This document discusses the importance of lesson planning for effective teaching. It defines a lesson plan as a model for organizing learning events with clear goals and objectives. Lesson planning is important because it allows for purposeful class management and sustained student progress. The stages of lesson planning include preparation, development, implementation and reflection. Different types of lesson plans range from detailed scripts to brief guides, but all effective plans have structure. Understanding by Design is also discussed as a framework for curriculum planning and teaching for understanding.

1. Nature & Importance ofLesson
Planning
By: Carol
Gaerlan

2. WHAT IS A LESSON PLAN?

3. A LESSON PLAN IS:
 A model of organized learning events within a set
period of time or session
 A projection of real lesson filled with concrete
processes, assignments, and learning tools
 A blueprint on which to construct a learning
process made up of clearly stated goals and
objectives
 A tool that moves from theory to practice by
carrying out a methodological approach (based on
latest research)

4. COMPARE THE STUDENTS

5. WHY IS LESSON PLANNING IMPORTANT?
 The key to good teaching, purposeful class
management and the achievement of sustained
educational progress lies in effective preparation
and planning. (Butt, 2008)
 Consistent effective lesson planning is essential
for successful experiences in both teaching and
learning process. (Serdyukov and Ryan, 2008)

6. STAGES IN LESSON PLANNING

7. PREPARATION
 Who is to be taught?
 By knowing the learners, the desired outcome can be
determined and the teacher can identify the purpose
of the lesson.

8. DEVELOPMENT
 What is to be taught?
 This stage covers the substance of the lesson such as
subject matter, instructional goals, specific learning
objectives, concepts and skills.
 An effective activity or lesson plan begins with a
specific objective.

9. Bloom’s taxonomy
provides good
examples of
appropriate
action words to
use in learning
objectives. With
this, the learning
objective
becomes student-
focused and
outcomes
oriented.

10. IMPLEMENTATION
 How do you teach students?
 Methods or strategies employed
 Learning activities and methodological approach
 Materials and technology applications

11. REFLECTION
 Will/ Is my lesson plan effective?
 the teacher evaluates the strengths and weaknesses of
the lesson plan before implementing it and after it has
been delivered

12. TYPESOFLESSONPLAN
There are
different ways to
make a lesson
plan. But ALL
effective lesson
plans have
structure.
Description/
Introduction
• date, subject area,
topic, grade level
Goals and
Objectives
• may include
academic and
culturally relevant
content standards,
adaptations for
diverse populations
Materials
and Tools
• instructional
resources such as
texts, visuals,
handouts, etc.
• educational
technology
Procedures
• content presentation
and activities
Evaluation
• reflection and
assessment (tests,
quizzes, essays,
etc.

13. DETAILED LESSON PLAN
 The detailed lesson
plan has five parts:
 Objectives
 Subject Matter (topic,
references, materials)
 Procedure (motivation,
activity, routines,
lesson proper)
 Evaluation
 Assignment
 Everything is written
down like a script of a
play.
 It contains what the
teacher does and says
and what the students
are expected to say
and do.
 EXAMPLES

14. SEMI-DETAILED LESSON PLAN
 Has all the components
of a detailed plan but
does not include a
complete description of
pupils’ activity.
 It contains the
important subject
matter and a description
of teaching-learning
activities. (Beltran,
1992)

15. BRIEF LESSON PLAN
 Only guide statements
or brief explanation of
the activities to be
performed in each part
are provided

16. UNDERSTANDING BY DESIGN
 Jay McTighe describes
UbD as a framework for
curriculum planning,
assessment by design and
ultimately for teaching
with the goal of
understanding and
transfer
 Grant Wiggins
emphasizes that Ubd is
not a philosophy and not
an approach to teaching
but a planning
framework.

17. There are 3 stages
in UbD:
Desired Results
Assessment
Evidence
Learning Plan

18. CONCLUSION
 Lesson planning is integral in the teaching-learning
process
 It encourages research  teachers have foresight
to think deeply about the lesson  maximize
learning opportunities
 LP’s don’t always have to be detailed
 Planning can be an internal process

19. A GOOD LESSON PLAN IS –
 Apparent
 Serves as a Guide
 Flexible
 Clear & Understandable
 Well-documented
It becomes a historic document of the class
which can aid in performance evaluation, student
assessment and curriculum development.

20. THANKYOU!!!