Lesson Planning

•Lesson plan is an indispensable tool to a teacher. It serves as his blue print of what he intends to build such as attitude, habits, skills or knowledge

•Daily lesson plans may be classified as:

A. Detailed lesson plan – an anticipatory teaching. The teacher puts down in writing all the classroom activities that may occur. He writes all the questions he’s going to ask and the expected answers from the students.

C. Brief lesson plan –shorter than semi-detailed lesson plan.

B. Semi-detailed lesson plan – contains the lesson procedure or the steps of the lesson; concepts and the related information; or the guide questions dealing with the lesson.

Lesson plan is important because:

A. It helps the teacher to be more effective during the teaching process.

B. It provides the needs of the learner for his social and intellectual growth.

C. It prevents waste of time, effort and material enabling teachers to be systematic and orderly.

D. It provides the general frame work for the activities to be accomplished for the day.

E. It helps the supervisor/principal trace the scope of the subject matter covered by the teacher.

F. It helps substitute teachers who may take over in an emergency.

Lesson planning requires the teacher to have:

a. Knowledge of the subject matter b. Knowledge of the traits and

interest of the students.c. Familiarity with the different

teaching strategies.d. Knowledge of the necessary

instructional materials.e. Understanding of the objectives

of the course, and specific lesson.

• Points to consider in making

lesson plan :

a. Lesson plan is an aid or guide to teaching.

b. Lessons should be planned within the time allotment for the subject.

c. Several sources or references should be used rather than only one book.

d. It should serve as a basis for future plans and a means of evaluating the success of learning.

Basic Parts of a Lesson Plan:

a. Objectives – provides goals to be achieved, give direction to class discussion and call for what outcome to expect

– should be stated behaviorally.

b. Subject matter – the specific topic to be taught and the sources of the facts and information.

c. Materials – the necessary aids and devices to be used in the teaching of the topic.

d. Procedure – most important part of the lesson plan. It includes both teacher and student activity.

e. Assignment – tells the student what they are to do and what they are to accomplish in the lesson.

INTRUCTIONAL OBJECTIVES

In lesson planning, the teacher is usually expected to write the instructional objectives. It is because through instructional objectives the teacher is able to measure and assess the right performance of the students in the class.

Hence, the teacher, especially the new one, should clearly and properly understand the concept of instructional objectives, so that he would be able to develop the appropriate measurement for him to properly understand the extent to which his students have achieved the objectives.

Meaning of Instructional Objectives

Instructional objectives refer to the objectives, which are stated behaviorally. These objectives guide the teachers in their day-to-day activities and describe the kind of behavior that indicates whether or not learning has taken place. Instructional objectives are very specific.

In order to develop instructional objectives, it is suggested that one should make use of the verbs, like to add, to explain, to distinguish, to discuss, to illustrate, etc. for the objectives to be measurable.

From the point of view of the educational measurement and evaluation. Instructional objectives are considered very important starting point in the test construction.

CHARACTERISTICS OF THE INTRUCTIONAL OBJECTIVES

The characteristics of a well – stated instructional objective carry the acronym – S.M.A.R.T

This means that a good instructional objectives should be:

1. Specific – The objective should be specifically stated.

2. Measurable – The objective should be easily measured.

3. Attainable – The objectives can be easily attained.

4. Realistic – The objectives should have result.

5. Time bound – The objectives can be taught and achieved within the time limit set.

Hierarchy of the Affective domain

Just like the cognitive domain, the affective domain has also certain levels of educational objectives. These levels are arranged from the lowest to highest along a continuum of internalization and characterization.

Receiving• This is the first level of affective

domain. It refers to the student’s willingness to give attention to the materials being presented. Here, the teacher is the concerned with getting, holding and directing the attention of the students.

• The objectives here may range from simply becoming aware that a thing exists to give selective attention on the part of the student. Receiving is the lowest level of learning outcomes in the affective domain.

Some of the behavioral terms or action verbs used in stating objectives under this level are as follows:

ask hold select

choose identify sit erect

describe locate reply

follow name use

give point

Responding

• Responding is the second of the affective domain. It refers to the active participation on the part of the students.

• The objectives here range from merely complying with the expectations of someone else to willingly responding from inner drive until they feel satisfied. The students obeys or complies and does things “on his own.”

Some of the behavioral terms or action verbs used in stating objectives under this level are as follows:

answer help read

assist label recite

comply perform report

conform practice select

discuss present write

Valuing

• This is the third level of affective domain. It is concerned with the worth, value or importance a student attaches to a particular object, situation or action.

• These objectives range in degree from the more simple acceptance of a value to the more complex level of commitment. A person who is “committed” acts to convince others and convince them to his cause. He shows a high degree of certainty beyond doubt.

Some of the behavioral terms or action verbs used in stating objectives under this level are as follows:

complete formpropose

describe initiate read

differentiate invite report

explain join select

follow justify share

Organization• This is the fourth level of affective

domain. It is concerned with bringing together different values, resolving conflicts between them and organizing them into a value system. The emphasis is on comparing, relating and bringing together different values.

Some of the behavioral terms or action verbs used in stating objectives under this level are as follows:

adhere compare generalize order

alter complete identify organize

arrange defend integrate prepare

combine explain modify relate

Characterization• This the fifth and the last level of

affective domain. At this level, the student has a value system that has controlled his behavior for a sufficiently long time. This value system has developed for his characteristic “life style”.

• His behavior is consistent and predictable. Objectives at this level cover a broad range of the activities, but the major emphasis is on the fact that the behavior or characteristic of the student is typical. Most general patterns of personal, social and emotional adjustments.

Some of the behavioral terms or action verbs used in stating objectives under this level are as follows:

act listen propose serve

discriminate modify qualify solve

display perform question use

HIERARCHY OF THE COGNITIVE DOMAIN

KnowledgeThis is the first level of the cognitive domain. Knowledge is defined as the remembering of previously learned materials. It involves recall. The student simply reproduces with little change what was presented before. This objective can be learned by rote memorization with little understanding of what is read or studied.

Some of the illustrative behavioral terms or action verbs used in stating objectives under this level are as follows:

define list reproduce

describe match select

identify name state

label outline

Comprehension

• This is the second level of the cognitive domain. It refers to the ability of the individual students to grasp the meaning of the materials.

• This may be shown by; (1) translating the material from one language into another or from one form to another; (2) interpreting materials by giving meaning or new examples in words of concepts presented in a picture or graph, and (3) extrapolation by estimating from the trends.

Some of the illustrative behavioral terms or action verbs used in stating objectives under this level are as follows:

convert extend paraphrase

defend generalize predict

distinguish give rewrite

estimate infer summarize

explain

Application• This is the third level of the

cognitive domain. It refers to the ability to use a learned rule, method, procedure, principle, theory, law and formula to solve new situation

Some of the illustrative behavioral terms or action verbs used in stating objectives under this level are as follows:

change modify relatecompute operate showdemonstrate prepare solvediscover predict usemanipulate produce

Analysis• This is the fourth level of

cognitive domain. It refers to the ability to break down materials into component parts to identify the relationship.

• This may include (1) identification of two parts; (2) analysis of the relationship between parts; and (3) recognition of the organizational principles involve.

• This level is higher than comprehension because it requires an understanding of both the content and structural form of the organizational principles.

Some of the illustrative behavioral terms or action verbs used in stating objectives under this level are as follows:

diagram identify point out

differentiate illustrate select

discriminateinfer separate

distinguish outline subdivide

Synthesis

• This is the fifth level of the cognitive domain. It refers to the ability to put parts together to form a new whole.

• This level stresses creative behaviors with emphasis on the formulation of new structure. Each student must express his own ideas, experiences or view points, which are judged according to standard criteria set for the purpose.

Some of the illustrative behavioral terms or action verbs used in stating objectives under this level are as follows:

categorize devise modify reconstruct

combine design organize relate

compose explain plan revise

create generate rearrange summarize

Evaluation• Evaluation is the last level of

cognitive domain. It is concerned with the ability to judge the value of material for a given purpose. The judgments are based on definite criteria.

• It is the highest level because this contains elements of all the other categories together with value judgment based on clearly defined criteria.

Some of the illustrative behavioral terms or action verbs used in stating objectives under this level are as follows:

compare describe interpret

conclude discriminate relate

contrast explain summarize

criticize justify support

Hierarchy of the Psychomotor Domain

• Just like the two domains mentioned earlier, the psychomotor domain has certain levels of educational objectives too. These levels include perception, guided response, mechanism, complex overt response. adaptation and originality.

PerceptionThis is the first level of the psychomotor domain. It is concerned with the use of the sense organs to obtain cues that guide motor activity. It ranges from awareness of a stimulus, selection of cues, to translating cues to action in a performance.

Some of the illustrative behavioral terms or action verbs used in stating objectives under this level are as follows:

choose differentiate isolate

describe distinguish relate

detect identify separate

Set• This is the next level of the

psychomotor domain. It refers to readiness to act. It includes mental, physical, and emotional readiness to act.

Some of the behavioral terms or action verbs used in stating objectives under this level are as follows:

begin move respond

display proceed show

explain react start

Guided response• This is the third level of the

psychomotor domain. It is the early stage in learning a complex skill. It is concerned with initiating the act of a teacher as a model and trying out different approaches and choosing the most appropriate ones.

Some of the behavioral terms or action verbs used in stating objectives under this level are as follows:

assemble construct fasten manipulate

build dismantle fix measure

calibrate. display grind sketch

MechanismThis refers to the fourth level of the psychomotor domain. It is concerned with performance acts that have become automatic and can be performed with some proficiency and confidence.

Some of the behavioral terms or action verbs used in stating objectives under this level are as follows:

assemble construct fasten manipulate

build dismantle fix measure

calibrate display grind sketch

Complex Overt Response

This is the fifth level of the psychomotor domain. It is concerned with the skillful performance of motor acts that involve complex movement pattern. Performance is quick, smooth, accurate and automatic.

Some of the behavioral terms or action verbs used in stating objectives under this level are as follows:

assemble construct fasten manipulate

build dismantle fix measure

calibrate display grind sketch

AdaptationThis is the sixth level of the psychomotor domain. It is concerned with well- developed skills. In this level, the individual can modify movement patterns to fit special requirements or a problem situation.

Some of the behavioral terms or action verbs used in stating objectives under this level are as follows:

adapt change revise

alter rearrange varies

Originality• Originality is the highest level of

the psychomotor domain. It refers to the criterion of new movement patterns to fit a particular situation or specific problem. The objectives at the level emphasize creativity based upon highly developed skills.

Some of the behavioral terms or action verbs used in stating objectives under this level are as follows:

arrange compose design

combine constructoriginate

Lesson plan

I. Objectives

At the end of the day’s lesson, the students should be able to:

a. define stitch;

b. describe the different kinds of hand stitches; and

c. make the different kinds of hand stitches following the steps correctly.

II. SUBJECT MATTER

HAND STITCHES

Ref: Hilario, Carmelita; CLOTHING

TECHNOLOGY MADE EASY, pp. 30-33

III. MATERIALS:

12pcs of cloth size 2x4”, hand needles, pins, 1spl. of thread, pair of scissors, ruler and pencil.

IV. PROCEDURE:

A. Preparation:

a. Checking of attendance

b. Review of the past lesson

B. Presentation :

Teaching Contents

Teaching aids and Devices/ Instructional media

Strategies/ Methods

a. Definition of Stitch

Chart and chalk board

Discussion

b. Kinds of hand stitches

Acetate, OHP, finished samples of hand stitches

Question and answer

c. Making of the different kinds of Hand Stitches

-do- Demonstration,

Project Method

C. Application :

With the teacher’s guidance, some students will re-demonstrate the steps in making the different kinds of hand stitches.

D. Evaluation :

Without the teacher’s guidance, the students will make the different kinds of hand stitches.

CRITERIA FOR GRADING

Neatness and Accuracy- 50%

Habits and Attitudes- 30%

Speed - 20%

Total - 100%

V. ASSIGNMENT :

SEAMS1. What is a seam?2. Why is seam necessary in assembling a

dress?3. How are seams made?Ref: Hilario, Carmelita; CLOTHING

TECHNOLOGY MADE EASY Lewis, Dora; CLOTHING

CONSTRUCTION AND WARDROBE PLANNING

THAT’S ALL

THANK YOU!