This document discusses the key components of effective lesson design, including establishing pre-requisite knowledge, learning objectives, learning outcomes, experiential learning activities, teaching strategies, assessment, guided and independent practice, and closure. It emphasizes that learning objectives should be specific, measurable, and student-centered. Learning outcomes can target knowledge, skills, attitudes, and moral values. Both individual and group teaching strategies are recommended, including brainstorming, think-pair-share, and quizzes/tests for assessment.

1. The
Nuances of
Lesson
Designing
G. Pongal Punitha

2. The Lesson
Design

3. Lesson
Design
•Name of the Teacher:_______
•Subject :________
•Class:______
•Topic: __________
•Sub-Topic:_________

4. Pre-Requisite
Knowledge
• Asking questions, from general, slowly
increasing the specificity.
• Write statements on the board based on
what students have shared about the
topic.
• Have students complete a worksheet,
without grading, to determine
knowledge.
• Reading summaries and conclusions of
chapters in a textbook.
• Reading the end-of-chapter questions
before reading the chapter.
• Reading short articles on the same topic.

5. Pre-Requisite
Knowledge
• Skimming for unfamiliar words and
learning definitions before reading.
• Reading the headings and subheadings.
• Skimming the chapter, reading the first
line of each paragraph or reading the
first paragraph of each topic.
• For books, reading the back of the book
for information on what the book is
about.
• Students prepare the KWLH Chart.

6. Learning
Objectives
• A learning objective should describe what
students should know or be able to do at the
end of the course that they couldn't do
before.
• What are the learning objectives to derive at
the learning outcome?

7. Learning
Objectives
•Should be stated in terms of the student.
•Should be observable & measurable.
•Should be specific.
•Should be clear & crisp.

8. Questions to be asked to realize the Learning
Outcomes
What will students accomplish during this lesson?
To what specific level (i.e. 75% accuracy) will students need to be able to
perform a given task in order for them to be considered proficient and their
progress satisfactory?
Exactly how will the students show that they understood and learned the goals
of your lesson (worksheet, oral, group work, presentation, illustration, etc)?

9. Learning Outcomes
Checklist to
Frame Learning Outcomes
• Does the learning outcome reflect a step in
achieving an overall objectives of the
lesson?
• Do your lesson activities ensure that
students will achieve their outcome and
your overall aim?
• Is the learning outcome measurable?
• Is the learning outcome student-centred?
• Have you used effective, action verb that
targets the desired level of performance?

10. Recognise Analyze Calculate
Classify Outline Compare
Define Describe Differentiate
Identify Interpret Name
Solve Tabulate Evaluate
Learning Outcomes
Knowledge

11. Learning Outcomes
SKILLS
Adjust Assemble Draw Establish
Locate Measure Modify Illustrate
Imitate Collect Use Operate
Rearrange Demonstrate Set -up

12. Learning
Outcomes
ATTITUDE
accept adopt advocate challenge
characterize criticize defend evaluate
resolve model manage justify
judge persuade empathize recommend

13. Learning Outcomes
MORAL VALUES
Be aware
of
Become
sensitive
Comply
with
Follow
Volunteer Acclaim Value Support
Balance Resist Resolve

15. Experiential
Learning Activity
• For example, let's imagine that you
are going to learn how to drive a car.
• learning via reflection by observing
other people as they drive.
• start more abstractly, by reading
and analyzing a driving instruction
book.
• just jump right in and get behind
the seat of a car to practice driving
on a test course

16. Experiential
Learning
Activity
Apply Conclude with actions
Think Generalize
Reflect What did you do?
Activity Do Something

17. Teaching
Strategie
s
Individual activities
•Brainstorming
•Misconception check
•Circle the questions
•Exit slips

18. Teaching
Strategies
STUDENT PAIR ACTIVITIES
Think, pair and share
Teacher and student
Forced debate
Peer review writing task

19. Teaching Strategies
• Fish Bowl Discussion
• Think Aloud
• Round Robin
• Board rotation
• Movie Application
GROUP ACTIVITIES

20. • Quizzes
• Tests
• Independently performed worksheets
• Co-operative learning activities
• Hands-on experiments
• Oral discussion
• Question and answer sessions
• Writing assignments
• Presentations
Assessment

21. Guided
Practice
• Diagramming
• Completing graphic
organizers
• Experimenting
• Analyzing

22. Independent
Practice
Homework – Worksheets/ Projects/ Independent
• Make a clear connection between the lesson and the
homework.
• Make sure to assign the homework directly after the
lesson.
• Explain the assignment clearly and make sure to check
for students understanding, before sending them off on
their own.

23. Closure
• Summarize main ideas.
• Correct students’ misunderstandings.
• Answer questions posed at the beginning.
• Link to both the past and the future.
• Evaluate class processes.
• Tie up loose ends.
• MAKE A MEANING!

24. Classroom Set Up
• Establish a positive classroom environment.
• Begin lessons by giving clear instructions.
• Maintain student attention.
• Use appropriate pacing.
• Provide suitable seatwork.
• Evaluate what has taken place in your lesson.
• Make a smooth transition into next subject.
• Develop positive teacher/student relationships.

25. Questions?