The Planning Process in

Lesson Planning

Professional Presentation

By

Franklyn N. BaldeoProfessor of Education

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Areas/Topics to be addressed during this session? (Objectives)

Various roles, attributes, and qualities of the secondary school teacher with regards to proper planning;

Purposes and reasons for lesson planning; Processes in lesson planning; How to develop a lesson plan; The philosophy behind lesson planning; The differences between: vision, mission, goals,

aims, objectives, outcomes, and their connection to lesson planning;

Mistakes in lesson planning; Various lesson plan models; Relationship with unit planning and lesson planning.

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Traditionally the teacher is viewed

as someone who dispenses knowledge:

Knowledge

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The Modern Teacher is more of a

FACILITATOR

enables groups and organizations to work more

effectively; to collaborate and achieve synergy;

contributes structure and process to interactions so

groups are able to function effectively;

supports everyone to do their best thinking and practice;

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Roles of the Teacher

Obviously, teachers wear many hats:

Friend, counselor, judge, mentor, parent, nurse -- hundreds of roles and different roles for different classes, students, and extra curricular duties.

The following animations are meant to show the different effects on students of different teacher behaviours.

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Someone who LECTURES,tells, feeds, disseminates, covers material, teaches the subject matter more than the students. The students sit passively while the teacher is on show. Desks in rows and a blackboard and podium up front are an arrangement designed for this role of a teacher. However, lectures are effective for giving short sets of instructions, background information, guidelines, or other information that is needed in a short time frame (e.g., before doing a class project, lab, or group.

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DEMONSTRATIONS, on the other hand, allow students to experience more fully the information and concepts the teacher wants to impart during the lesson. Although the teacher is still the center of the action and the dispenser of knowledge, students can more easily see what they need to know and more efficiently link it to prior knowledge in their own ways. Students remember much better what they have both heard and seen (or even touched, smelled, or tasted)

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LISTENING is a very important role, something that we don't usually think of in connection with the teacher’s role, however. Listening is crucial for assessment of learning (checking comprehension and appropriate challenge level), for collaboration between teachers and students (coaching instead of just judging), and for giving students a real sense of ownership of classroom activities as well as for allowing students to articulate and internalize the learning processes.

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Teachers who listen

can turn around and provide very effective support structures to guide students on to the next level of challenge.

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EMPOWERING is really what teaching is all about. Ironically, though, many teachers act as if empowering students means weakening themselves--their authority as both a classroom disciplinarian and a subject-matter authority. But maybe power is like love: the more you give, the more you get.

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We must have an understanding of what

teaching is all about, before we even attempt to

start the planning process, and more so to start

to teach.

Not understanding what teaching is all about

we may just be “telling” or “just passing on

information” – and these actions are very, very

different and far away from teaching.

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So what exactly is teaching?

Teaching is getting our students to use their

minds, their intellect, so that learning can take

place;

’Remember if we are not getting our

students to learn, something is definitely

wrong with our teaching’

The key to that whole process lies in our

planning;

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What is Teaching?

Instruction

TEACHING

Management

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INSTRUCTION

Diagnosing learner needs

Planning lessons

Presenting information

Asking questions

Evaluating learner progress

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MANAGEMENT

is that set of activities (or the

relationships) through which the teacher

establishes and maintain the classroom

conditions which facilitate effective,

efficient and productive instruction for

the learning process. (Baldeo , 1996)

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Quotations

"I cannot teach anybody anything, I can only make them think.” - Socrates

"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.“ - William Arthur Ward

“The greatest teachers teach from the heart, not from textbooks.” - F. N. Baldeo

“The student being taught is not as important as that student being influenced to want to learn.” - F. N. Baldeo

"Teaching how to, rather than what to think, is the decisive purpose of education.“- F. N. Baldeo

“The ability to teach well is to have the capacity to facilitate imagination.” - F. N. Baldeo

“The consequence of education does not bring wisdom; the persistence to acquire it does.” - F. N. Baldeo

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In order for the effective teacher to reach the stage of being a success at lecturing, demonstrating, listening or empowering students in his or her class, the research has shown that efficient, methodical, and purposeful planning must take place.

Q: What are the essential attributes, expertise, qualities and abilities required to be a true Secondary

School Christian Teacher?

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The Ten Commandments of the Secondary

School Christian Teacher?

I. Thou shall have a sound knowledge, keen interest

and practical experience of the subject(s) you are

teaching or are going to teach.

II. Thou shall communicate well to the students you

are going to teach;

III. Thou shall know how students learn, and be aware

of the different ways they do;

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IV. Thou shall have a glowing / warm personality,

must care for and like your students, and really

want them to learn from your teaching;

V. Thou shall possess the ability to make what you

teach as interesting as is possible or as it can get;

VI. Thou shall be patient, considerate, compassionate,

and empathize with students;

VII. Thou shall possess the ability to continually learn

as you teach, and as the subject(s) changes;

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VIII. Thou shall know how to use educational and

informational technology to help influence the

teaching-learning process in your classroom;

IX. Thou shall be a leader in and out of the classroom;

i. what a teacher is, counts for much more than what s/he

says;

ii. teaching a lesson is one thing, but influencing a life is

another;

iii. “ A teacher who is attempting to teach without inspiring

the pupil with a desire to learn is hammering on cold iron.”

- Horace Mann

X. Thou shall avail yourself of effective preparation

and planning skills;

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Besides these Ten Commandments of Attributes there are

four areas of Qualities that are essential for

The Christian Primary School Teacher

Mental, Social, Moral and Spiritual Qualities of

Primary School Teachers

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MENTAL QUALITIES FOR AN

EFFECTIVE PRIMARY SCHOOL TEACHER

Genuine interest

Accurate knowledge

Clear thinking

Sound judgment

Power of decision

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MENTAL QUALITIES FOR AN

EFFECTIVE PRIMARY SCHOOL TEACHER

(cont’d)

Scholarly attitude

Ability to see ahead / foresightness

Ability to concentrate

Mental alertness / open-mindedness

Constructive imagination

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SOCIAL QUALITIES FOR

AN EFFECTIVE PRIMARY SCHOOL TEACHER

Tactfulness / sympathetic

Leadership ability

Resourcefulness

Punctuality

Reliability

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SOCIAL QUALITIES FOR AN

EFFECTIVE PRIMARY SCHOOL TEACHER

(cont’d)

Truthfulness

Tolerance

Altruism

Ambition

Understanding

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MORAL QUALITIES FOR

AN EFFECTIVE PRIMARY SCHOOL TEACHER

Purity

Respect

High Moral Standards

Sensitivity

Unflinching devotion to the right

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MORAL QUALITIES FOR AN

EFFECTIVE PRIMARY SCHOOL TEACHER

(cont’d)

Fairness

Impartiality

Loyalty

Earnestness

Dignity

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SPIRITUAL QUALITIES OF

AN EFFECTIVE PRIMARY SCHOOL TEACHER

Absolute Surrender to God

Vivid Sense of the reality and presence of the

Master Teacher;

Recognition of Jesus as the only way to God

Whole-hearted dependence on the Holy Spirit

Keen deep interest in the salvation and the

spiritual welfare of others

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SPIRITUAL QUALITIES OF AN

EFFECTIVE PRIMARY SCHOOL TEACHER

(cont’d)

Humble, growing sense of victory over selfishness, worldliness, and sin

Intelligent and genuine conviction concerning great fundamental truths

Willingness to serve and to give without thought of recognition

Given to effective prayer

Deep sincere love of God and students

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We have heard the saying:

“If we fail to plan, then we are planning to fail”

Also, have you heard of the seven “P’s” ?

Proper

Prior

Preparation

Prevents

Pathetically

Poor

Performance !

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What is a lesson plan?

A lesson plan is a teacher's plan or guide for

teaching or running a particular lesson;

It helps the teacher in both planning and

executing the lesson;

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What are the main components of a lesson

plan?

1. it includes the objectives / outcomes (what

the students are supposed to learn);

2. how these will be reached (the method,

procedure), and

3. a way of measuring how well the

objectives/outcomes were reached (test,

worksheet, homework assignment, etc.)

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What really are the purposes of lesson

planning?

They aid the teacher in preparing for

instruction.

They provide a tool for giving the instruction.

They document course content.

Provide instructional cues.

Organize timing and sequence.

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Purposes of Lesson Planning (cont’d)

Allows others to teach in your absence.

Source of test items.

Can use to cross check for repetition among

instructors.

Equipment and room setup checklist for instructor,

coordinator or provider.

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What should be our purpose (as teachers) for

having lesson planning? OR

Why do we plan our class lessons?

when we plan (and planning we must) we

must plan for the learning process to take

place.

And how do we plan for the learning process to take place?

It starts with our objectives / learning outcomes;

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We must ensure that the three types of learning are employed in the writing up of our objectives;

What are these Three Types of Learning

Bloom's Taxonomy 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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Original Domain New Domain

BLOOM’S TAXONOMY

(Cognitive Domain)

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How well do we utilize all of Bloom’s Taxonomy when we are writing objectives

/outcomes?

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Category Example Key Words (verbs)

Knowledge:

Recall data or information.

Recite a policy. Quote prices

from memory to a customer.

Knows the safety rules.

defines, describes, identifies,

knows, labels, lists, matches,

names, outlines, recalls,

recognizes, reproduces, selects,

states.

Comprehension:

Understand the meaning,

translation, interpolation,

and interpretation of

instructions and problems.

State a problem in one's

own words.

Rewrites the principles of test

writing. Explain in one's own

words the steps for

performing a complex task.

Translates an equation into a

computer spread sheet.

comprehends, converts, defends,

distinguishes, estimates,

explains, extends, generalizes,

gives an example, infers,

interprets, paraphrases, predicts,

rewrites, summarizes, translates.

Application:

Use a concept in a new

situation or unprompted

use of an abstraction.

Applies what was learned

in the classroom into

novel situations in the

work place.

Use a manual to calculate an

employee's vacation time.

Apply laws of statistics to

evaluate the reliability of a

written test.

applies, changes, computes,

constructs, demonstrates,

discovers, manipulates, modifies,

operates, predicts, prepares,

produces, relates, shows, solves,

uses.

Bloom’s Taxonomy

[Cognitive Domain]

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Bloom’s Taxonomy

[Cognitive Domain] (cont’d)

Category Example Key Words (verbs)

Analysis:

Separates material or

concepts into component parts

so that its organizational

structure may be understood.

Distinguishes between facts

and inferences.

Troubleshoot a piece of

equipment by using logical

deduction. Recognize logical

fallacies in reasoning. Gathers

information from a department

and selects the required tasks

for training.

analyses, breaks down,

compares, contrasts, diagrams,

deconstructs, differentiates,

discriminates, distinguishes,

identifies, illustrates, infers,

outlines, relates, selects,

separates.

Synthesis:

Builds a structure or pattern

from diverse elements. Put

parts together to form a whole,

with emphasis on creating a

new meaning or structure.

Write a company operations or

process manual. Design a

machine to perform a specific

task. Integrates training from

several sources to solve a

problem. Revises and process

to improve the outcome.

categorizes, combines, compiles,

composes, creates, devises,

designs, explains, generates,

modifies, organizes, plans,

rearranges, reconstructs, relates,

reorganizes, revises, rewrites,

summarizes, tells, writes.

Evaluation:

Make judgments about the

value of ideas or materials.

Select the most effective

solution. Hire the most

qualified candidate. Explain

and justify a new budget.

appraises, compares, concludes,

contrasts, criticizes, critiques,

defends, describes,

discriminates, evaluates,

explains, interprets, justifies,

relates, summarizes, supports.40

Bloom’s Taxonomy

[Affective Domain]Category Example Key Words (verbs)

Receiving Phenomena:

Awareness, willingness to

hear, selected attention

Listen to others with respect.

Listen for and remember the name

of newly introduced people.

asks, chooses, describes,

follows, gives, holds, identifies,

locates, names, points to,

selects, sits, erects, replies,

uses.

Responding to Phenomena:

Active participation on the

part of the learners.

Participates in class discussions.

Gives a presentation. Questions

new ideals, concepts, models, etc.

in order to fully understand them.

Know the safety rules and

practices them.

answers, assists, aids,

complies, conforms, discusses,

greets, helps, labels, performs,

practices, presents, reads,

recites, reports, selects, tells,

writes.

Valuing: The worth or value a

person attaches to a

particular object,

phenomenon, or behavior.

Demonstrates belief in the

democratic process. Is sensitive

towards individual and cultural

differences (value diversity).

Shows the ability to solve

problems. Proposes a plan to

social improvement and follows

through with commitment.

completes, demonstrates,

differentiates, explains, follows,

forms, initiates, invites, joins,

justifies, proposes, reads,

reports, selects, shares, studies,

works.

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Bloom’s Taxonomy

[Affective Domain] (cont’d)

Category Example Key Words (verbs)

Organization: Organizes

values into priorities by

contrasting different values,

resolving conflicts between

them, and creating an unique

value system. The emphasis is

on comparing, relating, and

synthesizing values.

Recognizes the need for balance

between freedom and responsible

behaviour. Accepts responsibility for

one's behaviour. Explains the role of

systematic planning in solving problems.

Accepts professional ethical standards.

Creates a life plan in harmony with

abilities, interests, and beliefs. Prioritizes

time effectively to meet the needs of the

organization, family, and self.

adheres, alters, arranges,

combines, compares,

completes, defends, explains,

formulates, generalizes,

identifies, integrates, modifies,

orders, organizes, prepares,

relates, synthesizes.

Internalizing values

(characterization): Has a

value system that controls their

behavior. The behavior is

pervasive, consistent,

predictable, and most

importantly, characteristic of

the learner. Instructional

objectives are concerned with

the student's general patterns

of adjustment (personal, social,

emotional).

Shows self-reliance when working

independently. Cooperates in group

activities (displays teamwork). Uses an

objective approach in problem solving.

Displays a professional commitment to

ethical practice on a daily basis. Revises

judgments and changes behavior in light

of new evidence. Values people for what

they are, not how they look.

acts, discriminates, displays,

influences, listens, modifies,

performs, practices, proposes,

qualifies, questions, revises,

serves, solves, verifies.

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Bloom’s Taxonomy

[Psychomotor Domain]

Category Example Key Words (verbs)

Perception: The ability to use sensory

cues to guide motor activity. This ranges

from sensory stimulation, through cue

selection, to translation.

Detects non-verbal

communication cues.

Estimate where a ball will land

after it is thrown and then

moving to the correct location

to catch the ball. Adjusts heat

of stove to correct

temperature by smell and

taste of food.

chooses, describes, detects,

differentiates, distinguishes,

identifies, isolates, relates, selects.

Set: Readiness to act. It includes

mental, physical, and emotional sets.

These three sets are dispositions that

predetermine a person's response to

different situations (sometimes called

mindsets).

Knows and acts upon a

sequence of steps in a

manufacturing process.

Recognize one's abilities and

limitations. Shows desire to

learn a new process

(motivation).

begins, displays, explains, moves,

proceeds, reacts,

hows, states, volunteers.

Guided Response: The early stages in

learning a complex skill that includes

imitation and trial and error. Adequacy of

performance is achieved by practicing.

Performs a mathematical

equation as demonstrated.

Follows instructions to build a

model.

copies, traces, follows, react,

reproduce, responds

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Bloom’s Taxonomy

[Psychomotor Domain] (cont’d)

Category Example Key Words (verbs)

Mechanism: This is the intermediate

stage in learning a complex skill.

Learned responses have become

habitual and the movements can be

performed with some confidence and

proficiency.

Use a personal computer.

Repair a leaking faucet. Drive

a car

assembles, calibrates, constructs,

dismantles, displays, fastens,

fixes, grinds, heats, manipulates,

measures, mends, mixes,

organizes, sketches.

Adaptation: Skills are well developed

and the individual can modify

movement patterns to fit special

requirements.

Responds effectively to

unexpected experiences.

Modifies instruction to meet

the needs of the learners.

Perform a task with a

machine that it was not

originally intended to do.

adapts, alters, changes,

rearranges, reorganizes, revises,

varies.

Origination: Creating new movement

patterns to fit a particular situation or

specific problem. Learning outcomes

emphasize creativity based upon highly

developed skills.

Constructs a new theory.

Develops a new and

comprehensive training

programming. Creates a new

gymnastic routine.

arranges, builds, combines,

composes, constructs, creates,

designs, initiate, makes, originates.

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How to Develop a Lesson Plan

To begin, ask yourself three basic questions: Where are your students going? How are they going to get there? How will you know when they’ve arrived?

There are some terms that must be understood in the context of our teaching before we start to think of how to develop a lesson plan

Vision Mission Goals Aims

Objectives Outcomes Activities

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Vision the broadest of all terms

from an organization's vision would arise the "vision statements" which when expressed in a synopsis format, forms the "Mission Statement" of that organization;

this gives the purpose and reason for its existence

What is our vision as a Seventh-day Adventist Secondary school? or as an educational institution in our denominational system?

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The Vision Statement of the SDA Church

“In harmony with the great prophecies of the

Scriptures, we see as the climax of God's plan the restoration of all His creation to full harmony with His perfect will and righteousness.”

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South Caribbean Conference of SDA

Education Department

The primary aim of Seventh-day Adventist education is to

provide opportunity for students to accept Christ as their

Saviour, to allow the Holy Spirit to transform their lives, and

to fulfil the commission of preaching the gospel to all the

world.

The education programme is predicated on the belief that

each student is unique and of inestimable value, and on the

importance of the development of the whole person.

Students are educated to accept service as a way of life, to

be sensitive to the needs of the people in the home and

society, and to become active members in the Church.

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Mission from our vision comes our mission, what is our

Mission Statement?

Does it relate to our vision as an organization?

Do we all know our Mission Statement? (if we are not aware of our Mission as a church school, as

part of an organization, then we are failing even before we start)

Our Mission Statement as it relates to SDA Education & Teaching

“Acknowledging that development of mind and character is essential to God's redemptive plan, we promote the growth of a mature understanding of and relationship to God, His Word, and the created universe.”

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Caribbean Union College Secondary School

Mission Statement

Caribbean Union College Secondary School

exists to provide each student with

opportunities for excellence, academic /

vocational development through a saving

relationship with God and the potent

partnership among home, school and church.

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GOALS

goals are typically written as broad educational aspirations (state, church, society )

goals are the ends that society sets for the education system it operates.

their origin would stem from the mission statements of the system;

goals are general expressions of values that provide a sense of direction.

goals determine purpose, aim, objectives and

rational for what you and your students will engage in during class time

goals help to determine where your students are going

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Goal of the Ministry of Education T&T

TO MANAGE THE MODERNIZATION AND

RENEWAL OF THE SYSTEM OF EDUCATION AND TRAINING.

Goal: (examples)

(i) every adult should be prepared to work in

a technological world.

(ii)every student should be functionally literate

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AIMS

providing a more specific sense of direction (for the curriculum of the school)

aims are more like the targets used in shooting practice

indicate the precise direction that education must follow in all or part of the educational system

express goals in narrower and more specific terms

Aims (examples):

(i) students should understand the use of the microcomputer

(ii) should be able to read and write well enough to become gainfully employed;

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OBJECTIVESobjectives carry the process one step further by describing the specific behaviour the learner is to attain, the conditions under which the behaviour must be demonstrated and the proficiency levelat which the behaviour is to be performed.

It can be simplified further into four questions

1. Who will be doing the behavior? [A]

2. What should the learner be able to do? [B]

3. Under what conditions do you want the learner to be able to do it? [C]

4. How well must it be done? [D]

We can simplify it further by saying the ABCD

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A - AudienceThe learners.Identify who it is that will be doing the performance (not the teacher).

B - Behavior (Performance)What the learner will be able to do.Make sure it is something that can be

seen or heard.

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C - Condition

State the conditions you will impose when learners are demonstrating their mastery of the objective.What the learners be allowed to use.What the learners will not be allowed to use.The conditions under which the mastery of skill must occur.

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D - Degree (or criterion)A degree/criterion is the standard by which performance is evaluated. The communication power of an objective increases when you tell the learners HOW WELL the behavior must be done. Focus on answering the question, "What's good enough?"Common degrees that must be included

SpeedAccuracy Quality.

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The Purpose of Objectives

objectives help you to plan and organize instruction in ways that save time;

avoid redundancy;

ensuring that critical learning needs are addressed;

objectives set a clear course and level of performance both for you and your students;

good objectives are fundamental communication that simply tell everyone what to expect;

objectives bring specificity and concreteness(stableness) to classroom activities;

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Differences between Instructional Objectives & Learning Outcomes

(Behavioural Objectives)

when the word “behavioural” precedes the word objective, learning is being defined as a change in the learner's observable behaviour;

this behaviour must not only be observable but

also measurable

before you can teach a successful lesson, you must determine what you want your students to know as a result of your teaching;

effective lesson planning begins with identifying “instructional objectives”;

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What is the difference between instructional

objectives and learning outcomes?

Objectives outline the material the teacher

intends to cover from a lesson plan in a class

session.

Learning outcomes focus on what the student

should know and realistically be able to do by

the end of an assignment, activity, class, or

course.

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What are some of the essential steps in

lesson planning?

Eight-step Process in Lesson Planning:

Determine the objective

Research the topic

Select the appropriate instructional method

Identify a usable lesson planning format

Decide how to organize the lesson

Choose support material

Prepare the beginning and ending of the lesson

Prepare a final outline.

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STEPS TO DEVELOPING LESSON PLANS

Review outline, performance objectives, related core tasks, knowledge skill maps, and testing requirements.

Decide instructional content. Organize into learning sequence. Match instructional content with appropriate

methodology. Write instructions for participant involvement,

exercises, activities. Develop handouts, supporting reference material. Identify equipment needed. Decide room set-up. Allocate time to each sequence. Decide when testing given. Perform dry run, review and revise.

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Instructional objectives must be distinguished from "learning activities.”

learning activities are those actions or experiences in which you will have your students engage in order to learn content or practice a skill or develop values and attitudes.

(examples)

"student will view a film on pollution and record five key causes of pollution in their notebooks" (activity)

"After viewing and discussing a film about pollution, all students will be able to list in their notebooks five key causes of pollution" (objective)

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How to Develop a Lesson Plan

To begin, ask yourself three basic questions:

Where are your students going?

How are they going to get there?

How will you know when they’ve arrived?

Goals, Aims, Objectives, Outcomes help us to answer the question, ‘where are your students going?’

How are they going to get there? Can be answered by looking at the following:

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Prerequisites Prerequisites can be useful when considering the

readiness state of your students.

Prerequisites allow you, and other teachers replicating your lesson plan, to factor in necessary prep activities to make sure that students can meet the lesson objectives.

Questions to be asked:

What must students already be able to do before this lesson?

What concepts have to be mastered in advance to accomplish the lesson objectives?

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Materials This section has two functions: it helps the

teacher to quickly determine:

a) how much preparation time, resources, and management will be involved in carrying out this plan, and

b) what materials, books, equipment, and other resources

they will need to have ready before the lesson.

Questions to be asked:

What materials will be needed?

What textbooks or story books are needed?

What needs to be prepared in advance?

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Lesson Description

This section provides an opportunity for the author of the lesson to share some thoughts, experience, and advice with other teachers.

It also provides a general overview of the lesson in terms of topic focus, activities, and purpose.

Questions to be asked:

What is unique about this lesson?

How did your students like it?

What level of learning is covered by this lesson plan?

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Lesson Procedure

This section provides a detailed, step-by-step description of how to replicate the lesson and achieve lesson plan objectives.

This is usually intended for the teacher and provides suggestions on how to proceed with implementation of the lesson plan.

It also focuses on what the teacher should have students do during the lesson.

This section is basically divided into several components: an introduction, a main activity,

and closure.

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Introduction

How will you introduce the ideas and objectives of this lesson?

How will you get students' attention and motivate them in order to hold their attention?

How can you tie lesson objectives with student interests and past classroom activities?

What will be expected of students?

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Main Activity

What is the focus of the lesson?

How would you describe the flow of the lesson to another teacher who will replicate it?

What does the teacher do to facilitate learning and manage the various activities?

What are some good and bad examples to illustrate what you are presenting to students?

How can this material be presented to ensure each student will benefit from the learning experience?

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Basic Rules to remember:

Take into consideration what students are learning (a new skill, a rule or formula, a concept/fact/idea, an attitude, or a value).

Choose one of the following techniques to plan the lesson content based on what your objectives are:

Demonstration ==> list in detail and sequence of the steps to be performed

Explanation ==> outline the information to be explained

Discussion ==> list of key questions to guide the discussion

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Closure/Conclusion

What will you use to draw the ideas together for students at the end?

How will you provide feedback to students to correct their misunderstandings and reinforce their learning?

Follow up Lessons/Activities

What activities might you suggest for enrichment and remediation?

What lessons might follow as a result of this lesson?

(every lesson must be seen as a link in the main chain (unit plan) and so the starting and ending of each class must lay claim to that.)

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To answer the question: How will you know when they’ve arrived? We should look at the Assessment/Evaluation

This section focuses on ensuring that your students have arrived at their intended destination.

You will need to gather some evidence that they did.

This usually is done by gathering students' work and assessing this work using some kind of grading rubric that is based on lesson objectives.

You could also replicate some of the activities practiced as part of the lesson, without providing the same level of guidance as during the lesson.

You could always quiz students on various concepts and problems as well.

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Questions to be asked:

How will you evaluate the objectives that were identified?

Have students practiced what you are asking them to do for evaluation?

Basic Rules to remember:

Be sure to provide students with the opportunity to practice what you will be assessing them on.

You should never introduce new material during this activity.

Also, avoid asking higher level thinking questions if students have not yet engaged in such practice during the lesson.

If you expect students to apply knowledge and skills, they should first be provided with the opportunity to practice application.

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Common Lesson Plan Models

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Madeline Hunter's (Seven Steps)

Anticipatory Set (setting the stage) --attention-getter and focuser

Statement of Objectives -- tell students what they'll be able to do as a result of the lesson

Instructional Input -- lecture, but not necessarily lecture: demo, explanation, instructions

Modeling -- demonstrate, show what you tell Check for Understanding -- watch faces, ask

questions Guided Practice -- help students start

practicing new skills, applying new knowledge Independent Practice -- turn them loose to

work on their own, homework assignment, etc.

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Bloom's Taxonomy and Critical Thinking

Knowledge - recall

Comprehension - understand

Application - use, practice

Analysis - dissect, generalize

Synthesis - create, combine

Evaluation - appraise, value

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Multiple Intelligences

(Howard Gardner's 7 Ways of Knowing)

Verbal

Mathematical

Spatial

Musical

Kinesthetic

Interpersonal

Intrapersonal

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Instructional Scaffolding

(Jerome Bruner; Langer & Applebee)

Ownership--wish to learn

Appropriateness--right level

Support--structured guidance

Collaboration--coaching

Internalization--independent practice

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Discovery Lesson (eg. Lab)

Equipment

Set the stage

Don't state objectives yet

Give instructions

Check for understanding

Guided practice (lab)

Discussion, regrouping

Statement of objectives

Independent practice (e.g. lab journal)

Assessment

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Group Work (eg. Cooperative Learning)

Set the stage

State objectives

Give instructions

Check for understanding

Group work

Guided practice

Discussion

Regrouping

Summary

Assessment

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With the advent of the constructivist approach to teaching in recent years, lesson planning has been evolving in leaps and bounds.

"Constructive Learning Design“emphasizes these six important elements: Situation, Groupings, Bridge, Questions, Exhibit, and Reflections.

These elements are designed to provoke teacher planning and reflection about the process of student learning.

1. Teachers develop the situation for students to explain;

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2. select a process for groupings of materials and students,

3. build a bridge between what students already know and what they want them to learn,

4. anticipate questions to ask and answer without giving away an explanation,

5. encourage students to exhibit a record of their thinking by sharing it with others, and

6. solicit students' reflections about their learning.

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Six Common Mistakes in

Writing Lesson Plans

1. The objective of the lesson does not specify what the student will actually do that can be observed. Remember, an objective is a description of what a student does that forms the basis for making an inference about learning. Poorly written objectives lead to faulty inferences.

2. The lesson assessment is disconnected from the behavior indicated in the objective. An assessment in a lesson plan is simply a description of how the teacher will determine whether the objective has been accomplished. It must be based on the same behavior that is incorporated in the objective. Anything else is flawed.

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3. The prerequisites are not specified or are inconsistent with what is actually required to succeed with the lesson. Prerequisites mean just that -- a statement of what a student needs to know or be able to do to succeed and accomplish the lesson objective. It is not easy to determine what is required, but it is necessary. Some research indicates that as much as 70% of learning is dependent on students having the appropriate prerequisites.

4. The materials specified in the lesson are extraneous to the actual described learning activities. This means keep the list of materials in line with what you actually plan to do. Overkilling with materials is not a virtue!

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5. The instruction in which the teacher will

engage is not efficient for the level of intended student learning. Efficiency is a measure that means getting more done with the same amount of effort, or the same amount with less effort. With so much to be learned, it should be obvious that instructional efficiency is paramount.

6. The student activities described in the lesson plan do not contribute in a direct and effective way to the lesson objective. Don't have your students engaged in activities just to keep them busy. Whatever you have your students do should contribute in a direct way to their accomplishing the lesson objective.

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Research indicates that instructional planning for effective teaching includes the following elements:

Identifying clear lesson and learning objectives while carefully linking activities to them is essential for effectiveness.

Planning the instructional strategies to be deployed in the classroom and the timing of these strategies.

Recognizing the importance of linking instruction to real life.

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Using advance organizers, graphic organizers, and outlines to plan for effective instructional

delivery.

Considering student attention spans and learning styles when designing and planning lessons.

Systematically developing objectives, questions, and activities that reflect higher-level and lower-level cognitive skills as appropriate for the content and the students.

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FORMAT FOR LESSON PLAN

There is no set format that can be presented as the true format for a lesson plan. This is up to the creativity and

originality of each student teacher/teacher’s presentation, likeness or taste.

In every lesson plan, the following areas/sections should be represented / evidenced in some sort:

NAME OF SCHOOL:

NAME OF THE COOPERATING TEACHER & STUDENT TEACHER (your name):

DATE OF LESSON PRESENTATION: (anticipated)

CLASS BEING TAUGHT: (No. of students in class) / (Age range of students in class)

TIME PERIOD FOR LESSON:

SUBJECT AREA:

LESSON TOPIC:

PRE-KNOWLEDGE OF STUDENTS IN CLASS: (what students should know prior to this lesson)

INSTRUCTIONAL GOAL / AIM: (usually one for a lesson period)

PERFORMANCE / BEHAVIOURAL OBJECTIVES: (amount depends on class level and time for class session)

RATIONALE FOR OBJECTIVES FOR THE CLASS: (statement of lesson purpose)

MATERIALS TO BE USED IN CLASS SESSION:

SKILLS TO BE UTILIZED DURING LESSON: (optional if it will be included in the instructional procedure)

INSTRUCTIONAL PROCEDURE: (the main teaching activity / learning course of action)

Steps CONTENT

(topic / sub-topics)

TEACHER ACTIVITY

(Teacher moves)

STUDENT ACTIVITY (Student

actions) outcomes

1 SET INDUCTION

(focusing event)

2 FORMATIVE CHECK (check for

understanding)

(could be part of evaluation) Guided /Independent practice

3 LESSON CLOSURE

4 ASSIGNMENTS

LESSON EVALUATION: (may be included as part of the instructional procedure) [must not be confused with lesson closure

– not the same]

TEACHER ASSESSMENT OF LESSON / COMMENTS / REMARKS / CONCLUSION:89

Unit Planning

FORMAT FOR UNIT INSTRUCTIONAL PLAN

The following information must be included on regular folder pages, and submitted with the actual unit

document. You may want to give a brief introduction to the unit, stating the purpose or the intention for

working on this document.

NAME OF SCHOOL:

NAME OF THE COOPERATING TEACHER: (class teacher should be included also if different)

NAME OF STUDENT TEACHER: (your name)

DATE / DURATION OF UNIT PRESENTATION: (time period anticipated)

CLASS BEING TAUGHT:

SUBJECT AREA:

UNIT TOPIC / TITLE:

PRE-KNOWLEDGE OF STUDENTS IN CLASS RELATED TO UNIT TOPIC:

GOALS OF THE UNIT AS A WHOLE:

GENERAL OBJECTIVES FOR THE WHOLE UNIT:

GENERAL RATIONALE FOR THE UNIT: (there should also be a rationale for each topic that is

included in the unit)

TOPICS TO BE COVERED IN THE UNIT:

LIST OF MATERIALS: (all instructional equipment / supplies needed to teach the unit including

any Audio-Visual equipment or media)

LIST OF SOURCES: (Used in preparing the unit ... multiple sources expected)

SKILLS / METHODS / STRATEGIES TO BE UTILIZED IN ALL LESSONS OF THE UNIT:

METHODS OF EVALUATION FOR THE UNIT AS A WHOLE:

AT LEAST THREE (3) LESSON PLANS: (one of the lesson plan should be a micro teaching

lesson plan)

The unit should cover a minimum of five (5) instructional days / periods.90

Some Basic DefinitionsTeaching - is the act of getting students to respond in an

organized, systematic manner.

An effective teacher - is able to match teaching goals, content attributes, and learner characteristics with a wide repertoire of teaching processes.

Teaching processes – consist of methods, strategies, structures, and techniques designed to organize teaching and ensure maximum learning.

Method - a planned set of steps designed to deliver instruction. The most common used in school is lecture.

Strategy - an organized system of instruction based upon learning theory or how scholars think in a particular discipline. It has a research base supporting its ability to produce strategy-relevant results in students.

Cooperative learning, mnemonics, mastery learning, direct instruction etc. are examples of teaching strategies.

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Structure - is a content-free, planned process designed to organize interaction of individuals for instructional purposes. Many structures are associated with cooperative learning, e.g. Think-pair-share, random call, rally table, etc.

Techniques - are steps designed to organize or manage the learning environment. Common techniques include what the student is to do when an assignment has been finished, being ready for a conference with the teacher

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