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PSTMT > UNIT 3.3: LESSON PLANNING > Flashcards

UNIT 3.3: LESSON PLANNING Flashcards

1
Q

LESSON PLANNING:

A
  • Visualizing
  • Guidance
  • Managing
  • Decision making
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2
Q

Functions of Lesson Planning

To give an _______ of instruction

A

overview

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3
Q

Functions of Lesson Planning

To facilitate good __________ of instruction

A

management

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3
Q

Functions of Lesson Planning

To make learning __________

A

purposeful

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3
Q

Functions of Lesson Planning

To link instructional events with community ________

A

resources

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3
Q

Functions of Lesson Planning

To provide for _______ and ________

A

sequencing and pacing

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4
Q

Functions of Lesson Planning

To economize _____

A

time

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4
Q

Functions of Lesson Planning

To provide for a _____ of instructional activities

A

variety

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4
Q

Functions of Lesson Planning

To make learner’s success more ________

A

measurable

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4
Q

Functions of Lesson Planning

To create the ________ for a higher-level questioning

A

opportunity

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5
Q

Functions of Lesson Planning

To assist in ordering ________

A

supplies

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6
Q

Functions of Lesson Planning

To guide ____________

A

substitute teachers

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6
Q

Functions of Lesson Planning

To link _______ to teaching and learning

A

curriculum

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7
Q

Functions of Lesson Planning

To provide opportunities for an individual student or a group of students to benefit maximally from ________ in selected learning activities

A

participation

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8
Q

Lesson Planning Sequence

motivation

A

Assesing the learners needs

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8
Q

Functions of Lesson Planning

To provide ________ an opportunity to rehearse mentally
and on paper what will take place when they teach

A

teachers

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8
Q

Lesson Planning
Sequence

A
  1. Assesing the learners needs
  2. Starting the school goals
  3. Mapping the plan
  4. Giving Instruction
  5. Evaluating
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8
Q

Lesson Planning Sequence

Achievement level

A

Assesing the learners needs

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8
Q

Lesson Planning Sequence

Prior leaning

A

Assesing the learners needs

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8
Q

Lesson Planning Sequence

self-concept

A

Assesing the learners needs

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9
Q

Lesson Planning Sequence

intellegence level

A

Assesing the learners needs

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10
Q

Lesson Planning Sequence

reading comprehension

A

Assesing the learners needs

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11
Q

Lesson Planning Sequence

Unit

A

Mapping the plan

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12
Q

Lesson Planning Sequence

Daily

A

Mapping the plan

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13
Q

Lesson Planning Sequence

Methods

A

Giving Instruction

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14
Q

Lesson Planning Sequence

Materials

A

Giving Instruction

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15
Q

Lesson Planning Sequence

Grouping

A

Giving Instruction

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16
Q

Lesson Planning Sequence

Placement

A

Evaluating

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17
Q

Lesson Planning Sequence

Formative

A

Evaluating

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18
Q

Lesson Planning Sequence

Diagnostic

A

Evaluating

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19
Q

Lesson Planning Sequence

Summative

A

Evaluating

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19
Q

Phases of Lesson Planning

A
  1. Preplanning
  2. Active Planning
  3. Ongoing planning
  4. Post planning
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20
Q

Phases of Lesson Planning

Before Intructions

A
  • Preplanning
  • Active Planning
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21
Q

Phases of Lesson Planning

During instructions

A

Ongoing Planning

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22
Q

Phases of Lesson Planning

After instructions

A

Post planning

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23
Q

Phases of Lesson Planning

Activity: Mental plan

A

Preplanning

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24
Q

Phases of Lesson Planning

Gives purpose for learning

A

Preplanning

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25
Q

Phases of Lesson Planning

Provides Overview

A

Preplanning

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26
Q

Phases of Lesson Planning

Economize time

A

Preplanning

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27
Q

Phases of Lesson Planning

Reduces duplication

A

Preplanning

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28
Q

Phases of Lesson Planning

Ties to community events

A

Preplanning

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28
Q

Phases of Lesson Planning

Activity: Written Plan

A

Active Planning

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29
Q

Phases of Lesson Planning

Facilitates managements and instruction

A

Active Planning

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29
Q

Phases of Lesson Planning

Limits impact of instruction

A

Active Planning

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30
Q

Phases of Lesson Planning

Provides sequencing and pacing

A

Active Planning

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31
Q

Phases of Lesson Planning

Builds teaching repertoire

A

Active Planning

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32
Q

Phases of Lesson Planning

Activity: Tune Plan

A

Ongoing Planning

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33
Q

Phases of Lesson Planning

Aids sequencing and pacing

A

Ongoing Planning

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34
Q

Phases of Lesson Planning

Responds to learner needs

A

Ongoing Planning

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35
Q

Phases of Lesson Planning

Provides for re teaching

A

Ongoing Planning

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36
Q

Phases of Lesson Planning

Provides variety of instructional planning

A

Ongoing Planning

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37
Q

Phases of Lesson Planning

Facilitates higher level questions

A

Ongoing Planning

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38
Q

Phases of Lesson Planning

Activity: Evaluate Plan

A

Post planning

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39
Q

Phases of Lesson Planning

Measures students success

A

Post planning

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40
Q

Phases of Lesson Planning

Guides substitute

A

Post planning

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41
Q

Phases of Lesson Planning

Provides documentations

A

Post planning

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42
Q

Phases of Lesson Planning

Signals time to order supplies

A

Post planning

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43
Q

Gagne’s Nine Events of Instruction

A
  1. Gain Attention
  2. Inform Leaner of objectives
  3. Prior learning
  4. Present content
  5. Provide Guidance
  6. Practice
  7. Provide feedback
  8. Assess Performance
  9. Enhance Retention and transfer to the job
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44
Q

Components of a Lesson Plan

A
  1. Learning Outcomes
  2. Content
  3. Learning Activities
  4. Evaluation
  5. Resources and Materials
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45
Q

Components of a Lesson Plan

▪ Lectures

A

Learning Activities

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46
Q

Components of a Lesson Plan

▪ Practice and drill

A

Learning Activities

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47
Q

Components of a Lesson Plan

▪ Group activities

A

Learning Activities

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48
Q

Components of a Lesson Plan

▪ Role playing, simulations, dramatization

A

Learning Activities

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49
Q

Components of a Lesson Plan

▪ Research or writing projects

A

Learning Activities

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50
Q

Components of a Lesson Plan

▪ Experiments

A

Learning Activities

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51
Q

Components of a Lesson Planv

▪ Field trips

A

Learning Activities

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52
Q

Components of a Lesson Plan

▪ Review

A

Learning Activities

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53
Q

Components of a Lesson Plan

▪ Discussions

A

Learning Activities

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53
Q

Components of a Lesson Plan

▪ Reading a test

A

Learning Activities

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54
Q

Components of a Lesson Plan

▪ Viewing video

A

Learning Activities

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55
Q

Components of a Lesson Plan

▪ Listening audiotapes

A

Learning Activities

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56
Q

Components of a Lesson Plan

Two types of Evaluation

A
  • FORMATIVE
  • SUMMATIVE
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57
Q

Components of a Lesson Plan

▪ Demonstration, exhibits, debates

A

FORMATIVE

Evaluation

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58
Q

Components of a Lesson Plan

▪ Reviews, generalizations and summaries

A

FORMATIVE

Evaluation

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59
Q

Components of a Lesson Plan

▪ Reflection paper

A

FORMATIVE

Evaluation

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60
Q

Components of a Lesson Plan

▪ Quizzes, examination

A

SUMMATIVE

Evaluation

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61
Q

Components of a Lesson Plan

▪ Portfolio

A

SUMMATIVE

Evaluation

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62
Q

Components of a Lesson Plan

▪ Thesis

A

SUMMATIVE

Evaluation

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63
Q

Components of a Lesson Plan

▪ Written materials (textbooks)

A

Resources and Materials

64
Q

Components of a Lesson Plan

▪ Online sources (journal article)

A

Resources and Materials

65
Q

Components of a Lesson Plan

▪ Film

A

Resources and Materials

65
Q

Components of a Lesson Plan

▪ Audio-visual materials

A

Resources and Materials

66
Q

Components of a Lesson Plan

▪ Programmed and computer materials

A

Resources and Materials

67
Q

Components of a Lesson Plan

▪ Models, replicas, chart, globes, maps, specimen

A

Resources and Materials

68
Q

Types of Lesson Plan

A
  • Brief
  • Semi-detailed
  • Detailed
69
Q

Format of a Lesson Plan

A
  1. Learning Outcomes
  2. Subject Matter
  3. Materials / Equipment
  4. Topic Preparation
  5. Presentation Overview
  6. Topic Presentation
  7. Generalization
  8. Application
  9. Assignment
    10.Evaluation
70
Q

Format of a Lesson Plan

Statements that tell students what they will be able to do at the end of a period of time.

A

Learning outcomes

71
Q

Format of a Lesson Plan

Measurable and quite often observable

A

Learning outcomes

72
Q

Format of a Lesson Plan

Sharpen the focus on student learning

A

Learning outcomes

73
Q

Format of a Lesson Plan

state in clear terms what it is that your students should be able to do

A

Learning outcomes

73
Q

Format of a Lesson Plan

focus on student products, artifacts, or performances

A

Learning outcomes

73
Q

Format of a Lesson Plan

student-centered

A

Learning outcomes

74
Q

Format of a Lesson Plan

course expectations

A

Learning outcomes

74
Q

Format of a Lesson Plan

clarifies intention

LEARNING OBJECTIVES vs LEARNING OUTCOMES

A

Learning outcomes

74
Q

Format of a Lesson Plan

At the end of the topic, student should be able to…

LEARNING OBJECTIVES vs LEARNING OUTCOMES

A

Learning outcomes

74
Q

Format of a Lesson Plan

Focused on the learner and is performance-oriented

LEARNING OBJECTIVES vs LEARNING OUTCOMES

A

Learning outcomes

74
Q

Format of a Lesson Plan

Forms of Objectives

A
  • general objectives
  • Specific Learning Objectives
74
Q

Format of a Lesson Plan

can vary in form and nature

LEARNING OBJECTIVES vs LEARNING OUTCOMES

A

OBJECTIVES

74
Q

Learning outcomes

the teaching strategies you will use

The value of effective learning outcomes statements (teacher or learner)

A

For the teacher

74
Q

Learning outcomes

the content of teaching

The value of effective learning outcomes statements (teacher or learner)

A

For the teacher

74
Q

Learning outcomes

a solid framework to guide their studies and assist them to prepare for their assessment

The value of effective learning outcomes statements (teacher or learner)

A

For students

75
Q

Learning outcomes

the sorts of learning activities/tasks you set for your students appropriate
assessment tasks course evaluation.

The value of effective learning outcomes statements (teacher or learner)

A

For the teacher

76
Q

Learning outcomes

a point of articulation with graduate attributes at course and/or university level

The value of effective learning outcomes statements (teacher or learner)

A

For students

76
Q

Learning outcomes

From this, effective learning outcomes statements should:

A

▪ identify important learning requirements
▪ use clear language
▪ link to the generic and/or course graduate attributes
▪ be achievable and assessa

77
Q

Learning outcomes

Four kinds of Knowledge

A
  • Declarative Knowledge
  • Procedural Knowledge
  • Conditional Knowledge
  • Functional Knowledge
78
Q

Learning outcomes

Knowing what, or knowinf about - the content of knowledge

Four kinds of Knowledge

A

Declarative Knowledge

79
Q

Learning outcomes

Know how to do things

Four kinds of Knowledge

A

Procedural Knowledge

79
Q

Learning outcomes

Knowing when to do things

Four kinds of Knowledge

A

Conditional knowledge

79
Q

Learning outcomes

Knowing how to employ the other 3 types of knowledge to solve problems

Four kinds of Knowledge

A

Functional Knowledge

79
Q

Learning outcomes

making things developmental

Four kinds of Knowledge

A

Functional Knowledge

80
Q

Learning outcomes

DEPENDS ON:

How many to write for your unit?

A

▪ Range of learning intentions
▪ Length
▪ Particular discipline/course specific or generic graduate attributes

81
Q

Parts of the Lesson Structure

A
  • Motivation
  • Presentation
  • Activity
  • Application
  • Assignment
  • Evaluation
82
Q

Parts of the Lesson Structure

Catch attention of the students

A

Motivational Activity

83
Q

Parts of the Lesson Structure

Setting the tone for the class

A

Motivational Activity

84
Q

Parts of the Lesson Structure

Springboard

A

Motivational Activity

85
Q

Parts of the Lesson Structure

Activities to arouse motivation of the learners

A

Motivational Activity

86
Q

Lesson Structure: Presentation

_______ your content or topic

Organizing the Content

A

Plan

87
Q

Lesson Structure: Presentation

Organize your presentation in a form of a _______

Organizing the Content

A

story board

88
Q

Lesson Structure: Presentation

Allow for ______ and ______

Organizing the Content

A

pauses and “wait-time”.

89
Q

Lesson Structure: Presentation

________ is the pause after the instructor either asks a question or asks for questions.

Organizing the Content

A

Wait-time

90
Q

Lesson Structure: Presentation

______________ your presentation

Organizing the Content

A

Summarize/Generalize

91
Q

Effective Use of Lecture Presentation Software:

Keep the number of
slides to a ________

A

minimum

92
Q

Effective Use of Lecture Presentation Software:

Use _____ to enhance and illustrate the
presentation

A

slides

93
Q

Effective Use of Lecture Presentation Software:

Avoid using complex
_______

A
  • background
  • graph
94
Q

Effective Use of Lecture Presentation Software:

Choose appropriate text
______ and ________

A

font and size

95
Q

Effective Use of Lecture Presentation Software:

Try to avoid lectures which use only slides with _______

A

bullet points

96
Q

Effective Use of Lecture Presentation Software:

Consider the use of
__________

A

animations

97
Q

Effective Use of Lecture Presentation Software:

Import and use digitized ________, ______, or _______ material within the presentation

A

images,
sound or video

98
Q

Effective Use of Lecture Presentation Software:

Use _____
feature or use of
_______ function

A
  • active buttons
  • hyperlink
99
Q

Effective Use of Lecture Presentation Software:

Choose appropriate
________ to complement your lecture notes

A

graphics

99
Q

Using Visual Aids, such as PowerPoint Slides

Do not use _______ unless they serve a clear and important purpose

A

visual aids

100
Q

Using Visual Aids, such as PowerPoint Slides

Book and check out the presentation _______ in advance.

A

equipment

101
Q

Using Visual Aids, such as PowerPoint Slides

Talk to your ______ and not to the screen

A

audience

102
Q

Using Visual Aids, such as PowerPoint Slides

Use the visuals to enhance your presentation, not as a substitute for a _________.

A

verbal presentation

103
Q

Using Visual Aids, such as PowerPoint Slides

Use a _______, if necessary.

A

pointer

104
Q

Using Visual Aids, such as PowerPoint Slides

_______ the audio and the visual

A

Coordinate

105
Q

Using Visual Aids, such as PowerPoint Slides

Design your _____ with clarity and simplicity in mind

A

visuals

106
Q

Lesson Structure: Presentation

To strengthen your presentation skills, focus on improving
your skills in these three areas:

A
  • Verbal and Non-Verbal Communication
  • Effective Use of the Chalkboard and Visual-Aids
  • Effective Design and Meaningful Organization of Content
107
Q

Verbal and Non-Verbal Communication

Find out all you can about the _____ in which you will be presenting.

A

room

108
Q

Verbal and Non-Verbal Communication

Use the classroom as a ______

A

stage

109
Q

Verbal and Non-Verbal Communication

______ the tone, pitch, and speed of your speech

A

Modulate

109
Q

Verbal and Non-Verbal Communication

Verbal and Non-Verbal Communication______ loudly and clearly

A

Speak

110
Q

Verbal and Non-Verbal Communication

Use _______ and _________ to help you explain, emphasize, and communicate the material

A

gestures and facial expressions

110
Q

Verbal and Non-Verbal Communication

Develop a ______

A

teaching persona

111
Q

Verbal and Non-Verbal Communication

Show _________ and __________ for the topic

A

passion and enthusiasm

112
Q

Verbal and Non-Verbal Communication

Interact with and pay attention to your _______

A

audience

112
Q

Verbal and Non-Verbal Communication

Do not ____ your notes or slides

A

read

113
Q

Verbal and Non-Verbal Communication

Do not take yourself too _______

A

seriously

114
Q

Verbal and Non-Verbal Communication

Keep track of the _____

A

time

115
Q

Effective Use of the Chalkboard and Visual-Aids

Write ______ and ______ enough that your writing can be seen in the back of the room

A

legibly and big

116
Q

Effective Use of the Chalkboard and Visual-Aids

Think about the _______ of the material on the board.

A

organization

117
Q

Effective Use of the Chalkboard and Visual-Aids

Fill ____ board at a time, starting at the top of each board and writing down

A

one

118
Q

Effective Use of the Chalkboard and Visual-Aids

Do not ________ in words at the very bottom of the board or in the margins.

A

scrunch

119
Q

Effective Use of the Chalkboard and Visual-Aids

_________ or ________ major assumptions, conclusions, etc

A

Underline or mark

120
Q

Effective Use of the Chalkboard and Visual-Aids

Use _____ to emphasize points.

A

color

121
Q

Effective Use of the Chalkboard and Visual-Aids

_______ a board only when you have run out of room.

A

Erase

122
Q

Effective Use of the Chalkboard and Visual-Aids

If you find a _____ on a previous board, do not erase it.

A

mistake

123
Q

Organize the content __________

A

visually

123
Q

Effective Design and Meaningful Organization of Content

Use ______ or phrase

A

single words

123
Q

Effective Design and Meaningful Organization of Content

Choose a _____ that is easy to see.

A

font

123
Q

Effective Design and Meaningful Organization of Content

Keep the design ______.

A

simple

124
Q

Effective Design and Meaningful Organization of Content

Use __________ extracts, rom documents.

A

short quotes

125
Q

Effective Design and Meaningful Organization of Content

Assign a ____ for each visual.

A

title

126
Q

Effective Design and Meaningful Organization of Content

Use _______ lists.

A

summary

126
Q

Effective Design and Meaningful Organization of Content

Limit the number of ___ on each visual.

A

ideas

127
Q

Effective Design and Meaningful Organization of Content

Use ______ for emphasis and organization

A

color

128
Q

Effective Design and Meaningful Organization of Content

Design ______ and ______ that are simple and clear, with readily recognized symbols.

A

diagrams and tables

129
Q

Effective Design and Meaningful Organization of Content

Use __________ layout, not vertical (portrait).

A

horizontal (landscape)

130
Q

Planning Learning Activities

Basis for Selecting Learning Activities:

A
  • Learning outcomes
  • Maximize opportunities to achieve multiple goals
  • Student motivation
  • Principles of learning
  • Facilities, equipment, and Resources
130
Q

Lesson Structure: Teaching Learning Activities

Teacher uses different activities
as a vehicle to translate the
knowledge, values and skills into
______ that could be applied in
their lives outside the school

A

learning

131
Q

Criteria in Selecting Learning Activities

Relate to ____ curriculum

A

large

131
Q

Criteria in Selecting Learning Activities

Be _________

A

scaffolded

131
Q

Criteria in Selecting Learning Activities

Put students in touch with a powerful idea or form of ____

A

perception

132
Q

Criteria in Selecting Learning Activities

Challenge ________

A

students

132
Q

Criteria in Selecting Learning Activities

Allow for _________

A

individualism

133
Q

Criteria in Selecting Learning Activities

Fit within existing __________

A

constraints

133
Q

Criteria in Selecting Learning Activities

Contribute to the quality of life ________ of school

A

outside

133
Q

Criteria in Selecting Learning Activities

Offer multiple _______ on a topic, issue, or problem

A

perspectives

134
Q

Criteria in Selecting Learning Activities

Provoke emotional, physical, and intellectual ________

A

responses

134
Q

Criteria in Selecting Learning Activities

Help students make ________

A

connections

135
Q

Criteria in Selecting Learning Activities

Allow students to choose, design, revise, carry out, and evaluate the _____

A

activity

136
Q

Criteria in Selecting Learning Activities

Contribute to multiple ______ and _________

A

goals and outcomes

136
Q

Criteria in Selecting Learning Activities

Offer students many ways to construct _______

A

knowledge

137
Q

Lesson Structure

An activity done outside the classroom /at
home

A

Assignment

138
Q

Lesson Structure: Assignment

The activity should help attain the day’s lesson
_______

A

objective

139
Q

Lesson Structure: Assignment

It should be ___________ and ______ (with provision for remedial, reinforcement and
enrichment activities)

A

interesting and differentiated

140
Q

Lesson Structure

Determines whether the learning outcomes are
met and achieved

A

Assessment

141
Q

Characteristics of a Good Lesson Plan

SMART

A
  • Specific
  • Measurable
  • Attainable
  • Realistic
  • Time bound
142
Q

Learning outcomes are focused not only on the learning of
knowledge, skills but also on right ________ and _______

A

values and attitudes

143
Q

Contains appropriate _________

A

materials

144
Q

Shows a systematic _________ of the lesson

A

development

145
Q

Make possible _______ of the learners

A

participation

146
Q

Provides for varied _____ to cater to learner’s different learning styles and multiple intelligences

A

activities

147
Q

Provides for _________ knowledge and skills to be learned

A

drills/exercises/activities

148
Q

The evaluation activity matches with the __________

A

learning outcomes

149
Q

Gives clear reasonable _________ that matches with the objectives

A

assignment

150
Q

Present lesson within the _______ of the students to learn

A

capacity

PSTMT (13 decks)

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