The document emphasizes the importance of lesson planning in teaching, highlighting that a well-structured plan helps achieve defined objectives, enhances student engagement, and accommodates diverse learning styles. It outlines principles of effective planning, evaluates good versus poor planning, and discusses various instructional methods, including direct and indirect instruction. Additionally, it addresses the significance of assessments, feedback, and time management for improving student outcomes.

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4. AS A TEACHER
DO WE REALLY NEED TO
PLAN?
YES
WHY THOUGH?
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6. Yearly Planning
Levels Of
Planning
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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guide, resource an historical
document reflecting our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.

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 Ensure definite objective for the days work
 Keeps the teacher on track
 Ensure selection, presentation and
interpretation of subject matter
 Helps to choose effective method of
teaching
 Enables to evaluate the teaching sessions
 Helps to clarify ideas
 Gives the teacher greater confidence
PRINCIPLES OF PLANNING
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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

10. logical
connection
between
separate
activities, smooth
transition
activities
adjusted to
learner's needs
the plan is not
set in stone
the lesson is the
mixture of
appropriate and
right ingredients
What makes a good plan???
VARIETY CHALLENGE FLEXIBILTY BALANCE
COHERENCE
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alternating
activities to meet
various learning
styles

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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
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13. —Blanca l. Huertas
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20. SET THE
OBJECTIVE(S)
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21. Support learning
objectives
Activate
brainstorming
ANTICIPATORY
SET
Connect prior
knowledge
Enhance critical thinking
Grabs interest

23. Direct instruction is the explicit
teaching of skill-set using
lectures or demonstrations of
the material to the students.
DIRECT
INSTRUCTIONS
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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.

25. • Teacher is
available.
• Supervise
students as
they learn.
• Catch
mistakes
immediately.
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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.
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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.

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?
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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.

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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

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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.
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39. “
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- Racheal Johnson
This is the defining aspect of a great lesson – when
students make inquiries on their own and
want to continue their learning.

40. !
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