LESSON PLANNING

HOW IMPORTANT IS A LESSON PLANLIKE A BLUE PRINT

MAP

HOW IMPORTANT IS A LESSON PLAN?

a. Optimum results depends on the planb. Objectives, procedures, materials are well prepared. c. Goals are foreseend. Guide to new teacherse. Prevents waste of time and wandering away from the

lessonf. Gives feeling of security. g. Activities are well-plannedh. Determine for evaluationi. Reference for substitute teachers.

PREREQUISITES TO LESSON PLANNING

a. Knowledge of the subject matter. b. Knowing the childrenc. Familiarity with different strategiesd. Materialse. Understanding of objectives.

IMPORTANT PARTS OF A LESSON PLAN

a. Objectives (must be specific)b. Subject matterc. Materialsd. Proceduree. assignment

TYPES OF LESSON PLANS

• 1. SYLLABUS• 2. UNIT PLANS WITH DIVISION OF SUBJECT

MATTER OR COMPLETE ACTIVITY• 3. DETAILED STUDY GUIDES• 4. MEMEOGRAPHED EXERCISES• 5. WORKBOOKS• 6. DAILY PLANS

DAILY LESSON PLANS MAY BE CLASSIFIED AS

• 1. detailed• 2. semi – detailed• 3. brief

What to do when you develop a lesson plan?

1ST With the subject matter in mind, formulate your lesson objectives.

- “What knowledge, skill and values do you like your students to learn or acquire?”

2nd How will you go about the lesson?- “How will I develop my lesson?”- “What strategies will I use?”

Strategies will necessarily include the instructional materials that are appropraite to your lesson and to the developmental level of your students.

LESSON PLANNING

• Planning mapping out your direction. • Why is lesson plan important?• 1. optimum results( you know where you are

going)• 2. framing, choosing of subject, procedures,

materials, evaluation are foreseen. • 3. guide• 4. prevent waste, wandering away from the lesson• 5. security especially to apprentice teachers

PREREQUISITES TO LESSON PLANNING

• 1. knowing yourself• 2. know the subject matter• 3. know your students• 4. familiarity with different strategies,

materials• 5. understanding the objectives.

SUGGESTIONS IN MAKING AND APPLYING LESSON PLAN

• 1.it is an aid, don’t follow to the letter. • 2. don’t make it too detailed• 3. consider the time allotment• 4. textbook should not be infallible• 5. basis for future plans

CLASSIFICATION OF LESSON PLANS

• 1. DETAILED• 2. SEMIDETAILED• 3. BRIEFPARTS OF A LESSON PLAN• Objective/s• Subject matter• Materials• Procedures• Presentation• Application• Assignments

Taxonomy of objectives

• Cognitive Domain – does not say about the process, but what will happen to the learner.

knowledge – to know, recall, define, memorize repeat, reproduce, state.

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Basic parts in the cognitive level

l. Knowledge level. The student will name the president who ruled for 20 years. (how will make this as objective)

2. Comprehension level. The student will read Marcos martial law proclamation.

3. Application level – the student will show situations in the present setup that were true during the martial rule.

4. Analysis level – the student will analyze if the martial law regime was actually a part of marcos long range planning to stay in power.

5. Synthesis level – the student will write a reaction to the marcos era.

6. Evaluation – the student will evaluate the major cause of marcos downfall.

Following is a list of action words used in formulating objectives in cognitive level

Knowledge – (recall of facts) Identify, List, name, match, extend, reproduce, reorder, recall, define, recognize, identify information presented during instruction. ( identify or name the. . .)

Comprehension – expected that the students understood the information and he can now define in his own words, summarize, giving an original example, recognizing. Compare, classify, describe, give examples,order,estimate,distinguish, predict,convert,manipulate, modify.(read the proclamation)

APPLICATION the students at this point can apply the

information in performing concrete actions. These actions may involve, demonstrating, solve, apply a rule, show, measure, compute, operate, use, illustrate. Handling an equipment, writing. (the students will show situations in the present set up that were true during the martial law)

ANALYSIS – BREAK INTO PARTS The students can recognize the organization and

structure of a body of information, break this information down into constituents parks, and specify the relationship between these parts. (when you breaks an information into parts what do you do?) differentiate, separate, distinguish, select, breakdown, categorize. (the students will analyze if the martial law regime was actually a part of marcos long range plan to stay in power)

SYNTHESIS – the student can bring in information from

various sources to create a product uniquely his or her own.summarize, reconstruct, relate, produce create. Reaction paper from the story.

EVALUATION interpret, criticize, appraise, ( evaluation the

downfall of . . . Major causes.

• (draw an inverted triangle) high- evaluation, synthesis, analysis, applicationcomprehension, knowledge – low

• Sample of behavioral terms used in formulating objectives

• COGNITIVE – Knowledge – recall or recognition of terms, ideas

procedure, theories. (attain, conceive, deduce, explain, express, give evidences, define, describe, differentiate, discuss, distinguish, identify, label, list, match, name, recognize, reproduce, specify, state clearly.

COMPREHENSION – translate, interpret, extrapolate, (terms use) convert, defend, emphasize, extend, give examples, paraphrase, predict, rewrite, summarize.

APPLICATION – (terms use) arrange, change, compute, consider and use, record, correlate, demonstrate, discover, disseminate, formulate, modify, observe, operate, plan, produce, manipulate, show, solve.

Analysis – separation of complex idea into parts and understanding the relationship of each part. ( terms use) analyze, breakdown, classify, diagram, discriminate, establish, examine, illustrate, infer, outline, point out select.

Synthesis – categorize, combine, compile, compose, create, design, devise, explain, generate, modify, organize, plan, rearrange, recognize, reconstruct, relate, rewrite, summarize.

Evaluation – terms, appraise, compare, conclude, contrast, criticize, describe, explain, interpret, justify validate.

AFFECTIVE domain – the students are affected by their learning. a. Receiving – the student listens to classmates who express

their opinions/views.b. Responding – the student will answer the call based on the

stimuli. Call for bayanihan. c. Valuing - the student will express appreciation for ancient

poem, songs, experiences. d. Organizing – the student can priorities his preferences.

Joining a baseball game instead of participating in a drama. e. Characterizing – consistent following the rules set by the

schools.

Affective domain

• Highest –characterizing, organizing, valuing, responding, receiving – lowest(draw and invested triangle from low to high)

Receiving – demonstrates a willingness to participate in the activity. (follow, listen, locate, participate, choose, give, select.

Responding – shows interest in the objects, phenomena, (answer, assist, comply, conform, discuss, initiate, label, perform, recite, share.

affective

Valuing – internalizing(terms use) admire, appreciate, commemorate, join, justify, sustain,propose.

Organizing – comparing different values. (terms) Adhere, adjust, arrange, modify, order.

PrepareCharacterizing – (terms) act, conserve, display

follow influence, judgment, maintain, qualify.

Psychomotor Domain

Responses to an stimuli. Actions.(use of tools after receiving instruction to do something. Laboratory usage.

5 categories of objectives in the psychomotor domain. a. Reflex movements – an involuntary response to a

stimulus. (ex. Smiling after a humor)b. Perceptual – translating the stimulus to a movement after

an instruction. (cleaning the room.)c. Physical abilities – after learning a things, he has mastered

the task. (computer repair, air con maintenance , driving skill)

d. Skilled -

Essential rules in writing behavioral objectives.

1.Describe the expected behavior of the student rather than the teacher.

2. Describe observable behavior in terms of an outcome verb which the students will perform. (ex. To identify, arrange, weigh, to order)

3. Describe the criterion for evaluating an acceptable performance of the behavior(ex. Run a kilometer in ten minutes, name at least four colors of the rainbow, arrange ten books authors alphabetically)

4. Specify conditions under which the student will perform the behavior. (ex. Arrange four different flowers before the program begin, write an excuse letter before entering the classroom.

5. State only one outcome verb in each objective.

Class drill. a. Give 10 action words that you have been

using in your daily life. Can they be observed?

b. Example of lesson plans.

AIDS TO EFFECTIVE TEACHINGrecitation, assignment, art of questioning

• RecitationPurposes of recitationl. To develop wholesome attitudes essential to

effective social living2. Train pupils in reflective thinking and critical

evaluation. 3. To encourage freedom of expression and

respect opinions of others.

HOW TO CONDUCT THE RECITATION

1. Must be well planned and properly organized.

2. Goals should be cleared. Purpose must be understood.

3. Learning by doing. (pupils participation)4. Shows individual differences. 5. Criteria for evaluation must be specified.

CONDITIONS NECESSARY FOR AN EFFECTIVE RECITATION

1. Good environment, classroom free from distractions. Misbehavior must be checked

2. Class must be properly manage. 3. Interest and enthusiasm are contagious. 4. Spirit of cooperation should prevail in the

classroom. 5. Class participation is a must.

ASSIGNMENTS

Either for new lesson or review. What are assignments for?1. To set the goal and direction of the learning activity. 2. Review for next activities whatever they might be. 3. Motivation for the past lesson or new lesson.

Motivational questions. ( do you favor the complete removal of the pork barrel)

4. Setting the next learning activities. 5. Providing direction ahead of time.

TYPES OF ASSIGNMENT

• Individual or group. • Can you give me an examplePOINTERS TO CONSIDER IN GIVING ASSIGNMENTS1. Make clear to the students the aim of the assigned task.2. Make clear all directions, procedures, steps3. Clarify all difficulties. 4. Evaluation must be cleared. 5. Assignments must not be punishment. 6. Enough time to complete the assignment7. Must be checked and return 8. Evaluated.

EVALUATION OF THE ASSIGNMENT

The following list of questions can help determine whether his assignment is good or not.

1. Are the objectives of the assignments attainable?2. Are the sources of materials available and

accessible to students?3. Are directions clear and specific 4. Are the activities meaningful and worthwhile5. Does the assignment make use of past experiences

of students or prepare them for the next lesson/s.

THE ART OF QUESTIONINGWHAT ARE QUESTIONS FOR?1. To stimulate pupils to think2. Motivate3. Diagnose pupils difficulties4. Discover pupil’s interests5. Help pupils organize and evaluate6. To aid pupils to relate pertinent experiences to the lesson7. To focus pupils’attention on the key points of the lesson8. To develop new appreciations and attitudes9. To provide drill or practice10. To show relationships, such as cause and effect11. To encourage the application of concepts12. To encourage pupil evaluation

CHARACTERISTICS OF A GOOD QUESTION

1. A good question is simple and clear. who came while I was writing on the blackboard?2. Definite – only one answer. Who is our national hero and why was

he exiled at dapitan. Double questions not good. 3. Challenging and thought provoking – How can you tell that a

material or an object is a magnet?4. Questions adapted to age, abilities and interest – elem. Show that

the philippines is favorably located. H.S. Has the strategic position of the philippines affected her

economy and national security?5. Requires extended response- why is wind not a reliable source of

energy?

1. Stimulate – what good will it be to man if scientist find out that human can live in the moon?

Would you rather live in a city or in a small town. 2. Motivate – if you were the mayor of a town, what will you

do to improve its health conditions. 3. Diagnose – first person singular number present tense.

What form of the verb in used in the third person plural number?

4. Discover – name some of your favorite sports. 5. Organize – do you think if one refuse to drink wine he is

not a real man? What are taxes for?

Aid – have you enjoyed watching the clouds on a bright sunny day? Why did your observe?

what happens to these clouds when it is about to rain?7. Focus – what is Rizal park known for? Tell about it as a historical place , as a national park, and

as a tourist spot.8.Develop appreciation – what beautiful things mentioned in

this poem are made by God?9. Provide drill – what form of the verb is used with time

expressions, such as yesterday, last week, a while ago, two days ago?

10. Show relationship – what are the causes of poor health? How do forest prevent floods? Why should the government regulate the cutting of trees in our forest?

11. To encourage – why are wheels on your toys like a circle? Why are the doors of your home like a triangle? What objects can you find at home that are round, square, triangular etc?