At the end of this lesson trainees will: Describe& Discuss the value of effective lesson planning FormulateInstructional Objectives Apply and Follow the all steps of lesson planning Prepare effective lesson plans OBJECTIVES
The mind is not a vessel to be filled, but a fire to be ignited.
LESSON PLAN A lesson plan is a detailed description of what the instructor will be teaching, and how the material will be taught. A lesson plan is a Road Map “you cannot get there if you do not know where you are going.”
Yardstick for covering content of the subject matter A trendsetter for better teaching and learning A confidence developer to manage unexpected crises A motive developer A guide for test construction WHY IS LESSON PLAN NECESSARY ?
WHY IS LESSON PLAN NECESSARY ? Provides sense of security and confidence. Saves times Assures the use of more appropriate examples and illustrations. Considers needs of individual and create interest in the class
PHASES OF LESSON PLAN Pre-Instructional Phase Interactive Phase Post Instructional Phase
DEMOGRAPHIC DETAIL Topic Subject Resource person name Class Age group Date Allocated Time & Others
Which topic to be taught ? Or Which concept to be imparted ?
TITLE / TOPIC
INSTRUCTIONAL OBJECTIVES Why will the topic be taught ? Criteria of Instructional Objectives or ABCD of Instructional Objectives. SMART Instructional Objectives are formulated with the help of Bloom’s Taxonomy.
BLOOM’s TAXONOMY 1956 American Educational Psychologist / Taxonomy of Educational Objectives Three domains Cognitive (Knowledge) Affective (Values and Attitudes) Psychomotor (Skills)
COGNITIVE DOMAIN Involves knowledge and the development of intellectual attitudes and skills.
Knowledge/Remembering is defined as the remembering of previously learned material.
This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information.
Learning outcomes: Knowledge represents the lowest level of learning outcomes in the cognitive domain.
COMPREHENSION/UNDERSTANDING Bloom’s Taxonomy
Understanding is defined as the ability to grasp the meaning of material.
This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects).
These learning outcomesgo one step beyond the simple remembering of material, and represent the lowest level of understanding.
Applying refers to the ability to use learned
material in new and concrete situations.
This may include the application of such things as rules, methods, concepts, principles, laws, and theories.
Learning outcomesin this area require a higher level of understanding than those under comprehension.
judge the value of material (statement, novel, poem, research report) for a given purpose.
The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them.
Learning outcomesin this area contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.
This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information).
Learning outcomesin this area are the highest in the cognitive hierarchy because they stress creative behaviours, with major emphasis on the formulation of new patterns or structure.
Bloom’s Taxonomy University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
by John M. Kennedy T. http://commons.wikimedia.org/wiki/Image:Bloom%27s_Rose.png
EXAMPLE(INSTRUCTIONAL OBJECTIVES) Poor: To know about lesson plan. Better: The student will prepare correctly lesson plan. Poor: The student will gain knowledge of automated chemistry tests. Better: The student will state the principle for each automated chemistry test listed.
ACTIVITY Formulate SMART Instructional Objectives by applying Bloom's Taxonomy of your Teaching Subject / Topic (at least 10)
Synchronize Teaching aids with Teaching Approach
INTRODUCTION/MOTIVATION/ WARM-UP/ Grab the attention of the students PROVIDES THE INTEREST/MOTIVATION factor Set the tone for the lesson connected to the objective A question A story A saying An activity A discussion starter BE CREATIVE
PRESENTATION Sets up a step-by-step plan. Provides a quick review of previous learning. Provides relevant activities to assist students in developing the new knowledge.
SUMMARY Restate all important points of the lecture for better retention. Teacher/Instructor recaps the main points.
Provide multiple learning activities in order to assess students comprehension. Guided practice (teacher controlled) Use a variety of questioning strategies to determine the level of understanding. Oral question mat be put. Teacher made test In-class or homework assignment Project to apply the learning in real-life situation RECAPITULATION/EVALUATION
REFLECTION What went well in the lesson? What problems did I experience? Are there things I could have done differently? How can I build on this lesson to make future lessons successful?
A teacher is one who brings us tools and enables us to use them. Jean Toomer