lesson planning Flashcards
defined as visualizing, guidance, managing, and decision making
lesson planning
Ability to visualize the future classroom events
visualizing
Provides the type of roadmap or guide that assists in creating a flow of events that has a starting and endpoint
guidance
Way of managing time and events
managing
Allows one to make decisions, about the how’s and what’s of teaching
decision-making
primary considerations of lesson planning
The student’s prior learning experiences
The content derived from curriculum guides, textbooks, and teacher-developed materials
The context and conditions on which the instruction will take place
functions of lesson planning
to give an overview of instruction
To facilitate good management of instruction
To make learning purposeful
To link instructional events with community resources
To provide for sequencing and pacing
To economize time
To provide for sequencing and pacing
To economize time
To provide for a variety of instructional activities
To make learner’s success more measurable
to create the opportunity for a higher-level questioning
To assist in ordering supplies
To guide substitute teachers
To provide opportunities for an individual student or a group of students to benefit maximally from participation in selected learning activities
To link curriculum to teaching and learning
To provide teachers an opportunity to rehearse mentally and on paper what will take place when they teach
learn planning sequence
assessing the learners’ needs
stating the school goals
mapping the plan
giving instructions
evaluating
phases of lesson planning
preplanning
active preplanning
ongoing planning
post planning
Activity: mental planning
preplanning
Gives purpose for learning
preplanning
Provides overview
preplanning
Economizes time
preplanning
Reduced duplication
preplanning
Ties to community events
preplanning
Activity: written plan
active preplanning
Facilitates managements and instruction
active preplanning
Limits impact of instruction
active preplanning
Provides sequencing and pacing
active preplanning
Builds teaching repertoire
active preplanning
Activity: evaluate plan
post planning
Measures students success
post planning
Guides substitute
post planning
Provides documentation
post planning
Signals time to order supplies
post planning
gagne’s nine events of instruction
Gain attention
Inform learner of objectives
Prior learning
Present content
Provide guidance
Practice
Provide feedback
Assess performance
Enhance retention and transfer to the job
writing a lesson plan
Place the materials needed by the teacher to fulfill all activities mentioned and achieve learning outcomes.
characteristics of a good lesson plan
Specific
Measurable
Attainable
Realistic
Time bound
Learning outcomes are focused not only on the learning of __ and __ but also on __ and __
knowledge, skills, right values, attitudes
components of a lesson plan
learning outcomes
content
sample learning activities
sample evaluation (fa/sa)
resources & materials
Outcomes that should be attained at the end of instruction
learning outcomes
types of lesson plan
brief
semi-detailed
detailed
Statements that tell students what they will be able to do at the end of a period of time.
learning outcomes
Measurable and quite often observable
learning outcomes
t/f
lesson plan sharpens the focus on student learning
t
State in clear terms what it is that your students should be able to do
learning outcomes
student-centered
learning outcomes
A stated expectation of what someone would have learning, while outcomes are what learners are expected to know and be able to do
learning outcome
Statements can vary in form and nature; can range from general curriculum objectives into more specific learning objectives and to even more specific behavioral objectives
objectives
May be expressed as intentions on the part of the lecturer
objectives
Statement that has the most power in informing teaching and learning; clarifies intention
outcomes
Squarely focused on the learner and is performance-oriented, beginning with an action verb signaling the desired level of performance
outcomes
Unambiguous statement of what the learner is expected to achieve ad how he/she is expected to demonstrate that achievement
outcomes
An effective set of __ statements informs and guides both the teachers and the students
learning outcomes
t/f
effective learning outcomes should identify important learning requirements such as the content of learning – the range and type of knowledge, skills, and values required
t
effective learning outcomes should
Identify important learning requirements such as 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 statements of achievement such as level of understanding required
Identify the content of unit topic according to type of knowledge.
four different kinds of knowledge (biggs, 1999)
declarative
procedural
conditional
functioning
Knowing what / knowing about; content
declarative knowledge
Knowing how to do things
procedural
Knowing when to do things
conditional
Knowing how to employ the first three to solve problems and function as an effective professional
functioning
key points in writing learning outcomes statements
Consider the student’s perspective
Start your learning outcome with an action verb
Try to keep to one discrete learning outcome per statement, unless closely related
Focus only on what’s important; avoid the trivial
Should be general enough to capture important learning, but clear and specific enough to be measurable or assessable
constructing learning outcomes
Use a single, clear action verb for each learning outcome
Do not use vague terms
Write in short sentences to maintain clarity
Should relate to program learning outcomes
Should be observable and measurable
Clear link between learning outcomes and assessment
Can reasonable be accomplished
Nonetheless as a reference for a single semester class, approximately __ statements in the unit outline may be appropriate
4-6
lesson structure
motivation
presentation
motivation
Motivational activity
Catch attention of the students
Setting the tone for the class
Activities to arouse motivation of the learners
presentation
Presentation of overview
Topic presentation
Generalization
Organizing the content
effective presentation
Keep the number of slides to a minimum
Use slides to enhance and illustrate the presentation
Avoid using complex background
Do not use complex graph
Choose appropriate text font and text size
Try to avoid lectures which use only slides with bullet points
Consider the use of animations
Import and use digitized images, sound or video material within the presentation
Use active buttons feature or use of hyperlink function
Choose appropriate graphics to complement your lecture notes
t/f
we may use visual aids even unnecessary
f (should serve as clear and important purpose)
Use the __ to enhance your presentation, not as a substitute for a verbal presentation.
visual aids
to strengthen your presentation skills, focus on improving your skills in these 3 areas:
verbal & nonverbal communication
effective use of the chalkboard and visual aids
effective design and meaningful organization of content
Real life situation or within the experience of the learners are incorporated
teaching-learning activities
basis for learning activities
learning outcomes
maximize opportunities to achieve multiple goals
student motication
principles of learning facilities, equipment, resources
An activity done outside the classroom / at home to:
assignment
The activity should help attain the day’s lesson objective. It should be interesting and differentiated (with provision for remedial, reinforcement and enrichment activities
assignment
Determines whether the learning outcomes are met and achieved
assessment
