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TYPES OF LESSON PLAN
This document discusses different types of lesson plans based on various criteria. It describes the Herbartian, Bloom's, Gloverian, and RCEM approaches to lesson planning. The Herbartian approach involves 6 steps: preparation, presentation, association/comparison, generalization, application, and systematization/recapitulation. Bloom's approach considers education as a tripolar process involving formulating objectives, creating learning experiences, and evaluating behavior change. The document also discusses detailed, semi-detailed, and brief lesson plans based on the level of content included. Lesson plans can be categorized by time duration as short daily plans or weekly/longer plans.
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TYPES OF LESSON PLAN
- 1. TYPES OF LESSON PLANSDR.MAHESWARI JAIKUMAR. maheswarijaikumar2103@gmail.com
- 2. THE CRITERIA • Thecriteria for classification of lesson plan are as follows: • TIME-DURATION (Daily, monthly, weekly, annual) • APPROACH (Herbartian, Bloom’s, Gloverian, RCEM, etc) • DOMAIN (LP affecting : cognitive, affective & psychomotor domain)
- 3. APROACHES TO LESSON PLAN •HERBARTIAN APPROACH • BLOOM’S APROACH • GLOVERIAN APPROACH • RCEM APPROACH • SKILL APPROACH
- 4. HERBART • John FedrikHerbatrt: 1776- 1841 • German Philosopher who identified teaching units /activities in 5 steps
- 5. HERBARTIAN APPROACH • Involvesthe following steps : • 1. PREPARATION • 2. PRESENTATION • 3. ASSOCIATION/COMPARISON • 4. GENERALIZATION • 5. APPLICATION • 6. SYSTEMATIZATION/RECAPITULATION
- 6. OUTLINE: HERBARTION APPROACH • 1.GeneralObjectives • 2.Specific Objectives • 3.Introduction • 4.Teaching Aids • 5.Previous knowledge
- 7. • 6.Statement ofAim • 7.Presentation • 8.Explanation • 9.Black –board Summary • 10.Review Questions • 11.Home assignments
- 8. BLOOM’S APPROACH • Bloom(1961) considered education as a Tripolar process : • Formulating Educational Objectives • Creating learning experiences • and Evaluating Change of Behavior.
- 9. • According toBloom, education should be objective-centered rather than content-centered. This approach has following features:
- 10. • Education isa purposeful process and all the educational activities are objective centered • Includes the total behavioural change of the students
- 11. • Evaluates theobjectives, methods and instructional aids of providing learning experiences • Covers cognitive, affective and psychomotor learning outcomes
- 12. GLOVERIAN APPROACH • Involvesthe following components : • 1. QUESTIONING • 2. DISCUSSION • 3. INVESTIGATION • 4. PUPIL ACTIVITY/EXPRESSION
- 13. RCEM APPROACH • Thisapproach was developed by the Regional College of Education, Mysore, Karnataka, India.
- 14. • RCEM consistsof three aspects as follows : • 1. INPUT • 2. PROCESS • 3. OUTCOME
- 15. RCEM-INPUT • Input refersto the objectives of the plan. They are known as expected behavoiural outcome. (EBO). They are clsiified into following categories :
- 16. EBO • 1. KNOWLEDGE. •2. UNDERSTANDING. • 3. APPLICATION. • 4. ACTIVITY.
- 17. RCEM-PROCESS • The processrefers to the teaching strategies. They are: • Communication strategy. • Instructional aids. • Learning situation. • Technique of motivation
- 18. RCEM-OUTCOME • Refers tothe real learning outcome. This includes general and specific objectives.
- 19. RCEM FORMAT-LESSON PLAN • Nameof the teacher : • Name of the subject : • Name of the topic : • Name of the unit :
- 20. • Class/Group/Batch : •Size of the class : • Data & Time : • Venue : • Previous knowledge : • Method of teaching :
- 21. • AV aids: • General objectives : 1. 2. • Specific objectives : 1. 2. 3.
- 22. RCEM FORMAT INSTRUCTIONAL OBJECTIVES CONTENTS TEACHING ACTIVITY LEARNING ACTIVITY EVALUATION General& Specific objectives •Intro •Aims •Presentation •Explanation •Summary •Assignment •Explanation •Clarification • Listening • Notes taking •Recapitalization
- 23. TYPES LESSON PLANS HERBARTIAN LESSON PLAN SKILLLESSON PLAN APPRECIATION LESSON PLAN
- 24. HERBARTIAN APPROACH • Involvesthe following steps : • 1. PREPARATION • 2. PRESENTATION • 3. ASSOCIATION/COMPARISON • 4. GENERALIZATION • 5. APPLICATION • 6. SYSTEMATIZATION/RECAPITULATION
- 25. SKILL LESSON PLAN •Involves two types of skills : • 1. MECHANICAL. • 2. MANIPILATION.
- 26. SKILL LP CONTENTS •The contents include: • METHODS OF TEACING • DEMONSTRATION • VERBAL INSTRUCTION
- 27. APPRECIATION LESSON PLAN • Aimsat developing aesthetic sense by the following steps : • PREPARATION • PRESENTATION • CONTEMPLATION • APPLICATION
- 28. TYPE BASED ONTHE CONTENT • The lesson plan could be of the following types based on the contents : • 1. DETAILED /ELABORATE LESSON PLAN. • 2. SEMI DETAILED LESSON PLAN. • 3. SKELETAL OUTLINE/BRIEF LESSON PLAN
- 29. DETAILED LESSON PLAN •The teacher makes a detailed lesson plan and puts down all the class room activities. The teacher visualizes in advance all the activities of the learner with an intention of tailoring the teaching learning activities.
- 30. SEMI DETAILED LESSONPLAN • This type of lesson plan omits the learner’s activity. It contains only the lesson and procedural steps.
- 31. BRIEF LESSON PLAN •An expert teacher usually makes a brief lesson plan. The time saves may be devoted to other teaching learning activities.
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- 33. SHORT DAILY PLAN •Teachers who teach regularly on daily basis are expected to keep their lesson plans on regular basis.
- 34. • Administrators designlesson plan format for a uniform design of lesson plan for each subject. Daily plans if kept ready minimizes suffering if the teacher has to be replaced another in case of leave or absenteeism.
- 35. • Many teachersresort to this type of lesson plan. It is essential that the lesson plans are kept ready even if there no demand for them, so that when required the teacher may handle the class in a systematic manner.
- 36. WEEKLY/LONGER PLAN • Teachersare trained to be ready with their subject plans on weekly basis on the whole during their training period. This helps to master teaching skill which ensures quality during their actual classes.
- 37. SUBJECT/UNIT PLAN • Theunit plan represents a careful planning of unified activity for the pupils. The various types of unit plan include : subject units, experience units, resource units and dynamic units.
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