lesson plans are created by teachers to communicate their instructional activities regarding specific subject matter.
when you enable yourself to create your own lesson plans, it means you've taken a giant step towards owning the co tent you teach and the methods you use.
7. A lesson plan is an
extremely useful tool that
serves as a combination
guide, resource an historical
document reflecting our
teaching philosophy and
our goals for students.
9. Should have clearly stated objectives
To be linked with previous knowledge of students
Should show specified illustrative aid
Should contain suitable organized subject-matter
It shouldn’t make the students passive learners
Enables teacher to organize classroom teaching
activities
Develops reasoning, imagination and decision
taking ability of the teacher
11. 11
GOOD PLANNING POOR PLANNING
Keeps the teacher and student on
track
Achieves the objectives
Helps the teacher to avoid
unpleasant surprises
Provides the roadmaps in a
logical sense
Use motivational techniques
Includes necessary materials
Is student centered, flexible,
complete, interesting and activity
based
Has propriate time allocation
Includes evaluation process
Frustration for teacher as well for
students
Aimless wandering
Unmet objectives
No connection to the prior learning
Dis organization
Lack of needed material
Poor management
Unclear instructions
Doesn’t captivate student interest
Unable to construct feedback out of
leaners
12. We can’t assume anything about our
students based on the little we know about
status, their beliefs, their conduct.
What to take in account
when designing a
lesson plan?
Learner’s background
Age, learning preferences,
Prior knowledge, ability to
work in groups, special
needs (if any)
Content To Be
Taught
SNC, PTB
School standards,
textbooks
Teaching Resources
Audio-visual aids, web tools,
class equipment
School library, science labs,
community resources
12
23. Direct instruction is the explicit
teaching of skill-set using
lectures or demonstrations of
the material to the students.
DIRECT
INSTRUCTIONS
23
the
cornerstone
of effective
instruction
Plan projects, activities, demonstration, role play, flash cards,
peer learning, group learning etc.
Clear instructions and directions
Precise explanations and description as needed
Work together to achieve a common goal
24. INDIRECT INSTRUCTIONS
Students are encouraged to use their
creativity
Indirect instructions is mainly
student-centered where the
teacher provides a high level
of student involvement. Students learn how to learn in many
different ways.
26. INDEPENDENT PRACTICE
Mirrors the skill taught in the lesson
Independent practice occurs when
the teacher has demonstrated a task
or process and then gives students
the opportunity to practice on their
own.
27. Brings Lesson To An End.
Review Key Points.
Tie Everything Together.
Provides Feedback.
27
28. Feedback is information
given to the learner about
the learner's performance
relative to learning goals
or outcomes. It should
aim to (and be capable of
producing) improvement
in students' learning.
Positive feedback motivates students and
encourages them to continue doing their
jobs well. Positive feedback is most
effective when you: Recognize a specific
action/behavior. Give it as soon as possible
after the student's good work occurs.
29.
30. Homework is a task assigned to
student by teacher to be completed
during a non-school hour.
Homework is beneficial to students
in a variety of ways. It allows
students to practice and reinforce
the material they are learning. This
repetition helps them develop better
understanding and mastery of the
subject matter, which can result in
improved performance on tests and
assignments.
31. The assessment given at the end of a lesson
is typically a test, but it can also be an essay or a
project where the students perform on their own
without any guidance from the teacher. How students
perform on this assessment tells you how successful
your lesson was and if the lesson needs to be re-
designed.
32. WHY ASSESSMENT IS NECESSARY?
32
Assessment As
Learning
• Helps students to
take more
responsibility for
their learning.
• self assessment,
peer assessment,
teacher
observation.
Assessment For
Learning
• Process of evidence
for use by learners
and their teachers
to decide where the
learners are in their
learning.
• Formative
assessment
(concept tests,
worksheets,
debates,
presentations)
Assessment Of
Learning
• Is an activity to
measure, record,
and report on a
student’s level of
achievement w.r.t to
specific learning
expectations
• summative
assessment (mid of
term or end of term
exams, final
projects
33. • When teachers manage their time
effectively, it can lead to improved student
outcomes as well.
• The benefits of managing time are simple. Good
time management allows you to accomplish bigger
results in a shorter period which leads to more
time freedom, helps you focus better, allows you to
be more productive, lowers your stress and gives
you more time to spend with the people that
matter most.
34. 34
DATE/ DAY
GRADE / SECTION(S)
SUBJECT TEACHER
TOPIC
TIME REQUIRED
STUDENT LEARNINGOUTCOMES
ANTICIPATORY SET MATERIAL REQUIRED OPTIONAL INSTRUCTIONAL TOOLS
METHODOLGY GUIDED PRACTICE INDEPENDENT PRACTICE
CLOSURE FEEDBACK ASSIGNED TASK
ASSESSMENT
REEFLECTION
36. • Start With Basic
• Don’t Worry About The
Format
• Make It Meaningful
LESSON PLANNING TIPS What if your plan
doesn’t really goes off
as you wanted????
• Consider rearranging the order of
delivery
• Compare what actually happens
with your original plan
• Always keep a plan B ready.
36
39. “
39
- Racheal Johnson
This is the defining aspect of a great lesson – when
students make inquiries on their own and
want to continue their learning.
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