It includes purpose, importance, meaning etc.

1. PRESENTED BY:
SATYAKI
MAJUMDER
M.Sc.
NURSING 1ST
YEAR
DEPT.
OF COMMUNITY HEALTH NURSING

2. INTRODUCTION
• Teaching is a complex activity. It needs proper
preparation and planning. Lesson plan is the blue-print
of those teaching activities that are to be done in the
classroom. Every teacher tries to plan the content in his
own style so that he can teach systematically and
effectively at the right moment.

3. DEFINITION
• “Lesson plan is the title given to a statement of
achievements to be realized and specific meaning by
which these are to be attained as a result of the
activities engaged during the period.”
• -NL Bossing

4. MEANING
 Lesson- A lesson is a unit of instruction, typically a structured period of
time where a teacher imparts knowledge or a skill to students, or a
specific piece of work or exercise assigned for a student to learn.
 Plan- Planning is the process of defining educational goals, identifying
the resources and strategies needed to achieve them, and implementing
and evaluating these actions to improve student outcomes and overall
educational quality.

5. IMPORTANCE
• Teaching is a process which involves those teaching activities
which a teacher performs in the classroom. It is based on
planning and specifically lesson planning.
• The teacher regularly achieves the teaching objectives and
processes in the form of lesson planning. It develops the
possibilities of adjustment in the classroom situations which
makes the teaching effective.

6. PREREQUISITES
(1) Knowledge & Understanding:
 Subject Matter:
A thorough and deep understanding of the content is essential to teach it
effectively and answer student questions.
 Student Psychology:
• Knowledge of child psychology and individual student traits, interests,
and abilities allows for tailored instruction and engagement.

7. PREREQUISITES CONT…
(2) Skills & Abilities:
 Competence in planning:
The ability to construct well-organized and effective lesson plans within a
reasonable timeframe is a prerequisite for success.
 Sequencing Content:
The skill to organize subject matter in a logical, sequential order is necessary
for clear and effective instruction.

8. PRINCIPLES
 Clear Objectives:
Begin by defining specific, measurable, achievable, relevant, and time-
bound (SMART) learning objectives that students should achieve by the
end of the lesson.
 Connect to Prior Learning:
• Link new content to students' existing knowledge and experiences to
help them construct a deeper understanding.

9. PRINCIPLES CONT…
 Active & Engaging Activities:
Design activities that actively involve students, such as discussions,
group work, and hands-on tasks, rather than passive listening.
 Logical Sequencing:
• Organize the lesson content in a coherent, step-by-step manner,
moving from simple to complex concepts, to create a meaningful flow
for students.

10. PRINCIPLES CONT…
 Flexibility:
While plans provide structure, they should also allow for unexpected
opportunities, student questions, or shifts in discussion.
 Student-Centred Approach:
• Focus the lesson on the needs and learning styles of the students,
ensuring a positive and encouraging learning environment.

11. CHARACTERISTICS
 Based on previous knowledge: As the teacher presents new knowledge
on the basis of previous knowledge of the pupils, the lesson plan
enables the pupils to gain knowledge conveniently while the teacher
succeeds in acquiring his objectives.
 Psychological teaching: In preparing lesson plans, the teacher uses
teaching strategies, techniques, tactics and instruments keeping in mind
the interests, aptitudes, needs, capacities and abilities of the pupils.

12. CHARACTERISTICS CONT…
 Suitable environment: Objectives are fixed and the teaching strategies,
tactics, techniques and material aid, etc. are decided beforehand in a
lesson plan. This creates interest of the pupils in the lesson.
 Determination of activities: Activities of the teacher and pupils are pre-
decided in a lesson plan according to the class level. The teacher
decided what he and his pupils are supposed to do in the class.

13. CHARACTERISTICS CONT…
Preparation of material aids: While preparing a lesson plan, the
teacher decides strategies, tactics, techniques, instruments and
aids to be used.
Limitation of subject-matter: Limited subject-matter enables
the teacher to give up irrelevant material. As he remembers
only definite and limited matter its presentation becomes easy.

14. POINTS TO BE REMEMBERED
Before the Lesson
Define Learning Objectives:
Start with clear, measurable goals that outline what students will know
or be able to do by the end of the lesson.
Know Your Students:
Consider their prior knowledge, interests, and learning styles to tailor
the lesson for different needs and ensure engagement.

15. CONT…
During the Lesson
Introduce Clearly:
Develop an engaging introduction that connects to students' prior
knowledge and sets the stage for the lesson.
Check for Understanding:
• Integrate ongoing (formative) assessment methods to monitor student
comprehension and address misunderstandings as they arise.

16. CONT…
After the Lesson
Plan for Closure:
Conclude the lesson with a summary of key points and an opportunity
for students to ask remaining questions.
Create a Realistic Timeline:
• Develop a timeline for the lesson, including extra time for transitions
and unexpected events to maintain a smooth flow.

17. PURPOSES
 It guides the teachers for the presentation of subject matter and activities involved
 It provides definite objectives for each day’s work
 It helps to achieve definite goals and objectives
 It makes teaching economical, systematic and orderly
 It tends to prevent wandering from the subject
 It helps to maintain sequence of content presentation
 It aids in the time management

18. PURPOSES CONT…
 It keeps the teacher on the track ensure steady progress and a definite
outcome of teaching and learning
 It is essential for effective teaching
 It helps to enhance learning process
 It helps the teacher to delimit the teaching field
 It is useful to select proper learning and best technique
 It helps to avoid repetition

19. STEPS IN DEVELOPING A LESSON
PLAN
Preparation Phase
Presentation Phase Evaluation and
Feedback
Comparison or Association Recapitalization
Generalization Application

20. TYPES
• Knowledge lesson: Here the learner’s cognitive aspect of his mental
activity is more active which result an increase in his knowledge.
• Appreciation lesson: These are based on the affective aspect of
learner’s activity. These give esthetic inspiration to the pupils and
develop their appreciation.
• Skill lesson: In skill lessons, the psychomotor aspect of the learner’s
mental activity is more active.

21. FORMS
• (1) By Scope and Timeframe
Daily Lesson Plan:
• Focuses on the learning objectives and activities for a single class period.
Weekly Lesson Plan:
• Provides an overview of lessons for a single week, often providing more
detail than a unit plan but less than a daily plan.

22. FORMS CONT…
• (2) By Level of Detail
Detailed Lesson Plan:
• Provides comprehensive instructions for a lesson, including teacher and
student activities, step-by-step procedures, and specific assessment
methods.
Semi-Detailed Lesson Plan:
• Offers a less intricate, general outline of what to teach and the activities to
be covered, with fewer specifics than a detailed plan.

23. FORMATS OF LESSON PLAN

24. FORMATS CONT…

25. HERBARTIAN APPROACH
• John Friedrich Herbart was a great European educationist and
philosopher of 19th
century. He advocated that teaching should be
planned actively, if we intend to make it efficient. He applied the
knowledge of psychology regarding the Learning process.

26. STEPS OF TEACHING APPROACH
• Clarity: The teacher should present the subject-matter with clarity.
The subject-matter to be taught is broken into various facts so
that pupils pay attention to each fact or element.
• Association: The new knowledge of the pupils is related to their
previous knowledge.
• System: New knowledge or thought should be organized in
sequence on the basis of logic.

27. STEPS CONT…
• Method: The pupils apply the gained knowledge to the new situations.
Herbartian lesson plan model
Date……….
Period……….
Subject……….
Class……….
Topic………..
• General objective: These objectives are formulated by the teacher in his subject keeping in
view the entering behaviors of the learners. For example: To explain peptic ulcer and its
management.

28. STEPS CONT…
• Specific objectives: These objectives are formulated on the basis of general
objectives and considering the nature of the topic and level of students.
• Introduction: Here, the teacher employs his insight and experiences for liking
new knowledge with the previous knowledge of the students.
• Teaching aids: Audio-visual aids are selected according to the proposed topic.
• Previous knowledge: Student’s previous knowledge is mentioned. For example,
Students are familiar with anatomy and physiology of stomach.
• Statement of aim: The teacher gives his statement of teaching topic by
incorporating the student’s responses.

29. STEPS CONT…
• Presentation: The teacher prepares the developing questions after introducing the topic.
• Explanation: The teacher is supposed to explain the answers of the given developing
question. As whole of the content-matter is in the question-answer form.
• Blackboard summary: The teacher has to prepare the blackboard summary of his
teaching point and explanation.
• Review questions: The purpose of these questions is to practice the student’s learning
and to evaluate their performance whether they have comprehended the teaching unit or
not.
• Home assignments: At the end of the lesson plan, home assignment is given to the
students on the same teaching unit.

30. ADVANTAGES OF HERBARTIAN
APPROACH
• Organized teaching: Each step has been organized in a logical order which
provides an opportunity to the fresh teacher to become aware of future mistakes.
• Acquiring thoughts as apperception: Herbart believed that when the new thought
related to the thoughts lying in unconscious mind of the pupils are presented, the
thoughts of unconscious mind come to the conscious mind, establish relationship
with the new thought and again go to the unconscious mind.
• Use of inductive and deductive methods: While presenting the new knowledge,
help of various examples is sought through ‘generalization’ and rules are derived.
It is an inductive method.

31. ADVANTAGES CONT…
• Recapitulation: Such questions are asked while recapitulating which, on
answering, result in the learning and application of the acquired knowledge
in new situations.
• Correlation possible: Herbart considered entire knowledge as a single unit.
The knowledge of the pupils is acquired in a single unit. This allows
establishing a correlation between previous and new knowledge and between
all subjects of the curriculum.

32. LIMITATIONS OF HERBARTIAN
APPROACH
• Mechanical method of teaching: The use of these steps takes away the freedom
of the teacher as he cannot incorporate his independent thought in any step.
• No place for individual differences: While using Herbartian approach. Similar
questions are asked to the entire group. This overlooks individual differences.
• Useful in knowledge lesson only: Herbartian approach is useful in the
knowledge lesson only, not in appreciation and skill lessons.
• Teacher more active: In Herbartian approach, the teacher has to be more active.

33. MORRISON’S APPROACH OR UNIT
APPROACH
• Morrison’s approach to lesson planning was developed by H.C.
Morrison, an American educationist, in the early 20th century.
It is a scientific, systematic, and activity-based approach to teaching,
emphasizing student-centred learning.
• Morrison believed that learning is a purposeful activity and that
teaching should guide learners to acquire meaningful experiences
rather than rote memorization. This approach is primarily used in
higher classes and skill-based subjects like science and mathematics.

34. FIVE STEPS OF MORRISON’S APPROACH
(1) Exploration
• The teacher introduces the topic to arouse curiosity and motivation.
• Students are encouraged to explore ideas, ask questions, and express prior
knowledge.
• Example: In a science lesson on plants, the teacher may begin by showing
different leaves and asking students what they notice.
• Purpose:
• To create interest in the lesson.
• To understand students’ existing knowledge.

35. FIVE STEPS CONT…
(2) Presentation
• The teacher presents new knowledge or concepts systematically.
• Various teaching aids, demonstrations, and examples are used.
• Example: Explaining the process of photosynthesis with diagrams.
• Purpose:
• To provide clear and structured information to students.

36. FIVE STEPS CONT…
(3) Assimilation
• Students process and internalize the newly learned material.
• This includes discussion, questioning, group activities, and problem-solving.
• Example: Students work in groups to explain photosynthesis in their own
words.
• Purpose:
• To ensure deep understanding and integration with prior knowledge.

37. FIVE STEPS CONT…
(4) Organization
• Learners organize and systematize knowledge into a structured form.
• Students create summaries, charts, concept maps, or write notes to
connect ideas logically.
• Example: Making a flowchart of the steps of photosynthesis.
• Purpose:
• To develop analytical thinking and clear conceptual understanding.

38. FIVE STEPS CONT…
(5) Recitation (or Evaluation)
• The teacher evaluates students’ understanding through oral questioning,
tests, assignments, or activities.
• Example: Asking students to explain the importance of photosynthesis
or solve related questions.
• Purpose:
• To check learning outcomes and provide feedback for improvement.

39. ADVANTAGES OF MORRISON’S
APPROACH
• Systematic and Scientific
• Provides a structured framework for effective teaching and learning.
• Student-Centred Learning
• Encourages active participation, curiosity, and independent thinking.
• Promotes Deep Understanding
• Focuses on assimilation and organization, leading to meaningful learning
instead of rote memorization.

40. ADVANTAGES CONT…
• Skill Development
• Encourages problem-solving, critical thinking, and analytical skills.
• Teacher Clarity
• Helps teachers plan their lessons efficiently, avoiding confusion during
teaching.
• Suitable for Higher-Level Subjects
• Especially effective in science, mathematics, and other logical subjects.

41. LIMITATIONS OF MORRISON’S
APPROACH
• Time-Consuming
• Following all five steps requires a lot of classroom time, making it difficult in large syllabi.
• Not Suitable for All Subjects
• Best suited for science and skill-based subjects but less effective in arts or humanities.
• Demands Highly Skilled Teachers
• Teachers must be well-trained to plan and execute lessons effectively.
• Neglects Emotional Development
• Focuses mainly on intellectual and cognitive skills, ignoring affective and emotional
aspects of learning.
•

42. EVALUATION APPROACH
• The Evaluation Approach is a systematic method of lesson planning
that centers around the assessment of student learning outcomes. It
emphasizes setting clear, measurable objectives and designing
instructional and assessment strategies to evaluate the achievement of
these objectives. This approach stems from the broader educational
theory of accountability and is influenced by Ralph Tyler’s model of
curriculum development (Tyler’s Objective Model), which revolves
around determining educational purposes, organizing experiences, and
evaluating outcomes.

43. KEY FEATURES
• Objective-centred
• · Emphasizes measurable outcomes
• · Integrates evaluation tools in the planning phase
• · Promotes accountability and evidence-based teaching
• · Encourages reflective teaching practices

44. STEPS OF EVALUATION APPROACH
• Defining Educational Objectives
• Objectives must be Specific, Measurable, Achievable, Relevant, and Time-
bound (SMART).
• These objectives may be cognitive (knowledge-based), affective (attitude-
based), or psychomotor (skill-based).
• Example: “By the end of the lesson, students will be able to solve linear
equations with one variable.”

45. STEPS CONT…
• Determining Learning Experiences
• Select teaching methods and materials that align with the objectives.
• Ensure learning activities are age-appropriate, relevant, and engaging.
• Examples: group discussions, demonstrations, hands-on experiments, use of multimedia,
etc.
• Organizing Learning Experiences
• Arrange the learning experiences logically and sequentially.
• Consider the principle of continuity, sequence, and integration.
• Design the flow of instruction from simple to complex or from known to unknown
concepts.

46. STEPS CONT…
• Evaluating Learning Outcomes
• Use appropriate assessment tools (e.g., quizzes, oral questions, assignments, rubrics,
projects, observation checklists).
• Evaluation must align directly with the stated objectives.
• Collect data on student performance and interpret it to determine success.
• Providing Feedback and Remediation
• Analyze assessment results to identify strengths and learning gaps.
• Provide constructive feedback to students.
• Modify instruction for students needing further support or enrichment.

47. ADVANTAGES OF EVALUATION
APPROACH
• Objective Clarity
• Helps teachers clearly define what they want students to achieve.
• Promotes focused instruction and planning.
• Accountability
• Encourages teachers to justify their teaching methods and outcomes.
• Promotes transparency in instructional effectiveness.
• Learner-Centred
• Keeps student achievement at the core of planning.
• Instruction is tailored to meet defined learning needs.

48. ADVANTAGES CONT…
• Continuous Improvement
• Evaluation results inform future planning and teaching practices.
• Helps teachers refine instructional strategies.
• Measurable Outcomes
• Enables accurate tracking of student progress and achievement.
• Supports data-driven decision-making in education.
• Encourages Reflective Teaching
• Teachers evaluate not just student outcomes, but also their own effectiveness.
• Fosters a culture of self-improvement.

49. LIMITATIONS OF EVALUATION
APPROACH
• Overemphasis on Measurable Outcomes
• May neglect important but less quantifiable aspects like creativity, empathy,
and critical thinking.
• Risk of teaching to the test.
• Time-Consuming
• Requires detailed planning and continuous evaluation.
• May be impractical in settings with high teacher workloads or large class sizes.

50. LIMITATIONS CONT…
• Limited Flexibility
• Strict adherence to objectives may reduce adaptability to spontaneous learning
opportunities.
• Can stifle teacher and student creativity.
• Dependence on Assessment Tools
• Quality of evaluation depends on the appropriateness of tools used.
• Poorly designed assessments may lead to misleading conclusions.

51. BENEFITS OF AUDIO VISUAL AIDS IN
LESSON PLANNING
• Enhanced Engagement:
AV aids capture and sustain students' attention, leading to increased interest and
motivation.
• Improved Comprehension:
They help clarify complex ideas by making abstract concepts more tangible and easier to
grasp.
• Increased Retention:
The multi-sensory experience of seeing and hearing information can lead to better
memory and recall of learned material.

52. BENEFITS CONT…
• More Realistic Learning:
AV aids can create near-realistic experiences, providing a concrete basis for
learning that is more effective than lectures alone.
• Accessibility:
They can cater to different learning styles and needs, providing information in a
format that benefits a wider range of students.
• Time-Saving:
By accelerating the learning process, AV aids can make learning more efficient for
both teachers and students.

53. EXAMPLES OF A.V. AIDS
• Visual Aids: Charts, graphs, diagrams, models, maps, and images.
• Audio Aids: Music, radio programs, podcasts, or recorded lectures.
• Audio-Visual Aids: Films, documentaries, presentations (e.g.,
PowerPoint), interactive whiteboards, and educational videos.
• Experiential: Field trips, historical artifacts, or even role-playing
scenarios can be considered AV aids that provide a realistic context
for learning.

55. CONCLUSION
• Lesson plan include opportunities for students to reflect on the
material through questions or activities, connect the lesson to
future learning or real-world applications, and offer a way to
assess student understanding and engagement.

56. BIBLIOGRAPHY
• (1) Sodhi Kaur Jaspreet, ‘Comprehensive Textbook of Nursing Education’,
• 2nd
edition, Jaypee Brothers Medical Publishers, 2024, New Delhi,
• Pp- 45-50.
• (2) www.slideshare.net
• (3) www.scribd.com