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- 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. • 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. 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. 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. S – specific M – measurable A – Attainable R – Result Oriented T – Time bounded
- 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. 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. 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 http://www.beesburg.com/edtools/glossary.html
- 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. Bulletin boards Charts Pictures Mock –up Realia Videos Models Books Electronic Materials
- 11. Any comment?
- 12. Any comment?
- 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. 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. 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. 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. 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. 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. 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. 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. 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. Come up with adaptations and accommodations on teaching students with special needs

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