3.3 Lesson Planning
Transcript of 3.3 Lesson Planning
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3.3 LESSON PLANNING
(i)Yearly Scheme of Work
Teaching is more than telling. Effective
teaching requires a great deal of thought,
preparation, and design
At the beginning of the school term, you
will need to do a yearly scheme of work
to cover the entire science curriculum
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YEARLY SCHEME OF WORK
Yearly scheme of work would specify the content
for the duration.
It also devise weekly table for the whole year.
A good yearly scheme of work should contain the
following headings: Semester, Number of weeks,
Topic and Remarks.
In order to plan out the yearly scheme of work
you will need the Science syllabus, a calendar, aschool calendar and your school time table
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The scheme could look something like this:
Week/date Topic Strategy/activity Remarks1
5/1 -9/1 Parts of thebody Hands onactivities toobserveparts of the
body.
Teaching
courseware
will beintegrated
into the
lessonOnce you have planned the whole years work,
you are now ready to consider how to plan the
daily lesson
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What is the rationale for lesson planning?
Carefully prepared and written lesson plans show yourstudents that you are a committed professional.
Written and detailed lesson plans provide an importantsense of security, which is especially useful to beginningteacher.
Written lesson plans help you organize material and
search for loopholes , loose ends, or incompletecontent.
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Written lesson plans help other members ofthe teaching team understand what you are
doing and how you are doing it.
Written lesson plans also provide substitute
teachers with a guide to follow if you are
unable to carry out the lesson.
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There is no particular pattern of format that
all teachers need to follow when writing out
plans however, teacher preparation
programs have agreed on certain lesson plan
format
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Basic Elements of a Lesson Plan
(General Format)
The lesson plan format contains the following
basic components:
(1) Set induction,
(2) Development and
(3) Closure.
These three components need to be includedin every lesson plan
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Set induction
Perrott (1982) identified four purposes of setinduction:
Focusing attention on what is to be learned bygaining the interest of students.
Moving from old to new materials and linkingof the two.
Providing a structure for the lesson and
setting expectations of what will happen. Giving meaning to a new concept or principle,
such as giving examples.
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Development
includes Input, Modelling, and Checking for
Understanding
Input:
The teacher provides the information needed
for students to gain the knowledge or skill
through lecture, film, tape, video, pictures, etc
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Modeling:
Once the material has been presented, theteacher uses it to show students examples of
what is expected as an end product of their
work. The critical aspects are explainedthrough labeling, categorizing, comparing, etc.
Students are taken to the application level
(problem-solving, comparison, summarizing,
etc.)
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Closure
Those actions or statements by a teacher that
are designed to bring a lessor presentation to
an appropriate conclusion. Used to help
students bring things together in their ownminds, to make sense out of what has just
been taught
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Closure is used:
to cue students to the fact that they have arrivedat an important point in the lesson or the end ofa lesson,
to help organize student learning
to help form a coherent picture, to consolidate,eliminate confusion and frustration, etc.
to reinforce the major points to be learned
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Inquiry Instruction
Inquiry is a term used in science teaching that
refers to a way of questioning, seeking
knowledge or information, or finding out
about phenomena.
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Wayne Welch, a science educator at the University of
Minnesota identifies five characteristics of the inquiry
process as follows:
Observation:
Science begins with the observation of matter
or phenomena. It is the starting place forinquiry. However, as Welch points out, asking
the right questions that will guide the
observer is a crucial aspect of the process of
observation.
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Measurement:
Quantitative description of objects and
phenomena is an accepted practice of science,
and desirable because of the value in science
on precision and accurate description.
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Experimentation:
Experiments are designed to test questions
and ideas, and as such
are the cornerstone of science. Experiments
involve questions, observations and
measurements.
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Communication:
Communicating results to the scientific
community and the public is an obligation of
the scientist, and is an essential part of the
inquiry process.
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Inquiry Approach
three components:
Setting up a discrepant event,
investigating to solve the discrepant event, resolve the discrepant event and closure
Discrepant event is something that surprises,startles, puzzles, or astonishes the observer.
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(i) set up a discrepant event
Demonstrate a discrepant event and ask
questions
Students are confronted with questions or
problems that they will want to know the
answer
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(ii) Students investigate to resolve
the discrepant event:
Students will be engage in meaningful inquiry.
They will be observing, recording data,classifying, predicting and experimenting in
order to solve to problem
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(iii) Resolve the discrepancy and
Closure
Students get the answers after doing the
activities. Even if they are not successful infinding all the answers, they will benefit just
by listening to explanation given by the
teacher.
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Needham Five phases teaching model
orientation,
eliciting of ideas,
restructuring of ideas, application of ideas and
reflection
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(i) orientation
Menarik perhatian dan minat murid
Memotivasikan murid
Contoh aktiviti: Tunjukkan aktiviti berselisih idea
Kemukakan masalah untuk difikirkan
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(iii) restructuring of ideas
Mengembangkan lagi atau mengubah suai ideaterdahulu melalui perbandingan dengan idea
saintifik
Menyiasat dengan menggunakan kemahiran
saintifik (Pre misconception dan misconception)
Contoh aktiviti:
Aktiviti hands-on dan minds-on
Aktiviti yang menggunakan kemahiran proses sains
Berkomunikasi dalam kumpulan
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(iv) application of ideas
Applikasi idea dalam situasi yang baru
Contoh aktiviti:
Penyelesaian masalah baru Rekacipta
projek
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Prepare a 30-minutes lesson plan for each ofthe lesson plan formats discussed above. Youcan choose any and Topic in the Year 4
Primary Science syllabus After completing your lesson plan, evaluate it
yourself, modify it, and then have yourmodified version evaluated by at least one of
your colleagues, before turning it in for yourlecturers evaluation.