Module 6 - Lesson Planning.pptxjsjsnsbbshsbsbsbsb
- 1. http://www.free-powerpoint-templates-design.com Module 6: Lesson Planning Prepared by: Prof. Marjorie DF. San Juan
- 2. Introduction In Module 5, the planning of a scheme of work was discussed. We saw how ideas are transferred from the curriculum to the syllabus and then to the scheme of work. Teachers use unit plans to guide their work. The unit plan is developed from the scheme of work and syllabus into smaller lesson plans. In this module, you will learn how you can develop the lesson plan from the unit plan. Lesson plans are useful and necessary because they ensure that you are prepared each time you stand in front of the class. Imagine that you did not plan for the day’s lessons and you get into the middle of the lesson and realise that you did not bring the learning or teaching materials that you need. Lesson plans help you to think in advance about the materials you need, the objectives of the lesson and how to present the lesson. Lesson plans are developed in advance so that you can conduct the lesson smoothly and successfully. To illustrate this, read the story below.
- 3. Patricia Plans a Meal Patricia invited two of her friends to visit her on Saturday. She went to town to do some shopping. “Now, what shall I make for my dear Friends?” thought Patricia. “Oh, yes, I know Caroline Likes potato salad and Kelly likes fried chicken.” Patricia walked into the supermarket and bought potato and chicken. She went home and prepared the meal along with fresh fruits. Soon the guests arrived and they sat down for dinner. They had a great time, and Kelly eben commented on Patricia’s cooking. After they all had eaten, Patricia asked whether they enjoyed themselves. “The chicken was very tasty, and I had a wonderful time,” said Kelly. “Can you give us the recipe on how to cook fried chicken? requested Caroline.
- 4. Patricia had an enjoyable and successful evening with her friends because she was aware of what her friends liked and she planned her meal accordingly. In a way, planning a meal is like planning a lesson. Careful lesson planning is very important and is the sign of good teaching. In multigrade situations, separate lesson plans for the different class levels are not always practical because of the complexities of teaching more than one level at the same time. Therefore, in this situation, creative lesson planning is necessary. This unit provides guidelines and suggestions for writing a lesson plan.
- 5. Objectives After completing this module, you should be able to: 1. Explain the purpose of a lesson plan. 2. List the essential components of a lesson plan. 3. Design a lesson plan for your multigrade class.
- 6. Content This module will cover the following topics: • the purpose of lesson plans • the components of a lesson plan • the designing of a lesson plan for a multigrade class.
- 7. The Purpose of a Lesson Plan Preparing a lesson plan ahead of time gives you a sense of security and confidence in the teaching-learning process. If you are going to teach a class successfully, you must have a clear idea about the topic you will be teaching about and you must make the necessary preparations for the lesson. Good lesson planning helps you to: • motivate the learners and ensure their attentiveness, • ensure the lesson is appropriate for the abilities of the learners, • define relevant objectives and relate them to previous topics and topics to be taught in the future, • establish lesson content, • estimate how much time you will need to spend on each lesson, • obtain and prepare learning-teaching materials, and • ensure that the classroom surroundings are conducive to learning.
- 8. Timetabling Multigrade teaching is complicated because you must consider many things at the same time. A timetable will give your work structure. You use it as a guide and as a check to determine whether the work you planned is on track. An effective timetable should be easy, simple and straightforward to follow. If it is complicated, it will confuse you and you may not follow it. A timetable can help you: • plan the work for each grade, • ensure that you teach all topics or subjects, and • allocate an appropriate amount of time for each subject.
- 9. The timetable should indicate: • the learning areas or topics to be taught, • which grade(s) will be taught, • the time an item is scheduled to be taught, and • how long an item will be taught. A timetable is an essential tool for effective teaching. Read Module 2 for more information about timetabling.
- 10. Preparations Below are some hints regarding how you can allocate your time during a lesson: • Plan sufficient time to accomplish your learning objectives. Too little time or too much time can make learners lose their interest and concentration. • Recognize that all your class time is not used for teaching. Some of the time is spent on administrative tasks such as taking attendance. • Plan independent learning activities for all topics to be taught. • Ensure that you have enough time to help individuals or groups. • Stick to your timetable as much as possible, but if it does not work, adjust it.
- 12. Self-Assessment 1 Answer the questions below. 1. Why did Mr. Ralph lose control of his class? 2. What could Mr Ralph have done to make his lesson more effective? 3. If you were Mr Ralph’s headteacher, what advice would you have given him?
- 13. Components of a Lesson Plan Before you plan a lesson for a multigrade class, you should: • study the integrated curriculum and syllabus, and • decide the areas or topics the different grades can work together on. A lesson plan is made up of these components: • subject or topic • grade level • time required or allocation • lesson objectives • materials needed for the lesson • content • teaching methods and learning activities • evaluation. Each of the above components plays an important role in guiding the teaching-learning activities.
- 14. Lesson Plan Design This section covers the following topics: • subject or topic • grade level • time required • objectives • instructional materials • content • teaching methods and learning activities.
- 15. Subject or Topic Begin by asking yourself two questions: • Is the topic to be taught within the ability range of the learners? • Do I have sufficient information about the topic? If the topic is not within the ability range of the learners, you need to provide them with background information. Perhaps you could show them pictures or photographs, or tell them a story. If you do not have sufficient information about the topic, you could conduct your own research or you could ask a colleague for help. Always equip yourself with the knowledge and skills that you want your learners to master.
- 16. Grade Level As you plan, you need to ask yourself: • What is the ability level of students in the class? • What type of motivational strategies can I use? • What do learners already know about the topic? • What aspect of the topic will be relevant or of interest to my students? • What knowledge and skills do the students have that they could apply to this new topic? By answering these questions, you will be able to plan a lesson that is appropriate for the learners. You will also be able to select activities that will interest them
- 17. Time Required The timing or duration of your lesson should be included in your lesson plan. You need to determine: • how much time the lesson will require, and • the time of the day, week and term when the lesson will be taught. The information on how much time is needed will help you to determine how much you can cover in one lesson. A lesson scheduled at the end of the day should contain exciting activities because learners tend to become restless and inattentive then.
- 18. Objectives Objectives are what you expect the learners to be able to do at the end of the lesson, and it is preferable that they be written in behavioural terms. For example, by the end of the lesson, learners should be able to read a passage or recite a poem. If objectives are written in this manner, they can be measured easily. Objectives should be ‘SMART’, that is, Specific, Measurable, Achievable, Reasonable and within a given Time frame. Lesson objectives will help you to select the content and the instructional or learning strategies.
- 19. Instructional Materials If your lesson is to proceed smoothly, all necessary materials should be available. There should be sufficient textbooks and learning and teaching materials. The resources you choose can help you to focus on your objectives. Choose material that: • is appropriate for the lesson and the grade and age level of your learners, and • will help learners master the concepts and skills in your lesson. By stating the resources you will need on the lesson plan, you will be able to acquire the resources you need prior to the lesson.
- 20. Content You should know the content so that you can explain the subject matter. The information can be sequenced in several ways: • In order of difficulty. Determine which concepts will be easy to learn and which are more difficult. • In chronological or sequential order. This order is used when teaching subjects like social studies. Content is presented according to the date on which events took place. • From whole to part. For example, in mathematics, you may teach one whole before focusing on halves and quarters. • From part to whole. You may first talk about parts of a plane before discussing how all the parts enable it to get in the air and fly. • From the known to the unknown. For example, in social studies, you teach about families before you teach about countries.
- 21. Teaching Methods and Learning Activities When planning a lesson for a multigrade class, it is important to focus on the presentation of the lesson. Lesson presentation can be divided into three stages: • introduction, • procedure or development, and • conclusion. Introduction. The introduction should arouse or catch the learners’ attention and interest. The learner must be motivated and ready for the skills and concepts to be learned. In order to help you arouse their interest, consider what the learners already know about the subject
- 22. Development. After introducing the lesson, you should present the body of the lesson in a way that will help the learners to understand. You should present the subject matter clearly and use manageable steps and simple language. Give learners the opportunity to think for themselves. Do make use of good questioning techniques. Conclusion. Try to end your lesson on a high note. Sum up the lesson in a way that will reinforce the skills and concepts taught. Activities. Activities consist of all the actions undertaken by the learner in order to learn. Activities are conducted according to ‘the 3 Ps’. These are presentation, practice and performance.
- 23. Presentation. Try to present new information in more than one way. Provide examples, samples or pictures of the new information. Practice. Give learners an opportunity to put the new knowledge and skills into practice. Performance. Learners should be given a chance to perform what they have learned. For example, they could solve a problem using the new knowledge or skills. Make sure that they understand the new information well enough to remember or apply it in a different setting.
- 24. Evaluation Evaluation is a means of judging progress or success. After you have taken learners through the steps of your lesson plan, you should determine if the objectives have been met. The learners’ performance on the activities will give you an idea of the extent to which they have mastered the new concepts. If the learners are not able to achieve the objectives that have been set, review the lesson with them. You may need to use a different approach to the material.
- 25. Activity
- 26. Thank you!