LESSONPLANNING

Muhammad Sohail Ishaque

At the end of this lesson trainees will:

Describe & Discuss the value of effective lesson planning

Formulate Instructional ObjectivesApply and Follow the all steps of

lesson planningPrepare effective lesson plans

OBJECTIVES

The mind is not a vessel to be filled, but a fire to

be ignited.

LESSON PLAN

A lesson plan is a detailed description of what the instructor will be teaching, and how the material will be taught.

A lesson plan is a Road Map “you cannot get there if you do not know where you are going.”

Yardstick for covering content of the

subject matter

A trendsetter for better teaching and

learning

A confidence developer to manage

unexpected crises

A motive developer

A guide for test construction

WHY IS LESSON PLAN NECESSARY ?

Provides sense of security and

confidence.

Saves times

Assures the use of more appropriate

examples and illustrations.

Considers needs of individual and

create interest in the class

WHY IS LESSON PLAN NECESSARY ?

Results in better continuity

Provides appropriate and effective means

of evaluation in terms of goals

Assures more flexibility

WHY IS LESSON PLAN NECESSARY ?

Pre-Instructional Phase

Interactive Phase

Post Instructional Phase

PHASES OF LESSON PLAN

DEMOGRAPHIC DETAIL

Topic

Subject

Resource person name

Class

Age group

Date

Allocated Time & Others

Which topic to be taught ? Or

Which concept to be imparted ?

۩(SUBJECT MATTER)

TITLE / TOPIC

Why will the topic be taught ?

Criteria of Instructional Objectives or ABCD of Instructional Objectives.

SMART Instructional Objectives are formulated with the help of Bloom’s Taxonomy.

INSTRUCTIONAL OBJECTIVES

1956American Educational Psychologist /

Taxonomy of Educational Objectives

Three domains

1. Cognitive (Knowledge)2. Affective (Values and Attitudes)3. Psychomotor (Skills)

BLOOM’s TAXONOMY

Involves knowledge and the development of

intellectual attitudes and skills.

COGNITIVE DOMAIN

COGNITIVE DOMAIN

Knowledge/Remembering

Understanding

Applying

Analysising

Evaluation

Creating

۩ Knowledge/Remembering is defined as the remembering of previously learned material.

۩ This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information.

۩ Learning outcomes: Knowledge represents the lowest level of learning outcomes in the cognitive domain.

KNOWLEDGE/REMEMBERING

Bloom’s Taxonomy

۩ Understanding is defined as the ability to grasp the meaning of material.

۩ This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects).

۩ These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.

COMPREHENSION/UNDERSTANDING

Bloom’s Taxonomy

۩ Applying refers to the ability to use learned material in new and concrete situations.

۩ This may include the application of such things as rules, methods, concepts, principles, laws, and theories.

۩ Learning outcomes in this area require a higher level of understanding than those under comprehension.

APPLICATION/APPLYING

Bloom’s Taxonomy

۩ Analyzing refers to the ability to break down material into its component parts so that its organizational structure may be understood. .

۩ This may include the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved.

۩ Learning outcomes here they represent an understanding of both the content and the structural form of the material.

ANALYSIS/ANALYSING

Bloom’s Taxonomy

۩ Evaluating is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose.

۩ The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them.

۩ Learning outcomes in this area contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.

EVALUATION/EVALUATING

Bloom’s Taxonomy

۩ Creating refers to the ability to put parts together to form a new whole.

۩ This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information).

۩ Learning outcomes in this area are the highest in the cognitive hierarchy because they stress creative behaviours, with major emphasis on the formulation of new patterns or structure.

SYNTHESIS/CREATING

Bloom’s Taxonomy

University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html

by John M. Kennedy T.http://commons.wikimedia.org/wiki/Image:Bloom%27s_Rose.png

Poor: To know about lesson plan.Better: The student will prepare correctly

lesson plan.

Poor: The student will gain knowledge of automated

chemistry tests.Better: The student will state the principle

for each automated chemistry test listed.

EXAMPLE(INSTRUCTIONAL OBJECTIVES)

Formulate SMART Instructional

Objectives by applying

Bloom's Taxonomy of your

Teaching Subject / Topic (at

least 10)

ACTIVITY

۩ Plan! Prepare! Relevant teaching aids

۩ Synchronize Teaching aids with Teaching Approach

MATERIALS/ TRAINING AIDS

Grab the attention of the studentsPROVIDES THE INTEREST/MOTIVATION

factorSet the tone for the lesson connected to

the objectiveA questionA storyA sayingAn activityA discussion starter

BE CREATIVE

INTRODUCTION/MOTIVATION/ WARM-UP/

Sets up a step-by-step plan.

Provides a quick review of previous learning.

Provides relevant activities to assist students in developing the new knowledge.

PRESENTATION

Restate all important points of the lecture for better retention.

Teacher/Instructor recaps the main points.

SUMMARY

Provide multiple learning activities in order to assess students comprehension.

Guided practice (teacher controlled)Use a variety of questioning strategies

to determine the level of understanding.

Oral question mat be put. Teacher made testIn-class or homework assignmentProject to apply the learning in

real-life situation

RECAPITULATION/EVALUATION

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?

REFLECTION

A teacher is one who brings us

tools and enables us to

use them.

Jean Toomer