Key Factors in Lesson Planning

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Key Factors in Lesson Planning

Mr. Ali Maskari Mr. Ali Maskari

Head of Academic StudiesHead of Academic Studies

ADNOC ATI (Abu Dhabi)ADNOC ATI (Abu Dhabi)

Academic Studies Section

http://www.slideshare.net/douaa03/keys-factors-for-lesson-planning/download

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A teacher who is attempting

to teach without inspiring the

pupil with a desire to learn is

hammering on a cold iron. Horace Mann

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ATI PROFESSIONAL STANDARDS The MODEL and EXPECTATION

• Acquiring basic principles and components of course and

lesson planning.

• Planning instruction based on students’ needs, prior

knowledge and developmental progress.

• Selection of appropriate resources and materials for

presenting and practising the target language.

• Relating instructional planning with evaluation

/assessment.

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To produce the desired behavioral change in the learner, the teacher should consider the following components:

1. Language Proficiency:2. Subject Matter Knowledge:3. Knowledge of Students:4. Conceptual Knowledge of Language & Language Learning:5. Pedagogy -- Instructional Planning:6 Level of commitment 7. And ways of measuring impact .An effective teacher should equip oneself fully and create situations were

all the above components are interlinked.

Components that Constitute ATI (PDS)

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Focus on Domain 5

Standard 5. Teachers understand instructional planning,

design long and short-term plans based upon knowledge of subject matter, students, and curriculum goals, and employ a variety of appropriate strategies in order to promote performance skills of all students.

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Knowledge: Teachers know and understand:

5.1 The principles of lesson and course planning.

5.2 The components of a lesson and course plan.

5.3 The relationship between curriculum goals and

lesson objectives.

5.4 The links between lesson/course plans and

assessment.

5.5 The relationship between teaching goals and

learning outcomes.

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Aptitude: Teachers know and are able to:

5.6 Plan instruction based on students’ needs, prior knowledge and

developmental progress.

5.7 Plan instruction based on curriculum objectives.

5.8 Select appropriate resources and materials for instructional planning.

5.9 Modify instructional methods, materials and the environment to help all students

learn.

5.10 Use various educational technologies to promote learning.

5.11 Identify and design instruction appropriate to students’ stage of development,

learning styles, strengths and needs.

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Aptitude: Teachers know and are able to:

5.12 Plan instruction based on knowledge of the classroom, company requirements and culture.

5.13 Evaluate teaching resources and curriculum materials for their relevance, accuracy, appropriateness and usefulness of their content.

5.14 Select strategies to create learning experiences that make subject matter meaningful for students, address a variety of learning styles, encourage

students to pursue their own interests and inquiries and help students connect their learning to personal goals.

5.15 Plan and develop effective lessons by organizing instructional activities and materials, incorporating a wide range of community and technology

resources, to promote achievement of lesson objectives.

5.16 Select formal and informal methods of assessment, information about students, pedagogical knowledge, and research as sources for active

reflection, evaluation and revision of practice.

5.17 Create interdisciplinary learning experiences that allow students to integrate knowledge, skills and methods of inquiry from other subject areas.

5.18 Anticipate students’ learning difficulties.

5.19 Prepare different alternatives to remedy unexpected breakdowns/problems.

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If you do not plan, the students will plan for you.

Harry and Rosemary A

lesson plan may be defined as a systematic design for the delivering

of effective instruction . It provides the teacher the opportunity to

anticipate instructional and learning needs and make plans to the

components of lesson design and planning. Lesson plans usually

document lesson outcomes, appropriate learning activities

sequenced in a logical order, assessment tasks and lesson evaluation

criteria

(McCutcheon, 1980).

Lesson Plan DefinedLesson Plan Defined

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Historical Background

Based on the Herbartian 1892 concept of the mind as an appreciative

mass, his students developed a five-step lesson plan appropriate for all

teachers. It included:

1. Preparation

2. Presentation

3. Association

4. Generalization

5. Application

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During the 1940's and 1950's, another lesson planning

technique came into vogue structured around a four step

system which included:

Aim

Material

Method

Evaluation

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During 1960 and 1970 , Clinical Supervision was evolved primarily to draw

attention to the emphasis placed on classroom observation, analysis of in class

events, and the focus on teachers and students in class behavior.

Lessons Plans included

Specifications of outcomes

Anticipated problems of instructions

Instructional materials

Prohibition of feedback

evaluation

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In the early 1980's Madeline Hunter's proposed the seven-step lesson plan.

Teachers in the U.S.A were even evaluated on their use of the seven step plans

and some veteran teachers were required to be retrained in the seven steps

that include:

1. Anticipatory set

2. Objectives and purpose

3. Input

4. Check for understanding

5. Modeling, Guided Practices

6. Independent Practices

7. Closure

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Madeline Hunter's education model is a "teacher decision-making model “

A brief list of instructional and curricular decisions an English teacher might

make in preparing for class are:

1. What can the students do as a result of this class?

2. What skills or information will the students need for attaining what they need to

learn?

3. What learning behaviors can the teacher facilitate in the students which will

result in the highest probability of being satisfying and successful? and

4. How will the teacher artistically use research and intuition to make students'

satisfying achievement more probable"

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Academic Studies Section

Pre planning Concerns: Pre planning Concerns: Adapted from: Adapted from:

Graham Butt’s Graham Butt’s Lesson PlanningLesson Planning, pp. 3-4., pp. 3-4.

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The greater the structure of a lesson and the

more precise the directions on what is to be

accomplished, the higher the achievement rate.

Harry Wong,

The First Days of Teaching

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unitinstructional Planner

Outlines main aspectsof each lesson

INDIVIDUALLESSON 1

EVALUATION EVALUATION EVALUATION EVALUATION

INDIVIDUALLESSON 2

INDIVIDUALLESSON 3

INDIVIDUALLESSON 4

Instructional ObjectivesEnglish

MathematiclTech English

LessonPlanning

Language Policy Language PhilosophyCurriculum Overview

OVERVIEW Of a Lesson Plan

INDIVIDUALLESSON PLAN

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What to include in your lesson plan

Instructional Objectives

Instructional procedure

Evaluation

Reflection

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Instructional Objectives

The Three Types of Learning Domains

Cognitive: mental skills (Knowledge)

Affective: growth in feelings or emotional areas (Attitude)

Psychomotor: manual or physical skills (Skills)

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ABCD's of objectives

Heinich and his colleagues (2002) suggest that well written objectives have four

parts. They call these parts the ABCD's of instructional objectives.

The A stands for Audience,

the B represents Behavior,

the C stands for Condition and

the D for Degree of Accuracy. Each instructional objective is written in sentence

format and should contain the A, B, C and D. Let's take a closer look at each of

these.

NOTE: The Heinich book has been revised by S. Smaldino, D. Lowther &

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ABCD's of objectives

The Audience - Who? Who is this aimed at?

Behavior - What? What do you expect them to be able to do? This should be an overt, observable behavior,

even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it,

you can't be sure your audience really learned it.

Condition - How? Under what circumstances will the learning occur? What will the student be given or already

be expected to know to accomplish the learning?

Degree - How much? Must a specific set of criteria be met? Do you want total mastery (100%), do you want

them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time.

This is often called the, a nice mnemonic aid!

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Specific Consideration in Writing Instructional Objectives:

Instructional Objectives Should be :

Specific

Outcome based

measurable.

describe student behavior

http://edtech.tennessee.edu/~bobannon/objectives.htm

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How to write instructional Objectives

Categories in the cognitive domain of Bloom's Taxonomy (Anderson & Krathwohl, 2001)

Consider the following Taxonomy of Educational Objectives

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Bloom’s Taxonomy Categories in the Cognitive Domain:

(with Outcome-Illustrating Verbs)

Knowledge of terminology; Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information.

—defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes;. Comprehension: Grasping (understanding) the meaning of informational materials. classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; illustrates; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands. Application: The use of previously learned information in new and concrete situations to solve problems that have single or best answers.

—acts; administers; applies; articulates; assesses; charts; collects; computes; constructs; contributes; controls; demonstrates; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes.

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Bloom’s Taxonomy Analysis: The breaking down of informational materials into their component parts,

examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations. analyzes; breaks down; categorizes; compares; contrasts; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides.

Synthesis: Creatively or divergently applying prior knowledge and skills to produce a new or original whole. adapts; anticipates; collaborates; combines; communicates; compiles; composes; creates; designs; develops; devises; expresses; facilitates; formulates; generates; hypothesizes; incorporates; individualizes; initiates; integrates; intervenes; invents; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates

Evaluation: Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers. appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports.

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What to avoid in writing instructional objectives.

Vague, unverifiable statements such as:

Students will learn about the passive voice.

Students will practice some listening exercises.

Students will do the reading selection.

Students will discuss the homework assignment.

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Instructional Procedures

It may include the following:

an opening statement or activity as a warm-up materials

and resources,

anticipatory set or entry,

instructional input,

guided practice,

independent practice,

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Instructional Procedures Variety, Sequencing, Pacing, and Timing

you need to look at how the lesson holds together as a whole. Four considerations come into play here:

Variety sufficient variety in techniques to keep the lesson lively and interesting.

sequencing Building a lesson logically and progressively toward accomplishing your objectives.

Pacing activities are neither too long nor too short. You should anticipate how well your various techniques" flow" together smoothly

Timing The most difficult aspects of lesson planning to control .

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Gauging Difficulty takes a good deal of cognitive empathy to put yourself in your students' shoes and anticipate their problem areas.

The sources of difficulties: Difficulties caused by tasks themselves

Another source of difficulty, of course, is linguistic. Adopting the i+1 principle.

Anticipated problems

Gauging Difficulty

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Your lesson plan should also take into account the variation of ability in your students.

a. Design techniques that have easy and difficult aspects or items.

b. Solicit responses to easier items from students who are below the norm and to harder items from those above the norm.

c. Try to design techniques that will involve all students actively.

d. Use judicious selection to assign members of small groups so that each group has

either (i) a deliberately heterogeneous range of ability or (ii) a homoge neous range (to encourage equal participation).

e. Use small-group and pair work time to circulate and give extra attention to those below or above the norm

Individual Differences


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Evaluation / Assessment

Evaluation is an assessment, formal or informal, that you make after students have sufficient opportunities for learning, and without this component you have no means for

(a) assessing the success of your students or

(b) making adjustments in your lesson plan for the next day.

If your lesson has no evaluation component , then you simply making assumptions that are not informed by careful observation or measurement.

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Reflective Practice

What went well in the lesson?

What problems did I experience?

Are there things I could have done differently?

How can I build on this lesson to make future lessons successful?

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Approaches to collaborative planning

Learning to plan lessons carefully through being involved in joint

planning with an experienced teaching.

Learning scientific skills of classroom teaching theory and having

responsibility for a specified component at the lessons, while

identifying with the whole lesson and recognizing the relationship of

the part to the whole.

Giving access to the “the teachers” craft knowledge through

observation, informed by a thorough knowledge of the planning and

probably through discussion of the lesson afterwards, with the

lightened awareness of having joint responsibility for the lesson. Burn (P. 134)

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Thank you

Documents

Key Factors in Lesson Planning