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Lesson Plan
-sets forth the proposed
program or instructional
  activities for each day
Parts of a Lesson Plan
      A. Objectives

  B. Motivation/ Review

    C. Lesson Proper/
   Development/ Outline
Parts of a Lesson Plan
         D. Methods

    E. Materials and Media

        F. Summaries

       G. Assignments
A. Objectives
Bloom’s Taxonomy

expressing qualitatively
different kinds of
thinking
Domains of Objectives
    1. Cognitive
    2. Affective
  3. Psychomotor
1. Cognitive Domain

• knowledge and
  the development
  of intellectual
  skills.
2. Affective Domain

        • manner in
          which we deal
          with things
          emotionally
3. Psychomotor
• includes physical
  movement, coordi
  nation, and use of
  the motor-skill
  areas.
SMAR
  T
SIMPLE
 MEASURABLE
 ATTAINABLE
REALISTIC/ RESULT BOUND
   TIME BOUND
Behavior




Condition              Criterion
Behavior
• Describes what the learners are expected to
  do

Example:
  to show understanding, to use, to identify
Condition
• Describes under what circumstances the
  behavior occur

Examples:
    Based on the statement,
    Using the materials provided,
Criterion
• States the acceptable
  standard, competency, or achievement level

Examples:
    80% accuracy
    briefly
    in details
Let us examine these objective
Within the frame given for this lesson, the first year
 students should be able to:

•Read aloud the poem
 employing the tone
 expressed by it
Let us examine these objective
Within the frame given for this lesson, the second year
 students should be able to:


• Convert active to passive voice
Let us examine these objective
Within the frame given for this lesson, the third year
 students should be able to:


• Complete a given paragraph
  with the appropriate
  transitional devices
B. Motivation
-arouses and maintains the
  interest in the content to be
  taught
Types of Motivation

1. Intrinsic Motivation

2. Extrinsic Motivation
1. Intrinsic Motivation
-sustains or increases the interest of
  students already have in a topic or task

a. whet students appetite at the beginning
  of the lesson
b. maintain student’s curiosity and
  involvement
1. Intrinsic Motivation
c. provide active and manipulative
  opportunities

d. permit student’s autonomy in organizing
  their time and effort

e. provide choices or alternatives to meet
  requirements of the lesson
Examples of Intrinsic Motivation

• Challenging statements
• Pictures and cartoons
• Personal Experience
• Problems
2. Extrinsic Motivation
-requires incentives or reinforces
  learning

-incentives for learning are more
  important for average and low-
  achieving students
Examples of Extrinsic Motivation
• Clear directions and expectations
• Cognitive Match
• Prompt Feedback
• Relate past learning with present
  learning
• Frequent rewards/ Value of rewards
• Praise
C. Development/ Outline

-expressed in topics/ series
 of pivotal questions/ a list
 of activities
C. Development/ Outline

     a. Content

  b. Experiences
Guides Questions in planning the
             Experiences
1. Can the experiences profit the
  pupils?

2. Do the exercises help to meet the
  needs of our pupils?

3. Are our pupils likely to be interested
  in the experiences?
Guides Questions in planning the
           Experiences
4. Do the Experiences encourage
  pupils to inquire further?

5. Do the experiences seem real?

6. How do the experiences accord with
  the life patterns of our pupils?
Guides Questions in planning the
             Experiences
7. How contemporary are some of the major
  experiences?

8. Do the experiences provide attainment of a
  range of objectives?

9. Do the experiences provide opportunities
  for both broad and deep study?
Parts of a Lesson Plan
      A. Objectives

  B. Motivation/ Review

    C. Lesson Proper/
   Development/ Outline
Parts of a Lesson Plan
         D. Methods

    E. Materials and Media

        F. Summaries

       G. Assignments
D. Methods
1. Practice and Drill
  -transfer new information
    into long term memory

2. Questioning
  “Good Questioning leads to
   higher modes of learning”
   (Bruner, 1966)
D. Methods
3. Explanation and Lectures
     -emphasizes an
            important point
     -fill in content gaps

4. Demonstration and
  Experiments
E. Materials and
          Media
• resources or instructional materials,
  facilitate understanding and learning

• dependent on the objectives
and content of the lesson
Considerations in choosing
      instructional materials
1. appropriateness of the material

2. interest of the students

3. availability of materials and equipments

4. teacher’s ability to use the materials
Characteristics of Good
      Materials and Media

1. Accurate and up-to-date

2. Large enough to be seen by all the
  students

3. Ready for use
Characteristics of Good
       Materials and Media
4. Interesting and varied

5. Suited for developing the objectives of
  the lesson

6. Properly displayed and used throughout
  the lesson
F. Summaries
-ensure understanding of the
  lesson

-determine whether the objectives
  of the lesson have been achieved
Short review
1. Pose several though provoking
   questions that summarizes the previous
   lesson

2. Ask for a comparison of what has
  already been learned with what is being
  learned
Short review
3. Ask a student to summarize the
  main ideas of the lesson

4. Assign review questions

5. Administer a short quiz
Some Activities for
         Summaries
1. interpret a cartoon, map, or
   model related to the lesson

2. draw a diagram or a chart
 labelling the major parts or areas
 being discussed
Some Activities for
            Summaries
3. Have one or two students give an oral report

4. Have a few students debate the issues or
  conclusions

5. Have students make predictions based on
  the data or problems that have been
  discussed
G. Assignments
• work that students are requested
  to do at home

• serves as a reinforcement of the
  lesson/ preparation for the next
  lesson
Some Characteristics of
    Effective Assignments
1. The homework should
   be interesting

2. Incorporate previously
 taught content to
 reinforce learning
Some Characteristics of
     Effective Assignments
3. Provide opportunities for students to
  grow in written expression, reading or
  important skills related to the subject

 4. Cater for individual differences

 5. Explain/ Give examples if necessary
1. Enumerate the Basic Parts of the Lesson Plan.

2. What are the characteristics of a good
  objective?

3. Give one consideration in choosing
  instructional materials. Explain briefly the
  reason behind this.
4. Can a post-test serve as the summary of a
   lesson? Why or why not?

5. How can teachers motivate students to
   accomplish the given homework?

6. What is your view on the DepEd order that made
   the weekend of elementary students free from
   homework? Explain briefly your answer.
References:
• Ornstein, A.C. (1990). Strategies for Effective
  Teaching. New York: HaperCollingsPublishers, Inc.

• http://assessment.uconn.edu/docs/LearningTaxo
  nomy_Cognitive.pdf
• http://assessment.uconn.edu/docs/LearningTaxo
  nomy_Affective.pdf
• http://assessment.uconn.edu/docs/LearningTaxo
  nomy_Psychomotor.pdf
References:
• http://www.dynamicflight.com/avcfibook/lear
  ning_process/
• http://www.nwlink.com/~donclark/hrd/bloom
  .html
• Luczkowski, J. (2011, May 15). Robert Mager-
  Perfromances for Learning. Retrieved from
  http://instructionaldesignandtraining.blogspot
  .com/2011/05/robert-mager-peformances-
  for-learning.html

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Lesson planning report

  • 1.
  • 2. Lesson Plan -sets forth the proposed program or instructional activities for each day
  • 3. Parts of a Lesson Plan A. Objectives B. Motivation/ Review C. Lesson Proper/ Development/ Outline
  • 4. Parts of a Lesson Plan D. Methods E. Materials and Media F. Summaries G. Assignments
  • 5. A. Objectives Bloom’s Taxonomy expressing qualitatively different kinds of thinking
  • 6. Domains of Objectives 1. Cognitive 2. Affective 3. Psychomotor
  • 7. 1. Cognitive Domain • knowledge and the development of intellectual skills.
  • 8.
  • 9.
  • 10. 2. Affective Domain • manner in which we deal with things emotionally
  • 11.
  • 12. 3. Psychomotor • includes physical movement, coordi nation, and use of the motor-skill areas.
  • 13.
  • 15. SIMPLE MEASURABLE ATTAINABLE REALISTIC/ RESULT BOUND TIME BOUND
  • 16.
  • 17. Behavior Condition Criterion
  • 18. Behavior • Describes what the learners are expected to do Example: to show understanding, to use, to identify
  • 19. Condition • Describes under what circumstances the behavior occur Examples: Based on the statement, Using the materials provided,
  • 20. Criterion • States the acceptable standard, competency, or achievement level Examples: 80% accuracy briefly in details
  • 21. Let us examine these objective Within the frame given for this lesson, the first year students should be able to: •Read aloud the poem employing the tone expressed by it
  • 22. Let us examine these objective Within the frame given for this lesson, the second year students should be able to: • Convert active to passive voice
  • 23. Let us examine these objective Within the frame given for this lesson, the third year students should be able to: • Complete a given paragraph with the appropriate transitional devices
  • 24. B. Motivation -arouses and maintains the interest in the content to be taught
  • 25. Types of Motivation 1. Intrinsic Motivation 2. Extrinsic Motivation
  • 26. 1. Intrinsic Motivation -sustains or increases the interest of students already have in a topic or task a. whet students appetite at the beginning of the lesson b. maintain student’s curiosity and involvement
  • 27. 1. Intrinsic Motivation c. provide active and manipulative opportunities d. permit student’s autonomy in organizing their time and effort e. provide choices or alternatives to meet requirements of the lesson
  • 28. Examples of Intrinsic Motivation • Challenging statements • Pictures and cartoons • Personal Experience • Problems
  • 29. 2. Extrinsic Motivation -requires incentives or reinforces learning -incentives for learning are more important for average and low- achieving students
  • 30. Examples of Extrinsic Motivation • Clear directions and expectations • Cognitive Match • Prompt Feedback • Relate past learning with present learning • Frequent rewards/ Value of rewards • Praise
  • 31. C. Development/ Outline -expressed in topics/ series of pivotal questions/ a list of activities
  • 32. C. Development/ Outline a. Content b. Experiences
  • 33. Guides Questions in planning the Experiences 1. Can the experiences profit the pupils? 2. Do the exercises help to meet the needs of our pupils? 3. Are our pupils likely to be interested in the experiences?
  • 34. Guides Questions in planning the Experiences 4. Do the Experiences encourage pupils to inquire further? 5. Do the experiences seem real? 6. How do the experiences accord with the life patterns of our pupils?
  • 35. Guides Questions in planning the Experiences 7. How contemporary are some of the major experiences? 8. Do the experiences provide attainment of a range of objectives? 9. Do the experiences provide opportunities for both broad and deep study?
  • 36. Parts of a Lesson Plan A. Objectives B. Motivation/ Review C. Lesson Proper/ Development/ Outline
  • 37. Parts of a Lesson Plan D. Methods E. Materials and Media F. Summaries G. Assignments
  • 38. D. Methods 1. Practice and Drill -transfer new information into long term memory 2. Questioning “Good Questioning leads to higher modes of learning” (Bruner, 1966)
  • 39. D. Methods 3. Explanation and Lectures -emphasizes an important point -fill in content gaps 4. Demonstration and Experiments
  • 40. E. Materials and Media • resources or instructional materials, facilitate understanding and learning • dependent on the objectives and content of the lesson
  • 41. Considerations in choosing instructional materials 1. appropriateness of the material 2. interest of the students 3. availability of materials and equipments 4. teacher’s ability to use the materials
  • 42. Characteristics of Good Materials and Media 1. Accurate and up-to-date 2. Large enough to be seen by all the students 3. Ready for use
  • 43. Characteristics of Good Materials and Media 4. Interesting and varied 5. Suited for developing the objectives of the lesson 6. Properly displayed and used throughout the lesson
  • 44. F. Summaries -ensure understanding of the lesson -determine whether the objectives of the lesson have been achieved
  • 45. Short review 1. Pose several though provoking questions that summarizes the previous lesson 2. Ask for a comparison of what has already been learned with what is being learned
  • 46. Short review 3. Ask a student to summarize the main ideas of the lesson 4. Assign review questions 5. Administer a short quiz
  • 47. Some Activities for Summaries 1. interpret a cartoon, map, or model related to the lesson 2. draw a diagram or a chart labelling the major parts or areas being discussed
  • 48. Some Activities for Summaries 3. Have one or two students give an oral report 4. Have a few students debate the issues or conclusions 5. Have students make predictions based on the data or problems that have been discussed
  • 49. G. Assignments • work that students are requested to do at home • serves as a reinforcement of the lesson/ preparation for the next lesson
  • 50. Some Characteristics of Effective Assignments 1. The homework should be interesting 2. Incorporate previously taught content to reinforce learning
  • 51. Some Characteristics of Effective Assignments 3. Provide opportunities for students to grow in written expression, reading or important skills related to the subject 4. Cater for individual differences 5. Explain/ Give examples if necessary
  • 52. 1. Enumerate the Basic Parts of the Lesson Plan. 2. What are the characteristics of a good objective? 3. Give one consideration in choosing instructional materials. Explain briefly the reason behind this.
  • 53. 4. Can a post-test serve as the summary of a lesson? Why or why not? 5. How can teachers motivate students to accomplish the given homework? 6. What is your view on the DepEd order that made the weekend of elementary students free from homework? Explain briefly your answer.
  • 54. References: • Ornstein, A.C. (1990). Strategies for Effective Teaching. New York: HaperCollingsPublishers, Inc. • http://assessment.uconn.edu/docs/LearningTaxo nomy_Cognitive.pdf • http://assessment.uconn.edu/docs/LearningTaxo nomy_Affective.pdf • http://assessment.uconn.edu/docs/LearningTaxo nomy_Psychomotor.pdf
  • 55. References: • http://www.dynamicflight.com/avcfibook/lear ning_process/ • http://www.nwlink.com/~donclark/hrd/bloom .html • Luczkowski, J. (2011, May 15). Robert Mager- Perfromances for Learning. Retrieved from http://instructionaldesignandtraining.blogspot .com/2011/05/robert-mager-peformances- for-learning.html