Review on Lesson Planning


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Review on Lesson Planning

  1. 1. • LP’s a are not written for teachers to read to the class; but to structure the lesson and to help with the flow of the class • Research indicates that all students benefit from, and appreciate well-structured lessons. • LP’s determine the curriculum; that is, what the children will learn • LP’s determine what the students already know • LP’s determine at least one way to assist the students in learning the new curriculum • LP’s determine at least one way to evaluate the learning outcomes of the students.
  2. 2. • The objectives of the lesson do not specify what to observe • The lesson assessment is disconnected from the objectives • The prerequisites are not specified or are inconsistent with what is actually required to succeed with the lesson • The materials specified in the lesson are extraneous • The instruction in which the teacher will engage is not efficient • The student activities described in the lesson plan do not contribute to the achievement of the objectives
  3. 3.  purpose is to communicate  is the focal point of a lesson plan  describes an intended learning outcome  determines the criteria for any assessment  are evidences of learning  aligned with the aims of education  Develops critical and creative thinking
  4. 4.  Cognitive – knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation  Affective – Receiving, Responding, Valuing, Organization, Characterization,  Psychomotor – Reflex movement, perceptual abilities, physical abilities, skilled movements, nondiscursive communication
  5. 5.  S – specific  M – measurable  A – Attainable  R – Result Oriented  T – Time bounded
  6. 6.  The student will demonstrate metric measurement of length.  Given a metric ruler, the students will measure the length of common linear objects to the nearest millimeter.  The students will solve addition problems with 80% accuracy.  Given two numbers not written in equation form, the students will place the numbers in equation form and add them together
  7. 7.  Learning is an active process  The more senses involve in learning, the better  A non- threatening atmosphere enhances learning  Learning is meaningful when it is connected to students  Good teaching goes beyond recall of info.  Integrated teaching approach is effective
  8. 8.  Involving Students in Real-life Problem Solving (research, case study..)  Using Projects to Increase Meaning and Motivation (multi-media)  Simulations and Role Plays  Using Visual Processing  Games, Puzzles, Songs…  Glossary of Instructional Strategies 
  9. 9.  Are aids to instruction  Choose aids that best suits your students  Use variety of tools  Check your materials before the class  Abide the utilization guide in using media
  10. 10.  Bulletin boards  Charts  Pictures  Mock –up  Realia  Videos  Models  Books  Electronic Materials
  11. 11. Any comment?
  12. 12. Any comment?
  13. 13.  Advantages:  Are easy to obtain  Can convey a number of information  Effective than oral or written statements  reusable  Disadvantages:  Choosing is a problem  Handling needs much care  Difficulty in choosing the size, how it should be mounted, etc.
  14. 14.  Pictures are not outdated  Small pictures are difficult to see  Pictures should be organized  Should be easily seen, attractive and accurate  Can be mounted on hard paper or laminated for protection
  15. 15.  a quiz,  a journal entry,  a pair work activity,  an essay,  a test,  a class discussion,  or an oral question/answer activity It should match with the objectives of the lesson
  16. 16.  one of the best tools in promoting effective learning  continues to be an essential component of good teaching  Measure teacher’s effectiveness  involves knowledge of the various uses, characteristics, techniques and handling the learner’s response.  It takes many years of classroom experience, professional reading, and self-evaluation for a teacher to be a proficient questioner
  17. 17.  Questions should be asked in a natural and well-modulated voice.  A teacher should ask the question first, and then wait for the class to think about it before calling on anybody to answer the question.  A sufficient number of questions should be asked to stimulate learners to activity.  A teacher should refrain from repeating questions
  18. 18.  Questions should be evenly distributed so that the majority of the pupils can take part in the discussion  A teacher should avoid resorting to any mechanical system of fielding questions to the class, such as by alphabetical order, or row by row  A teacher should ask questions that are really interesting and thought-provoking
  19. 19. Category 1 Category 2 Factual Closed Convergent Lower level Low order Low inquiry Higher cognitive Open Divergent Higher level High order High inquiry Category of Questions
  20. 20.  Convergent questions have only one correct answer, and test rote knowledge of concrete facts.  Examples of these questions include multiple choice, definitions, true/false, fill in the blank and calculations where there is only one correct answer.
  21. 21.  Divergent questions have no single correct answer, and are more analytical,  testing the students’ ability to synthesize information,  offer educated opinions or create hypotheses based on their knowledge.  These types of questions are always open- ended, allowing the students to express themselves as they demonstrate their ability to reason in the subject.
  22. 22. Come up with adaptations and accommodations on teaching students with special needs