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lesson plan
- 1. Writing a lessonplan Dr. Manali Sinharay Assistant Professor Department of Biochemistry, CALCUTTA NATIONAL MEDICAL COLLEGE
- 2. At the endof the session the participants will be able to- Define Lesson plan Enlist the advantages of Lesson plan List elements of Lesson plan Develop a lesson plan appropriate to the objectives and teaching learning method
- 5. What? A detailed plandrawn up by a teacher covering the content and sequence of a lesson, in which learning will flow. Smallest unit of educational experiences and activities provided to the learners
- 6. Mapping of Lessonplan- Content- what not to tell Audiovisual aid – to be used judiciously Time- how to finish it
- 7. Why? If you failto plan, you are planning to fail Benjamin Franklin
- 8. Helps teacher 1. Formulate a.Learning objectives b. Teaching learning method c. Assessment tool 2. Organize and remember the content 3. Time management 4. Self assessment and improvement • Helps students • Helps assessors
- 9. How? 1. Anticipatory set 2.Learning objective 3.Standards/expectations 4. Body of lesson 5. Check understanding and Guided practice practice 6. Closure 7. Independent practice
- 10. Anticipatory set The Hook Ashort and prompt activity that attracts the learner’s attention, before the the actual lesson begins 1. A case study 2. A handout posted on the web (New Innovations) or given to students at the door, 3. A pretest 4. A short story, recent facts
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- 12. Display the learningobjective An objective is a description of what learners will know or be able to do after the session SMART objectives ABCD Technique Example- At the end of the session students will be able to palpate the liver of a child to the accuracy of +/- 0.5 cm
- 13. Describe the Expectations/Standard Core- Acompetency that is necessary in order to complete the requirements of the subject (traditional must know) Non core- A competency that is optional inorder to complete the requirements of the subject (traditional good to know/desirable to know) CORE NON CORE
- 14. Number Competency The student shouldbe able to Domain K/S/A/C Level of compe tency K/KH/S /SH Core (Y/N) Suggested Teaching learning method Suggested assessment method Topic: Basic Biochemist -ry BI 1.1 Describe the molecular and functional organization of cell K K Y Lecture, Small group discussion Written assessment / Viva voce
- 15. Body of teachingwith input The concepts or skills the faculty will impart to the learners : “ The Body of the Lesson” • The right teaching learning method according to the set objectives • Appropriate study tools • Time management
- 16. Objectives Domain Methodof Teaching Epidemiology Malarial parasite Clinical features Knowledge Lecture: Power point, videos Bed side teaching Laboratory diagnosis Skill Practical lab: draw blood/make smear/stain/microsc opy(DOAP Taking history Educating on prevention Attitude/Communica tion Role play/Field Trip Bed side teaching Example: Choosing Teaching Learning Method (TLM) for a competency KSAC model Competency: Diagnose a case of Malaria
- 17. Check understanding &Guided practice Check understanding (knowledge domain) A multi-level question is constructed mainly targeting the higher levels of Bloom’s taxonomy (Reasoning zone) - Post test - Questioning with motivation to solve or answer - Faults made as immediate feedback
- 18. Guided practice Include guidedpractice where the faculty leads learners through the steps necessary to perform the skill Use the trimodal approach – heard/ seen/do Total re-teaching may be required Gives the teacher immediate feedback as to the student understanding and adjust teaching as needed.
- 19. Closure Summarize the entiretopic at the end of the session Reinforce the main points Independent learning Learner thinks beyond the books Project work Poster making Group presentations
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- 22. Model lesson plan •Name of lecturer- Date- • Class- MBBS 1st year. Time- • No. of students-250 Subject- Biochemistry • Domain- Cognitive Level- Knows How. • Competency BI 16.5 -Describe the biochemical role of vitamins in the body and explain the manifestations of their deficiencies
- 23. General objective- Atthe end of the session, learner should be able to describe biochemical role of Vitamin D in the body and explain the manisfestation of deficiency of Vitamin D. Specific objective- At the end of the session, learner should be able to- 1. List important sources, the recommended dietary allowance(RDA ) and reference range of Vitamin D. 2. Describe the metabolism (synthesis and activation) of Vitamin D. 3. Explain the biochemical functions of Vitamin D. 4. Enumerate the causes and effects and treatment of deficiency of Vitamin D in children and adults.
- 24. Set induction- startwith a case of rickets with clinical manifestations SLO Content Method & Material Duration 1 List few sources, the RDA and reference range of Vitamin D. Lecture-Narration & Power point Small group discussion 5 mins 2 Describe the metabolism (synthesis and activation) of Vitamin D. Lecture-Explanation & Power point Small group discussion 10 mins 3 Explain the biochemical functions of Vitamin D. Lecture-Discussion & Power point Small group discussion 15 mins 4 Enumerate the causes and effects and treatment of deficiency of Vitamin D in children and adults. Case study presentation & Power point 20 mins Body of lesson:
- 25. Check understanding -Multiple choice questions Independent practice-Poster- Vitamin D deficiency causes Rickets by 5 teams(50 students in each group)-Self directed learning Closure- Summary of the class
- 26. Group Task Each groupneed to write a lesson plan appropriate to the objectives and teaching learning method based on the competency provided to them(Proforma provided for you) –Time limit 10 mins
- 27. Name of lecturer-Date- Class- Time- No. of students-250 Subject- Domain- Level- Competency • Learning objectives- • Set induction- • Body of lesson- • Check understanding/Guided practice • Closure • Independent practice LESSON PLAN
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Editor's Notes
- #2 A very good afternoon-observer ???, participants, fellow faculties
- #3 Learning objectives-we will accomplish through this session What?Why?How? Participants have already been assigned a competency-written the objectives, teaching learning methods
- #4 Planning usually takes a backseat when we prepare for a class or we don’t’ plan in the proper way- we just mug up ourselves,deliver the lecture, demonstration or bed side clinics without assessing whether we have achieved our set objectives-we even don’t set set our ojectives and let the student’s know those. We need to motivate ourselves-
- #5 We need to prioritize planning each lesson more than delivering them- Very few of us are inborn good teachers, most of us just need to be enthusiastic teachers and give our efforts to make teaching interesting and engaging-our students will respond positively –good vibes in the session Bad vibes- rethink and improvise by extensive planning Rome was not built in a day-how can we build ourselves as good teachers-without assessing, improving and extensive planning
- #6 To be kept prepared by teachers- not only the content but also the sequence(how?) deliver the lesson Basic life support class-what, why needed, when needed, how(steps)-students will then do under supervision on the mannequin
- #7 Lesson plans are the "maps" of what we want to accomplish during a class period Contents – whether they belong to core/non core competency, previously called as must know ,good to know or desirable AV aid-explain something-chalk and talk, mannequins, simulation devices Time- Puncuality, more time for questions, final thoughts, finish on time
- #8 Benjamin Franklin-
- #9 Teacher: organised thought process, self confidence, feedback and scope of improvement, time bound , bringing innovative methods of teaching ,archiving for future use. Vital for the growth as a teacher. Students: generates interest and better flow of thought Assessors: to make the assessment questions if we archive them Our target is not to cover the syllabus,rather, to uncover it, so that the student can discover it.
- #10 Dr. Hunter ,in 1976 published an article which said that no matter what the teacher’s style, subject matter, grade level ,or quality of students, a properly taught lesson contains seven key elements: Elements of lesson plan-The backbone consists of-hook, set objectives, core/non core competency, content, check understanding, summary, adult learners-self directed learning
- #11 Keep the students hooked-A good start always boosts the flow of teaching
- #13 Specific, measurable, attainable, relevant and time specific Audience(who will do),behaviour(what),condition,degree
- #14 Even followed during setting questions
- #16 Classroom teaching, Skill lab/DOAP, Bed side teaching, Field trips, Students projects, Self directed learning Power point, Chalk and talk, handouts, flip charts, manequins, wet lab equipments, simulation devices Puncuality,20 mins attention span-divide into chunks, pace alteration, finish on time, leave time at end for final thoughts, conclusions, questions and feedback
- #18 Bloom’s taxonomy
- #19 Intravenous canulation-always under the guidance-part of the lesson-not assessment
- #20 Final thoughts Encourage creativity, impose team making
- #22 Learning objective, content(t.l methods), check understanding with proper closure and some independent practice work-don’t forget to add the hook Aim is not to cover the syllabus, but rather uncover it
- #29 Input-All the teaching aids or study tools you need for your learners Process- Delivering your lesson with the right teaching learning method and beautifully crafting your time Output- Desired outcome according to the objectives set by you Output-Desired outcome according to the objectives set by you, And don’t’forget add the hook-so that the learners are hooked to the class.