Lesson Planning

1. Lesson Planning
Lesson Planning

2. Meaning of lesson plan
Meaning of lesson plan

3.  Bossing :
Bossing : A lesson plan is an organised
A lesson plan is an organised
statement of general and specific goals together
statement of general and specific goals together
with the specific means by which these goals are to
with the specific means by which these goals are to
be attained by learner under the guidance of the
be attained by learner under the guidance of the
teacher on a given day.
teacher on a given day.
 Kant :
Kant : Lesson plan is the teacher’s mental and
Lesson plan is the teacher’s mental and
intellectual visualisation of the class room
intellectual visualisation of the class room
experience as he plans it to occur.
experience as he plans it to occur.

4.  Thus a lesson plan consists of:
Thus a lesson plan consists of:
 Broader objectives of the subject
Broader objectives of the subject
 Defining the class room objectives of
Defining the class room objectives of
the lesson
the lesson
 Organisation of the subject matter
Organisation of the subject matter
 The decision about the way of
The decision about the way of
presenting the subject matter,
presenting the subject matter,
teaching strategies and tactics, class
teaching strategies and tactics, class
room interaction and management.
room interaction and management.
 Appropriate provision for evaluation
Appropriate provision for evaluation
and feedback.
and feedback.

5. Pre-
requisites
Pre Requisites of Lesson Plan
Pre Requisites of Lesson Plan
aims
subject
matter
child
psychology
methods and techniques

6.  A teacher needs to possess the following to
plan her lessons:
 A mastery over the content
 A thorough knowledge of the process of
teaching and learning
 An understanding of the relevant methods and
techniques to be used in the class room
 An overview of the instructional objectives and
specifications of teaching the subject
 Knowledge of the individual differences and
psychology of the learners.

7. Need of Lesson Planning
Need of Lesson Planning
 Through lesson plan, the teacher
Through lesson plan, the teacher
regularly achieves the teaching
regularly achieves the teaching
objectives and processes in the form of
objectives and processes in the form of
complete objectives and processes.
complete objectives and processes.
 A lesson plan develops the possibilities of
A lesson plan develops the possibilities of
adjustment in the class room situations
adjustment in the class room situations
which makes the teaching effective
which makes the teaching effective
 A lesson plan helps in planning even step
A lesson plan helps in planning even step
of curriculum unit.
of curriculum unit.
 A lesson plan helps in planning the
A lesson plan helps in planning the
processes of teaching on the basis of
processes of teaching on the basis of
class control , motivation and individual
class control , motivation and individual
differences.
differences.

8. WHY SHOULD WE PLAN LESSONS?
• Successful teaching is linked to effective lesson
planning,
• Provides direction for effective teaching,
• Identifies the knowledge, skills and
dispositions of teaching,
• Thinking about a lesson in advance helps to
anticipate potential problems,
• provides structure for classroom activities,

9. WHY SHOULD WE PLAN LESSONS?
• Lesson Plans are records that can be used to
plan for assessment (quizzes, tests, etc)
• Lesson Plans can be used by other teachers
when the class teacher is absent.
• provides a record of what has been taught
• Provides security for novice teachers
• To help with classroom management by
keeping students on-task and engaged

10. WHY SHOULD WE PLAN LESSONS?
• Plans are developed to provide
students with meaningful learning
experiences,
• Encourages reflection, refinement,
and improvement,
• Enhances student achievement.

11. WHY SHOULD WE PLAN LESSONS?
The greater the structure of a lesson
and the more precise the directions
on what is to be accomplished, the
higher the achievement rate.

12. Characteristics of an Ideal
Characteristics of an Ideal
Lesson Plan
Lesson Plan
 Based on objectives
Based on objectives
 Previous knowledge
Previous knowledge
 Appropriate material aids
Appropriate material aids
 Simplicity of language
Simplicity of language
 Determination of activities
Determination of activities
 Correlation
Correlation
 Providing individual guidance
Providing individual guidance
 Duration of the periods
Duration of the periods
 Use of teaching aids
Use of teaching aids
 From memory level to reflective level
From memory level to reflective level
 Use of blackboard
Use of blackboard
 Evaluation
Evaluation
 Home work
Home work

13. Advantages of Lesson
Advantages of Lesson
Planning
Planning
 Based on Previous knowledge
Based on Previous knowledge
 Suitable environment
Suitable environment
 Basis on Psychological teaching
Basis on Psychological teaching
 Use of theoretical knowledge in teaching
Use of theoretical knowledge in teaching
 Teaching with confidence
Teaching with confidence
 Discipline in the class
Discipline in the class
 Developing in thinking
Developing in thinking
 Developing teaching skills
Developing teaching skills
 Preparation of material aids
Preparation of material aids
 Limit of subject matter
Limit of subject matter
 Makes the teaching activities
Makes the teaching activities
 Save time and energy
Save time and energy
 Revision of the lesson provision of evaluation
Revision of the lesson provision of evaluation

14. Demerits of lesson planning
 Lesson planning makes the teaching
Lesson planning makes the teaching
process more difficult because of
process more difficult because of
complicated lesson planning process.
complicated lesson planning process.
 More time is always needed by teacher to
More time is always needed by teacher to
plan a lesson
plan a lesson
 Sometimes, simple subject-matter
Sometimes, simple subject-matter
becomes more complicated
becomes more complicated
 It has no flexibility and puts the fresh
It has no flexibility and puts the fresh
teacher in new helpless situations
teacher in new helpless situations
 Teacher cannot teach a lesson
Teacher cannot teach a lesson
independently
independently

15. Steps in lesson planning
Steps in lesson planning
 1) Write aims and objectives in behavioral terms
1) Write aims and objectives in behavioral terms
 2) Devise plan of instruction and select instructional
2) Devise plan of instruction and select instructional
material, Organise in short logical steps, Grade in
material, Organise in short logical steps, Grade in
order of difficulty
order of difficulty
 3) Select teaching aids
3) Select teaching aids
 4) Decide teaching method and techniques
4) Decide teaching method and techniques
 5) Deciding previous knowledge
5) Deciding previous knowledge
 6) Motivation through introduction
6) Motivation through introduction
 7) Statement of aim or topic
7) Statement of aim or topic
 8) Presentation
8) Presentation
 Introduce material at appropriate level
Introduce material at appropriate level
 Involve student by active participation and allow them to learn
Involve student by active participation and allow them to learn
at their own pace
at their own pace
 Developmentary questions
Developmentary questions
 Narration
Narration
 Evaluation questions or testing questions
Evaluation questions or testing questions
 B.B.summary
B.B.summary
 9) Recapitulation-Evaluation of objectives
9) Recapitulation-Evaluation of objectives
 10) Home assignment
10) Home assignment

16. Herbartian Approach
 The major contribution of the Herbartian movement
was the class lesson plan suitable for any class size
or organization.
 According to Herbart, the best method of instruction
is to present material that is related to a previous
interest of the student.

17.  Five steps of Herbartian teaching
Five steps of Herbartian teaching
 1a) Preparation
1a) Preparation
 1b) Statement of Aim
1b) Statement of Aim
 2) Presentation
2) Presentation
 3) Comparison and association
3) Comparison and association
 4) Generalization
4) Generalization
 5) Application
5) Application

18.  Preparation or Introduction:
 This helps in bridging to gap and leaders a student towards the aim of the
lesson of teacher can do this.
 By analyzing the previous knowledge of the student of the student and
introducing the new lesson by explaining aims and objectives.
 By asking relevant questions that exposes their ignorance and arouse
interest and curiosity to learn more and something new.
 By using different types of teaching aids such as charts, maps or pictures.
The teacher should keep in mind that this step should be short and concise
and the duration of this step should not exceed five minutes.
How can a teacher start the lesson?
 By asking two or three interesting questions with the help of aids that is
pictures, charts or models.
 By asking questions from the content – matter previously taught.
 By discussing a situation and illustration it with the help of a relevant story.

19.  Presentation:
 Presentation of content-matter should be preceded with
the mention of the aim of lesson. Once the aim of lesson
is made clear to the students of the classroom, both the
students and the teacher have a common focal point to
concentrate, that is to reach the objective of the lesson.
 This is the step where there is equal participation of
students and the teacher in the teaching-learning
process.
 Questioning becomes one of the most important devices
that is used in this method. Use of other teaching aids
can enhance the interest of the students towards the
lesson and it can be made comprehensive.
Development of black board summary is also necessary.

20.  Comparison or Abstraction:
 Some illustration are given to the students and they are
asked to compare them from other illustrations or facts.
This is one of the important steps, which compels a
student to draw a generalization or a definition based on
the result of the comparison and abstraction.
 Generalization or Definition:
 This step is as a result of the reflective thinking of the
students.
 This knowledge gained in the earlier steps is used in this
step to draw generalizations, formulations and rules with
the help of comparison or abstraction.

21.  Application:
 The validity of the generalization is determined, whether it is temporary or
permanent. The generalization stays in the minds of the students and do
not leave their consciousness soon.
 Forms of application:
 Solving problems
 Writing on essay or an article
 Drawing maps or charts
 Preparing some models
 Doing some practical work
 Getting of new type tests.
 Recapitulation:
 This is last step. Putting some suitable questions on the topic to the
students can test the understanding and comprehension of the subject
matter by the teacher. This will also help the teacher to find out whether
his method of teaching is effective and successful or not.

22. Merits of Herbartian five
Merits of Herbartian five
steps approach
steps approach
 It follows logical and psychological aspects and
therefore incorporate the basic principles of learning
 It is an easy and simple approach of lesson planning
 Content matter is given utmost importance
 It employs deductive thinking in learning
 It is the method that can be used to teach any subject
of the school-science subjects, social studies and
languages.
 It uses previous knowledge of the students to impart
the new knowledge
 This approach can be used to any size of the class or
organization

23. Demerits of Herbartian five
Demerits of Herbartian five
steps approach
steps approach
 Useful in knowledge lesson
Useful in knowledge lesson
only
only
 No need of generalization
No need of generalization
 Mechanical method of
Mechanical method of
teaching
teaching
 Uninteresting
Uninteresting
 No place for individual
No place for individual
differences
differences
 Teacher more active
Teacher more active
 Difficulty of correlation
Difficulty of correlation

24. Outline of Herbart lesson
Outline of Herbart lesson
plan
plan
 Subject, topic, class and date
Subject, topic, class and date
 General objectives of teaching
General objectives of teaching
 Specific objectives
Specific objectives
 Teaching aids
Teaching aids
 Introduction
Introduction
 Statement of aim
Statement of aim
 Presentation
Presentation
 Explanation
Explanation
 Blackboard summary
Blackboard summary
 Recapitulatory questions
Recapitulatory questions
 Home work
Home work