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Lesson Planning
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The very best teachers,
the most effective teachers,
are good planners
and thinkers !
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LESSON PLANNING - 1
Objectives
Participants should be able to:
Identify the various levels of planning at
school;
Discuss the importance of lesson planning;
List the components of a lesson plan;
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LEVELS OF PLANNING
Curriculum (Year)
Scheme of Work (Term)
Unit
Weekly Forecast
Daily Lesson Plan/Outline
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LESSON PLANNING
Intelligent preparation for action.
Specifies where you, the teacher, want your class to go, and how to get there.
Requires you to think through, in advance:
what you are going to do,
how you will do it,
under what conditions you will carry it out, what you will be required to obtain the results
you want.
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WH AT IS A LESSON PLAN?
A detailed description of the course of instruction for an individual lesson.
A documentation of the teacher¶s thoughtsregarding the lesson.
A guide which outlines:
What is hoped to be achieved. How the teacher will engage the students in
the teaching-learning process.
How learning will be assessed.
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WHY WR ITE PLANS?
It determines what students will learn.
It dictates the structure of teaching.
It makes teaching cohesive.
It records the teacher¶s thoughts.
It provides for easy recall/reproduction of thought-out ideas.
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It helps to concretise the teacher¶s thoughts re
the lesson.
It provides a guide for lesson execution.
It builds confidence in the teacher for lessonexecution.
It provides for greater classroom management
It serves as records for reference &
accountability.
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Consequences of
NO or POOR
PLANNING Frustration for the teacher and the
student
Aimless wandering
Unmet objectives No connections to prior learning
Disorganization
Lack of needed materials A waste of time
Poor management
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LEA R NER FA C TOR S TO CONSIDER
WH
EN PLANNING A LESSON
Age (Maturity)
Ability/special needs
Prerequisite Knowledge
Learner¶s interest
Learning styles
Cultural differences
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Lesson Planning
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LESSON PLANNING - 2
Objectives
Participants should be able to:
Outline the demographic data and discuss its
importance;
Describe the characteristics of objectives;
Write behavioural objectives.
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COMPONENTS OF A LESSON PLAN
PRELIMINARY INFORMATION
OBJECTIVES
CONTENT METHODS/STRATEGIES
ACTIVITIES
ST
UDENT
S¶A
SSIGNMEN
T
LESSON EVALUATION
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1 PR ELIMINA RY INFOR MATION
Subject
Topic
Date Grade/Form
Age Range
Duration
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2. OBJEC TIVES
Statements of intent; indicates what is expectedto be achieved during/at the end of the lesson.(Instructional objectives, performance objectives, behavioral
objectives, or simply objectives. Used interchangeably .)
Objectives should be: specific ,
outcome based ,
measurable/observable.
stated in behavioural terms/student-oriented.(What the students should be able to do).
achievable.
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. . . S pecific
Objectives are very specific. This means
that they should describe precisely what thelearner is expected to do.
. . .outcome based
Objectives are outcome based. This meansthat the objective is going to state what thelearner should be able to do after the
instr uction is complete. The process of howthe instr uction happens is not considered in
an objective.
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. . .measurable
Objectives are measurable. This means that
objectives should describe learning outcomes
that can be measured; objectives should be
seen or heard (observable).
. . .behavioural
Objectives describe student behaviors.
This means that objectives should relate whatthe student should be able to do after the
instr uction.
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SPECIFIC VS GENER AL OBJEC TIVES
Given the diagram of a heart, students
should be able to label the parts correctly.
Students should be able to read with
understanding.
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VAGUE VS OBSER VABLE VER BS
VAGUE to know
to understand
to comprehend
to appreciate
to love
to value
to enjoy to believe
to think
OBSERVABLE to identify
to list
to compute
to predict
to explain
to label
to tell to make
to draw
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STUDENT-ORIENTED VS TEACHER-
ORIENTED OBJECTIVES
Students should be able to list the five
punctuation rules stated in the text.
To show students how to solve long
division problems
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Instructional Objectives are key to effective
instruction.
E ffective instruction occurs only when student
behavior is changed in desired ways.
Because instructional objectives are tools for describing student outcomes, they provide
a means to making the instruction effective.
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Importance of Objectives: . . . clarify the intent of instruction.
. . . serve as a guide for students.
. . . serve as a basis for the selection of instructional m edia & m aterials and procedures.
. . . deter m ine the a ppro priate ways to evaluate the learning.
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A C TIVIT Y 1
In groups:
1. Choose a subject.
2. Select a topic and complete an outline of thepreliminary information.
3. List three behavioural objectives for the topic
chosen.
4. Share with the rest of the class.
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LESSON PLANNING - 3
Objective
Participants should be able to:
C lassify behavioural objectives and write objectives for
each type;
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CLASSIFICATION OF OBJECTIVES
- Cognitive (of the mind/thinking)
- Psychomotor (of the body/skills)
- Affective (of the heart/emotions)
(Attitudinal)
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Knowledge - recall previously learned material. Comprehension - grasp meaning, explain, restate
ideas.
Application - use or apply knowledge, put theoryinto practice
Analysis - separate material into component partsand show relationships between parts.
Synthesis - put together the separate ideas to form
new whole, establish new relationships.
Evaluation - judge the worth of material againststated criteria, critical thinking
COGNITIVE OBJEC TIVES
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Knowledge: state, define, identify, list, name,
recall, relate, label, describe, matches, outlines
Comprehension:explain, restate, discuss, summarize, classify,
infer, explain, generalize,
Application:
calculate, classify, apply, practice, compute,solve, predict,
Analysis:
compare, contrast, deduce, categorize, analyze,
illustrate, distinguish, differentiate Synthesis: write, create, develop, summarize
Evaluation: judge, assess, appraise, justify
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A C TIVIT Y 2
For a particular topic, write five (5)
objectives, one for each of the cognitive
levels.
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Receiving is being aware of or sensitive to theexistence of certain ideas, material, or phenomenaand being willing to tolerate them.
Responding is committed in some small measure to
the ideas, materials, or phenomena involved byactively responding to them.
Valuing is willing to be perceived by others as valuingcertain ideas, materials, or phenomena.
Organization is to relate the value to those already
held and bring it into a harmonious and internallyconsistent philosophy.
Value Characterisation is to act consistently inaccordance with the values he or she has internalized.
AFFEC TIVE(ATTITUDINAL)
OBJEC TIVES
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Receiving: listens, accepts, identifies, replies,
Responding: attends, discusses, follows,answers, practices, tells, writes, volunteers
Valuing:supports, purchases, assists, debates
Organisation:organises, formulates, generalizes
Value Characterisation: acts, discriminates,
displays, influences, practices
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PS Y CHOMOTOR OBJEC TIVES
CATEGORIES & Examples Reflex movement: Stretch
Basic f undamental movement: Walk
Perceptual abilities: demonstrate eye-hand coordination
Physical Abilities: show strength/endurance
Skilled movements: Swing
Non-discursive Communication: dance interpretively
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PS Y CHOMOTOR OBJEC TIVES
Selects, separates
Moves, reacts, shows
Assembles, draws, builds, constructs,
dismantles, fastens, manipulates,measures, mend, mixes, sketches
Rearranges, reorganizes, alters, changes
Arranges, combines, constructs, designs,makes.
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A C TIVIT Y
For a particular topic, write five (5)
objectives:
1. one for each of two (2) affective levels
and;2. one for each of three (3) psychomotor
levels.
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Lesson Planning
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Classify these objectives
Identify at least three features of West Africandomestic slavery.
Sketch a diagram of and label a plant cell.
Empathize with the victims of the slave trade.
Describe a typical transatlantic voyage.
Show tolerance and objectivity in judginghistorical events.
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Explain in their own words the steps for
preparing land for planting crops.
Construct a model of the solar system.
Tolerate each other¶s ideas within the group.
Categorize the major land masses and major
water bodies by the hemisphere in which they
are located.
Measure the perimeter of the school¶s main
building.
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3. PR ER EQUISITES
Knowledge and skills possessed by thestudents which aid the understanding of
new information.
Must be known before the lesson.
Must be activated at the start of the
lesson.
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5. CONTENT
An explanation of the
skills
Concepts/definitions knowledge/facts
procedures, etc
to be dealt with during the lesson.
Content must be specified
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Face value ± the numeral or numeral name
Place value ± the value heading under which
the numeral/digit lies.
Total value ± (the face value) x (the place
value)
Example in the number 25438the face value of the red digit is 5 or five
the place value is thousand
the total value is 5 x 1000 = 5000
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6. METHODS/STR ATEGIES
The various approaches and techniques to be used in the delivery of the lesson.
Rote learning Drill and practice
Discovery
Lecture
Experimentation
Demonstration Induction
Deduction
Problem solving Cooperative learning
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4. AIDS/MATER IALS-Concrete, pictorial & audio visual props used
in teaching the lesson
Text books
Coloured chalk Models
Cards and paper
Equipment Students
Resource persons
Procedural charts
Things in theclassroom
Diagrams
Things outside of the classroom.
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A C TIVITIES
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7. A C TIVITIES
Step-by-step explanation of how thelesson will unfold/progress in terms of what both students and the teacher willdo.
Activities are introductory, developmentaland culminating in nature.
Introductory - sets the pace:
activates prerequisites motivates discloses the objectives of the lesson.
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Developmental ± addresses new content.
Culminating ± sums up lesson
students assignments
review of main points.
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Instructional activities and student
involvement
Good instructional activities should at times
require students to:
Write
Make drawings
Think
Speak
Read
Handle concrete materials
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Discuss ideas in groups Play games
Construct models
Answer questions
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8. STUDENTS· ASSIGNMENT
Class work/activity/exercise given
towards the end of the lesson, to test
achievement of the objectives.
Home work exercises.
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9. LESSON EVALUATION
Teacher¶s and observer¶s assessment of the
lesson:
extent of the achievement of the
objectives;
students¶ reactions to aspects of the
lesson;
what will and will not be done/repeated if the lesson is to be taught again.
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