. Teacher should not talk for more than 10 minutes in any one activity. I will talk more about student centred activities after the break. Once you have written all the activities to teach you should also write how you will reinforce the knowledge by practice. … .S17
  • Practice is just that. It is not test and students should be encouraged to ask questions if they have not understood. No new material to be introduced. If you find some of questions need new material to be taught than make a note and use it in future lesson plan. Finally in the same lesson period you have to find out if the students have learned as per your objective. …… S18
  • Your Lesson Plan has a separate box for Assessment. Here you will write down how you will asses them. You have to think about it when you are preparing the lesson plan and not at the end of lesson. Assessment should be directly linked to the Objective. Example If objective was for students to be able to say 5 sentences about Diwali than the assessment must check that. Next we come to homework … .S19
  • Just like assessment you must think about what homework you are going to set when you are preparing your lesson plan. Most of time it will be written work to reinforce what you have taught but it does not have to be. By giving variety of different type of homework you will keep students motivated. It can be drawing picture, or a map, reading a book, doing research on a subject that you plan to teach in the following week. If enough students live near each other it can be a group activity. Clever teachers might be able to link the subject they are teaching to variety show and base home work on that. Now we come to the part where you look inside yourself. …… ..S20
  • Once the lesson is over you should see how it went. It is very rare for a lesson to go as planned. Last box in your Lesson plan is Contengency …… .S21
  • You should be prepared if things don’t go as planned. Good examples are a spare work sheet on the topic. Or a relevant story that you can tell and ask questions Or Use spare work sheet from previous lesson to reinforce knowledge from old topic. With good preparation you can turn that dramatic disaster into a very happy accident. That is all the details and how you should fill it in the Lesson Plan form but before you can do that you must have a scheme of work Pass template of scheme of work to everyone. … .S22
  • Before we end the presentation on Lesson Plan just a quick recap … ..S23

Lesson Plan Lesson Plan Presentation Transcript

  • Welcome
    • Lesson Plan
    • Seminar
    • To teach you how to Plan Structured Lessons, Motivate Students and Reduce Discipline Problems by using Good Lesson Planning and Class Management Strategies
    The Aim of this Seminar is
  • Learners will be able to
    • Write a Lesson Plan
    • Identify Strengths and Weaknesses in Various Class Management Techniques
    Objectives
  • Lesson Plan
    • What is a Lesson Plan?
    • Why is it important?
  • Lesson Plan will
    • Bring back Motivation
    • Solve Discipline Problems
    • Remove Stress
  • Lesson Plan current system
    • How do you plan your lesson?
    • What do you include?
    • What are your feelings about it?
  • Who is Lesson Plan for?
    • It’s for You !!!
    • It’s not for the students or the administrators.
  • Abraham Lincoln “ If I had eight hours to chop down a tree, I’d spend six hours sharpening the axe”
  • Lesson Plan
    • a) What you wish to teach in the lesson. (Aim and Objective)
    • b) How you will teach it (Method – Instructions)
    • c) What materials you will need to help you (Resources)
    • d) How you will check that students have learned (Assessment)
    • e) How will you check your performance (Evaluation)
    • f) What preparations you will do in case things don’t go as planned. (Contingency)
  • What is an AIM
    • The overall intent of the lesson i.e. what you intend to do
    • 1-2 aims for a 2 hour lesson
    • Normally starts “to teach”
  • Objectives / Learning Outcomes
    • What the learner will be able to do as a result of the lesson
    • Must be linked to the assessment methods
    • Expressed as : Learners will be able to
    • 2-3 objectives for a 2 hour lesson
  • Prerequisite / Prior Knowledge
    • What students should already know
    • What you should know about students
  • Resources / Materials
    • Regular items e.g. Pens, Paper, Text Books
    • Special items for the lesson e.g. Posters, Charts, Worksheets, Cassette Player
  • Method / Instructions (“Classroom Teaching”)
    • Teacher’s Activity
    • Students’ Activities
    • Assistant / Helper’s Activity
    • Different Work for Different Abilities
  • Method / Instructions (“Classroom Teaching”) cont..
    • Warm Up
      • Recap
      • Story, Song, Game
      • Photos, Posters, Objects, Visuals
      • Can be to introduce new topic
      • Light Hearted
    • Introduction
      • Aim, Objective
      • Get students thinking about the new material.
  • Method / Instructions (“Classroom Teaching”) cont..
    • Presentation
    • Teach new Material
    • Divide into small time blocks to create variety
    • Teacher - Talking / Writing / Reading / Listening
    • Students - Talking / Writing / Reading / Listening
    • Pair Work / Group Work
    • Open Discussion / Drawings / Stories / Worksheets
    • Games / Physical Activities
    • USE YOUR IMAGINATION
    • Bear in mind different abilities of students
  • Method / Instructions (“Classroom Teaching”) cont..
    • Practice
    • Time set aside to practice what’s been taught
    • Can be written or oral
    • Pre-prepared Worksheets
    • Individually / Pair Work / Group Work
    • Encourage to ask if not understood
    • NO NEW MATERIAL to be introduced
  • Assessment
    • To Check that learning has taken place as per objective.
    • Can be Written or Oral
    • or can even be on going through the lesson.
    • Record of results must be kept
  • Home Work
    • To reinforce current lesson
    • To check understanding of current lesson
    • To prepare for next lesson
    • Does not necessarily have to be written work
  • Evaluation
    • Teacher should evaluate each lesson
    • Did things go as planned
      • What went well
      • What could be improved
      • Was preparation adequate
      • Were objective fulfilled
      • Was the lesson relevant to the objective
      • Did the lesson develop logically
      • Were students motivated and interested
      • Was the style of delivery correct
    • Detailed notes will help to
      • Improve following week’s lesson
      • Same Lesson for following year
  • Contingency
    • Very few lessons go as planned. Most of the time it is just small adjustments .
    • Sometimes they dramatically don’t go as planned
      • Assistant has not come in
      • Lesson is too easy
      • lesson is too difficult
      • Lot of spare time is left
      • Tape Player does not work
    • Think about what can go wrong and always have some extra activities prepared
  • Scheme of Work
    • Year’s work to be divided over actual teaching weeks available
    • Should be written in similar format to Lesson Plan - but less details
    • Without Scheme of Work it is not possible to do Lesson Plan
    • Scheme of work can be for a term instead of whole year
  • RECAP - Lesson Plan -1
    • a) What you wish to teach in the lesson. (Aim and Objective)
      • What you wish to teach in the whole year (Scheme of Work)
      • What your students already know (Prerequisite)
    • b) How you will teach it (Method – Instructions)
      • Students are actively involved
      • Reinforces what has already been learned
      • There is maximum learning.
      • There is time to practice what they have learned
      • Teachers talking input is no more than 10 minutes at any one time.
      • Different abilities of your students. (Differentiation)
  • RECAP - Lesson Plan -2
    • c) What materials you will need to help you to teach. (Resources)
    • d) How you will check that students have learned what you wish them to. (Assessment)
    • e) How will you check your performance (Evaluation)
    • f) What preparations you will do in case things don’t go as planned. (Contingency)
  • Potential Problems if you don’t plan well
    • Aimless Wandering
    • Failure to achieve objectives
    • Materials not available
    • No connection with before or after
    • Students are bored and misbehave
    • Weaker students are left further back
  • Potential Benefits if you do plan well
    • No unpleasant surprises
    • Stay on track
    • Achieve objective
    • Useful for substitute teacher
    • Can be recycled
    • Students stay motivated and well behaved
    • That is the end of Lesson Plan Presentation