3.3 Lesson Planning Flashcards by ABEGAIL SERMONIA

The ability to visualize future classroom events.

Visualizing

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

Guidance

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It is a way of managing time and events.

Managing

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

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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Lesson planning sequence

ASSESSING THE LEARNERS NEEDS

STATING THE SCHOOL GOALS

MAPPING THE PLAN

GIVING INSTRUCTIONS

EVALUATING

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Phases of Lesson planning

Before instructions
During instructions
After instructions

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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

Pre planning - before instructions

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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.

Active Planning - before instruction

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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

Ongoing Planning - During instruction

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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

Post Planning -

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The basis of lesson planning activity

Gagne’s nine events of instructions

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

Gagne’s nine events of instructions

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What are Gagne’s nine events of instructions

Gain attention
Inform learner objectives
prior learning
present content
provide learning guidance
practice
provide feedback
assess performance
9 enhance retention and transfer to the job

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stimulate students with:
➢ novelty
➢ uncertainty
➢ surprise

Gain attention
Inform learner objectives
prior learning
present content
provide learning guidance
practice
provide feedback
assess performance
9 enhance retention and transfer to the job

Gain attention

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

Gain attention
Inform learner objectives
prior learning
present content
provide learning guidance
practice
provide feedback
assess performance
9 enhance retention and transfer to the job

Gain attention

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Lead an ice-breaker activity

Gain attention
Inform learner objectives
prior learning
present content
provide learning guidance
practice
provide feedback
assess performance
9 enhance retention and transfer to the job

Gain attention

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➢ 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

Gain attention
Inform learner objectives
prior learning
present content
provide learning guidance
practice
provide feedback
assess performance
9 enhance retention and transfer to the job

Inform learner objectives

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

Gain attention
Inform learner objectives
prior learning
present content
provide learning guidance
practice
provide feedback
assess performance
9 enhance retention and transfer to the job

prior learning

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

Gain attention
Inform learner objectives
prior learning
present content
provide learning guidance
practice
provide feedback
assess performance
9 enhance retention and transfer to the job

prior learning

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

Gain attention
Inform learner objectives
prior learning
present content
provide learning guidance
practice
provide feedback
assess performance
9 enhance retention and transfer to the job

present content

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

Gain attention
Inform learner objectives
prior learning
present content
provide learning guidance
practice
provide feedback
assess performance
9 enhance retention and transfer to the job

present content

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➢ 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)

Gain attention
Inform learner objectives
prior learning
present content
provide learning guidance
practice
provide feedback
assess performance
9 enhance retention and transfer to the job

present content

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

Gain attention
Inform learner objectives
prior learning
present content
provide learning guidance
practice
provide feedback
assess performance
9 enhance retention and transfer to the job

provide learning guidance

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help students learn how to learn

Gain attention
Inform learner objectives
prior learning
present content
provide learning guidance
practice
provide feedback
assess performance
9 enhance retention and transfer to the job

provide learning guidance

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➢ 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

5. provide learning guidance

➢ 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

5. provide learning guidance

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

5. provide learning guidance

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

6. practice

➢ 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

6. practice

➢ 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

6. practice

➢ 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

6. practice

➢ 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

6. practice

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 ```

B. Evaluative feedback

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 ```

E. Peer/Self evaluation

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. confirmatory feedback

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 ```

C. Remedial feedback

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 ```

D. Descriptive / Analytic Feedback

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

8. assess performance

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

8. assess performance

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

8. assess performance

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

8. assess performance

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

9 enhance retention and transfer to the job

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

9 enhance retention and transfer to the job

➢ 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

9 enhance retention and transfer to the job

COMPONENTS OF A LESSON PLAN

``` ● Learning Outcomes ● Content ● Learning Activities ● Evaluation ○ Formative Assessment ○ Summative Assessment ● Resources and Materials ```

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. Learning Outcomes

The knowledge, skills, values and attitudes. ``` A. Learning Outcomes B. Content C. Learning Activities D. Evaluation E. Resources and Materials ```

B. Content

○ The concepts, principles, law, theories or facts

● Knowledge

○ Honest and Integrity

● Values and Attitudes

○ The cognitive, affective and psychomotor

● Skills

The skills we consider will be developed here

C. LEARNING ACTIVITIES

○ Work habits like reporting and research ``` A. Computer skills B. Interpreting Skills C. Inquiry Skills D. Social skills E. Cooperative and Competitive skills ```

A. Computer skills

○ Leadership and Participation ``` A. Computer skills B. Interpreting Skills C. Inquiry Skills D. Social skills E. Cooperative and Competitive skills ```

E. Cooperative and Competitive skills

○ Maps, Charts, Tables, Graphs ``` A. Computer skills B. Interpreting Skills C. Inquiry Skills D. Social skills E. Cooperative and Competitive skills ```

B. Interpreting Skills

○ Problem-Solving, Experimenting, Hypothesising ``` A. Computer skills B. Interpreting Skills C. Inquiry Skills D. Social skills E. Cooperative and Competitive skills ```

C. Inquiry Skills

○ Respecting the rules and Accepting criticisms ``` A. Computer skills B. Interpreting Skills C. Inquiry Skills D. Social skills E. Cooperative and Competitive skills ```

D. Social skills

○ Demonstration, Exhibits, Debates ○ Reviews, Generalizations and Summaries ○ Reflection Paper (just like in discussion boards) A. Formative assessment B. Summative assessment

A. Formative assessment

○ Quizzes, Examination ○ Portfolio ○ Thesis A. Formative assessment B. Summative assessment

B. Summative assessment

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

B. Semi-detailed

● 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

C. detailed

● This is the outline of teacher activities and is usually done by master teachers. A. Brief B. Semi-detailed C. detailed

A. Brief

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

Learning outcome

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

Learning outcome

Sharpen the focus on student learning

Learning outcome

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

Learning outcome

○ 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.

Learning outcome

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

A. Learning objectives

It is beginning with an action verb for example: demonstrate, apply A. Learning objectives B. Learning outcomes

B. Learning outcomes

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

B. Learning outcomes

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. Learning objectives

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

B. Learning outcomes

The value of effective learning outcomes statements | ○ For the teacher, it informs

➢ 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

For the students: The set of learning outcomes | provides them with

➢ 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

From this, effective learning outcomes statements | should:

➢ 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

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

TEACHING LEARNING ACTIVITIES

● 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).

D. ASSIGNMENT

Determines whether the learning outcomes are met

: ASSESSMENT/EVALUATION

knowing how to do things A. Declarative Knowledge B. Procedural Knowledge C. Conditional Knowledge D. Functional Knowledge

B. Procedural Knowledge

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

D. Functioning Knowledge

knowing what, or knowing about - the “content” of knowledge A. Declarative Knowledge B. Procedural Knowledge C. Conditional Knowledge D. Functional Knowledge

A. Declarative Knowledge

knowing when to do things A. Declarative Knowledge B. Procedural Knowledge C. Conditional Knowledge D. Functional Knowledge

C. Conditional Knowledge

Employment of three knowledge; making things developmental A. Declarative Knowledge B. Procedural Knowledge C. Conditional Knowledge D. Functional Knowledge

D. Functional Knowledge

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

TRUE

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

TRUE

Key points in writing learning outcome statements

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.

RECAP OF THE REVIEW ON LEARNING OUTCOMES (7)

● 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.

HOW MANY TO WRITE FOR YOUR UNIT? | It depends on these factors:

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

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

MOTIVATIONAL ACTIVITY

Examples of motivational activity activities that will refresh or renew previously taught materials A. Drills B. REviews C. Introductions

B. REviews

will enable students to respond to pre-requisite skills of the new lesson A. Drills B. REviews C. Introductions

A. Drills

are the activities that will set the purpose of the lesson for the day A. Drills B. REviews C. Introductions

C. Introductions

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

B. Extrinsic motivation

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. Intrinsic motivation

ORGANIZING THE CONTENT

● 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

EFFECTIVE USE OF LECTURE PRESENTATION SOFTWARE

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

Characteristics of a good lesson plan

SMART Specific, Measurable, Attainable, Realistic, Time bound