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PSMT > 3.3 Lesson Planning > Flashcards

3.3 Lesson Planning Flashcards

1
Q

The ability to visualize future classroom events.

A

Visualizing

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2
Q

It provides the type of code map or guide that assists
in creating flow of events that has a starting and an
end point.

A

Guidance

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3
Q

It is a way of managing time and events.

A

Managing

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4
Q

It allows one to make decisions about hows and what
of the teaching base and the three primary
considerations.

A

Decision Making

➢ The student’s prior learning experiences.
➢ The content derived from curriculum, guides,
textbooks, teacher-developed materials.
➢ The context and conditions on which the
instruction will take place.

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5
Q

Lesson planning sequence

A

ASSESSING THE LEARNERS NEEDS

STATING THE SCHOOL GOALS

MAPPING THE PLAN

GIVING INSTRUCTIONS

EVALUATING

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6
Q

Phases of Lesson planning

A

Before instructions
During instructions
After instructions

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7
Q

Mental Plan

The stage of lesson planning that focuses on making
decisions about the direction that the lessons will go
in that is based on student needs, requirements,
curriculum and other influences that may be at work
in the classroom.

➢ Gives purpose for learning
➢ Provides overview
➢ Economize time
➢ Reduces duplication
➢ Ties to community events
A

Pre planning - before instructions

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8
Q

Written Plan

There are a number of classroom management
practices that can keep students focused and engaged
regardless of the lesson being taught. We have to
limit the impact of instructions and provide
sequencing and pacing, and we have to build
teaching repertoire.

➢ Facilitates managements and instructions
➢ Limits impact of instruction
➢ Provides sequencing and pacing
➢ Builds teaching repertoire.

A

Active Planning - before instruction

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9
Q

Tune Plan

We have to aid sequencing and pacing, we have to
respond to learner needs, provide for re-teaching (if
required), provide a variety of instructional planning
and facilitate higher-level questions.
➢ Aid sequencing and pacing
➢ Responds to learner needs
➢ Provides for re teaching
➢ Provides variety of instructional planning
➢ Facilitates higher-level questions

A

Ongoing Planning - During instruction

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10
Q

Evaluate Plan

○ We need to evaluate the lesson plan
○ We need to make sure of the student’s success, we
have to guide and substitute, provide documentation
needed and signal time to order supplies.
➢ Measures students success
➢ Provides documentation
➢ Signals time to order supplies

A

Post Planning -

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11
Q

The basis of lesson planning activity

A

Gagne’s nine events of instructions

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12
Q

a series of events that are
associated with, and addressed the mental conditions for
learning.

A

Gagne’s nine events of instructions

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13
Q

What are Gagne’s nine events of instructions

A
  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
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14
Q

stimulate students with:
➢ novelty
➢ uncertainty
➢ surprise

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. Gain attention
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15
Q

Pose a provoking question to students, have the students pose questions to be answered by other students

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. Gain attention
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16
Q

Lead an ice-breaker activity

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. Gain attention
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17
Q

➢ describe the required performance
➢ describe the criteria to a standard performance,
and let learners establish the criteria for a standard performance that include the course objectives on assessment prompts

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. Inform learner objectives
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18
Q

➢ Ask questions about previous experiences
➢ Ask students about their understanding of the
previous concepts

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. prior learning
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19
Q

➢ Relate previous course information to the current
course topic, and
➢ Have students incorporate prior learning into current activities.

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. prior learning
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20
Q

● Use strategies to present and cue lesson contents to
provide more effective instructions

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. present content
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21
Q

● Organize and group content in meaningful ways, and provide explanation after demonstrations.

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. present content
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22
Q

➢ Present multiple versions of the same content like
for example: videos, demonstration, lecture,
podcast, group work and others
➢ Use a variety of media to engage students in
learning. Incorporate active learning strategies
to keep students involved. Provide access to
content on Blackboard so the students can access
it outside of class. (Self-paced)

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. present content
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23
Q

● Advice students of strategies to aid them in learning content and of resources available to them

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. provide learning guidance
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24
Q

help students learn how to learn

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. provide learning guidance
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25
Q

➢ Provide instructional support as needed, for
example: scaffolding that can be removed slowly
as the students learn and master the task or
content.

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. provide learning guidance
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26
Q

➢ Model varied learning strategies, for example:
mnemonics, concept mapping, role playing or
visualizing.

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. provide learning guidance
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27
Q

Use examples and non-examples. (1)examples
help students see what to do, while
(2)non-examples help students see what not to
do. So provide (1)case studies which provide real
world application, (2)visual images which assist
in making visual associations, and (3)analogies
and metaphors which use familiar content to
help students connect with new concepts.

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. provide learning guidance
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28
Q

Elicit a performance. Have students apply what
they have learned to reinforce new skills and knowledge, and to confirm the correct understanding of course concepts

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. practice
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29
Q

➢ Facilitate student activities like asking deep
learning questions

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. practice
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30
Q

➢ Have students collaborate with their peers
(groupings)

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. practice
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31
Q

➢ Facilitate practical laboratory exercises
➢ Provide formative assessment opportunities like
written assignments, individual or group project
presentations

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. practice
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32
Q

➢ Design effective quizzes and tests like, for
example, you test students in ways that allow
them to demonstrate their comprehension and
application of course concepts as opposed to
simple memorization.

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. practice
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33
Q

type of feedback

appraises the student of
the accuracy of their performance or response,
but does not provide guidance on how to
progress

A. confirmatory feedback
B. Evaluative feedback
C. Remedial feedback
D. Descriptive / Analytic Feedback
E. Peer/Self evaluation
A

B. Evaluative feedback

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34
Q

help learners identify
learning gaps and performance shortcomings in their own and their peer’s work

A. confirmatory feedback
B. Evaluative feedback
C. Remedial feedback
D. Descriptive / Analytic Feedback
E. Peer/Self evaluation
A

E. Peer/Self evaluation

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35
Q

informs the student that
they did not do what they were supposed to do.
This type of feedback does not tell the student
what she needs to do, but encourages the learne

A. confirmatory feedback
B. Evaluative feedback
C. Remedial feedback
D. Descriptive / Analytic Feedback
E. Peer/Self evaluation
A

A. confirmatory feedback

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36
Q

directs students to find the
correct answers, but does not provide the correct
answers

A. confirmatory feedback
B. Evaluative feedback
C. Remedial feedback
D. Descriptive / Analytic Feedback
E. Peer/Self evaluation
A

C. Remedial feedback

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37
Q

provides the
student with suggestions, directives and
information to help them improve their
performance.

A. confirmatory feedback
B. Evaluative feedback
C. Remedial feedback
D. Descriptive / Analytic Feedback
E. Peer/Self evaluation
A

D. Descriptive / Analytic Feedback

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38
Q

Tests whether the expected learning outcomes had been
achieved on the previously stated course objectives.

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. assess performance
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39
Q

Administer pre and post test to check for
progression of competency in content or skills

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. assess performance
40
Q

Embed formative assessment opportunities
throughout instruction using oral questioning,
short active learning activities or quizzes

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. assess performance
41
Q

Implement a variety of assessment method to
provide students with multiple opportunities to
provide proficiency with craft objective, effective
rubric to assess written assignments, projects or
presentations

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A
  1. assess performance
42
Q

Help learners retain more information by providing them
opportunities to connect course concepts to potential real world applications

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A

9 enhance retention and transfer to the job

43
Q

o help learners internalize
new knowledge:

➢ Avoid isolation course content, associate course
concepts with prior and future concepts and
build upon prior and preview future learning to
reinforce connections.

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A

9 enhance retention and transfer to the job

44
Q

➢ Have students convert information learned in
one format into another format, examples are
verbal or visuospatial. For instance, requiring
students to create concept maps to represent
connections between ideas.

  1. Gain attention
  2. Inform learner objectives
  3. prior learning
  4. present content
  5. provide learning guidance
  6. practice
  7. provide feedback
  8. assess performance
    9 enhance retention and transfer to the job
A

9 enhance retention and transfer to the job

45
Q

COMPONENTS OF A LESSON PLAN

A 
● Learning Outcomes
● Content
● Learning Activities
● Evaluation
○ Formative Assessment
○ Summative Assessment
● Resources and Materials
46
Q

should be attained at the end of the instruction. It enables the outcomes, learning to the attainment of the terminal
behavior.

A. Learning Outcomes
B. Content
C. Learning Activities
D. Evaluation
E. Resources and Materials
A

A. Learning Outcomes

47
Q

The knowledge, skills, values and attitudes.

A. Learning Outcomes
B. Content
C. Learning Activities
D. Evaluation
E. Resources and Materials
A

B. Content

48
Q

○ The concepts, principles, law, theories or facts

A

● Knowledge

49
Q

○ Honest and Integrity

A

● Values and Attitudes

50
Q

○ The cognitive, affective and psychomotor

A

● Skills

51
Q

The skills we consider will be developed here

A

C. LEARNING ACTIVITIES

52
Q

○ Work habits like reporting and research

A. Computer skills
B. Interpreting Skills
C. Inquiry Skills
D. Social skills
E. Cooperative and Competitive skills
A

A. Computer skills

53
Q

○ Leadership and Participation

A. Computer skills
B. Interpreting Skills
C. Inquiry Skills
D. Social skills
E. Cooperative and Competitive skills
A

E. Cooperative and Competitive skills

54
Q

○ Maps, Charts, Tables, Graphs

A. Computer skills
B. Interpreting Skills
C. Inquiry Skills
D. Social skills
E. Cooperative and Competitive skills
A

B. Interpreting Skills

55
Q

○ Problem-Solving, Experimenting, Hypothesising

A. Computer skills
B. Interpreting Skills
C. Inquiry Skills
D. Social skills
E. Cooperative and Competitive skills
A

C. Inquiry Skills

56
Q

○ Respecting the rules and Accepting criticisms

A. Computer skills
B. Interpreting Skills
C. Inquiry Skills
D. Social skills
E. Cooperative and Competitive skills
A

D. Social skills

57
Q

○ Demonstration, Exhibits, Debates
○ Reviews, Generalizations and Summaries
○ Reflection Paper (just like in discussion boards)

A. Formative assessment
B. Summative assessment

A

A. Formative assessment

58
Q

○ Quizzes, Examination
○ Portfolio
○ Thesis

A. Formative assessment
B. Summative assessment

A

B. Summative assessment

59
Q

Types of lesson plan

● All activities and the questions of the teachers are listed,
and is usually done by neophyte teachers para meron siyang guide

A. Brief
B. Semi-detailed
C. detailed

A

B. Semi-detailed

60
Q

● All activities like the teacher’s questions and the student’s
expected answers are reflected and are usually done by
pre-service teachers

A. Brief
B. Semi-detailed
C. detailed

A

C. detailed

61
Q

● This is the outline of teacher activities and is usually done
by master teachers.

A. Brief
B. Semi-detailed
C. detailed

A

A. Brief

62
Q

FORMAT OF A LESSON PLAN

are user friendly statements that tells student what they will be able to do at the end of a period of time

A

Learning outcome

63
Q

They are measurable and quite often observable

usually discussed within the
context of program-wide assessment, but they can be
valuable components of any class because of the way
they sharpen the focus on student learning

A

Learning outcome

64
Q

Sharpen the focus on student learning

A

Learning outcome

65
Q

Focus on student products, artifacts or performances
rather than instructional techniques or for course
content

A

Learning outcome

66
Q

○ Focus on student products, artifacts or performances
rather than instructional techniques or for course
content
○ Student-centered rather than structure-centered
○ Explicitly communicates course expectations to the
students.

A

Learning outcome

67
Q

They can range from general objectives, to more
specific ‘learning’ objectives, to even more specific
behavioral objectives.

A. Learning objectives
B. Learning outcomes

A

A. Learning objectives

68
Q

It is beginning with an action verb for example:
demonstrate, apply

A. Learning objectives
B. Learning outcomes

A

B. Learning outcomes

69
Q

It provides statements on what the learner has to
achieve, and how the learners are expected to
demonstrate that achievement

A. Learning objectives
B. Learning outcomes

A

B. Learning outcomes

70
Q

They may be expressed as intentions on the part of
the lecturer like for example: The objectives of this
unit are…

A. Learning objectives
B. Learning outcomes

A

A. Learning objectives

71
Q

They may be expressed as intentions like for example:
At the end of the topic, students should be able to…

A. Learning objectives
B. Learning outcomes

A

B. Learning outcomes

72
Q

The value of effective learning outcomes statements

○ For the teacher, it informs

A

➢ the content of teaching
➢ the teaching strategies you will use
➢ the sorts of learning activities/tasks you set for
your students appropriate assessment tasks
course evaluation

73
Q

For the students: The set of learning outcomes

provides them with

A

➢ a solid framework to guide their studies and
assist them to prepare for their assessment
➢ a point of articulation with graduate attributes
at course and/or university level

74
Q

From this, effective learning outcomes statements

should:

A

➢ Identify important learning requirements (the
‘content’ of learning - the range and type of
knowledge, skills and values required)
➢ Use clear language, understandable by students
and other potential clients
➢ Link to the generic and/or course graduate
attributes
➢ Be achievable and assessable and relate to
explicit statement of achievement, example: our
level of understanding that are required

75
Q

a vehicle to
translate the knowledge, values and skills into learning
that could be applied in their lives outside school.

A

TEACHING LEARNING ACTIVITIES

76
Q

● An activity done outside the classroom/at home to:
● The activity should help attain the day’s lesson objectives.
It should be interesting and differentiated (with provision
for remedial, reinforcement and enrichment activities).

A

D. ASSIGNMENT

77
Q

Determines whether the learning outcomes are met

A

: ASSESSMENT/EVALUATION

78
Q

knowing how to do
things

A. Declarative Knowledge
B. Procedural Knowledge
C. Conditional Knowledge
D. Functional Knowledge

A

B. Procedural Knowledge

79
Q

knowing how to
employ the first three types of knowledge to
solve problems and function as an effective
professional

A. Declarative Knowledge
B. Procedural Knowledge
C. Conditional Knowledge
D. Functional Knowledge

A

D. Functioning Knowledge

80
Q

knowing what, or
knowing about - the “content” of knowledge

A. Declarative Knowledge
B. Procedural Knowledge
C. Conditional Knowledge
D. Functional Knowledge

A

A. Declarative Knowledge

81
Q

knowing when to do
things

A. Declarative Knowledge
B. Procedural Knowledge
C. Conditional Knowledge
D. Functional Knowledge

A

C. Conditional Knowledge

82
Q

Employment of three knowledge; making things
developmental

A. Declarative Knowledge
B. Procedural Knowledge
C. Conditional Knowledge
D. Functional Knowledge

A

D. Functional Knowledge

83
Q

TRUE OR FALSE

The Learning Outcomes should be general enough,
but clear and specific enough to be measurable and assessable.

A

TRUE

84
Q

TRUE OR FALSE

The Learning Outcomes should be general enough,
but clear and specific enough to be measurable and assessable.

A

TRUE

85
Q

Key points in writing learning outcome statements

A

student’s perspectives

action verb, use verbs that go beyond knowledge and
comprehension, and aim for higher level verbs

keep one discrete learning outcome per statement

Focus only on what is important, avoid the trivial.

86
Q

RECAP OF THE REVIEW ON LEARNING OUTCOMES (7)

A

● Use a single, clear action verb for each learning outcome
● Do not use vague terms
● Write in short sentences to maintain clarity
● Module or course learning outcomes should relate to
program learning outcomes
● Clear link between learning outcomes and assessment
● The learning outcome should be observable and
measurable.
● Ensure that the learning outcomes can be reasonably
accomplished within the time scale of the module, course
and the resources available.

87
Q

HOW MANY TO WRITE FOR YOUR UNIT?

It depends on these factors:

A

○ The range of learning intentions
○ Length
○ The particular discipline/course specific or generic
graduate attributes you wish to develop

88
Q

● Catch attention of the students
● Setting the tone for the class
● The springboard or the starting point
● Activities to arouse motivation of the learners

A

MOTIVATIONAL ACTIVITY

89
Q

Examples of motivational activity

activities that will refresh or renew
previously taught materials

A. Drills
B. REviews
C. Introductions

A

B. REviews

90
Q

will enable students to respond to pre-requisite skills of the new lesson

A. Drills
B. REviews
C. Introductions

A

A. Drills

91
Q

are the activities that will set the purpose of the lesson for the day

A. Drills
B. REviews
C. Introductions

A

C. Introductions

92
Q

Two types of motivational activity

Interest that is ignited by an outward force like
awards - monetary or material things,
scholarships, inspiration from loved ones

A. Intrinsic motivation
B. Extrinsic motivation

A

B. Extrinsic motivation

93
Q

Sustaining self-interest to learn, they maintain
self-curiosity and involvement in the work by
suing surprise, doubt, novel as well as familiar
things

A. Intrinsic motivation
B. Extrinsic motivation

A

A. Intrinsic motivation

94
Q

ORGANIZING THE CONTENT

A

● Plan your content or topic
● Organize your presentation in a form of a story board
● Allow for pause and “wait-time.” Wait time is the pause
after the instructor eithers asks a question or asks for
questions
● Summarize/Generalize your presentation or make sure the ending of your presentation is just as remarkable as
your beginning

95
Q

EFFECTIVE USE OF LECTURE PRESENTATION SOFTWARE

A

number of slides to a minimum

Avoid using complex background

avoid using complex graph

avoid lectures which use only slides with bullet
points

enhance and illustrate the presentatiion

Choose appropriate graphics to complement your lecture notes

Choose appropriate text font and size

Consider the use of animations

use digitized images, sound or video

Use active buttons feature or use of hyperlink function

96
Q

Characteristics of a good lesson plan

A

SMART

Specific, Measurable, Attainable, Realistic, Time bound

PSMT (7 decks)

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