UNIT 3.3: LESSON PLANNING Flashcards
LESSON PLANNING:
- Visualizing
- Guidance
- Managing
- Decision making
Functions of Lesson Planning
To give an _______ of instruction
overview
Functions of Lesson Planning
To facilitate good __________ of instruction
management
Functions of Lesson Planning
To make learning __________
purposeful
Functions of Lesson Planning
To link instructional events with community ________
resources
Functions of Lesson Planning
To provide for _______ and ________
sequencing and pacing
Functions of Lesson Planning
To economize _____
time
Functions of Lesson Planning
To provide for a _____ of instructional activities
variety
Functions of Lesson Planning
To make learner’s success more ________
measurable
Functions of Lesson Planning
To create the ________ for a higher-level questioning
opportunity
Functions of Lesson Planning
To assist in ordering ________
supplies
Functions of Lesson Planning
To guide ____________
substitute teachers
Functions of Lesson Planning
To link _______ to teaching and learning
curriculum
Functions of Lesson Planning
To provide opportunities for an individual student or a group of students to benefit maximally from ________ in selected learning activities
participation
Lesson Planning Sequence
motivation
Assesing the learners needs
Functions of Lesson Planning
To provide ________ an opportunity to rehearse mentally
and on paper what will take place when they teach
teachers
Lesson Planning
Sequence
- Assesing the learners needs
- Starting the school goals
- Mapping the plan
- Giving Instruction
- Evaluating
Lesson Planning Sequence
Achievement level
Assesing the learners needs
Lesson Planning Sequence
Prior leaning
Assesing the learners needs
Lesson Planning Sequence
self-concept
Assesing the learners needs
Lesson Planning Sequence
intellegence level
Assesing the learners needs
Lesson Planning Sequence
reading comprehension
Assesing the learners needs
Lesson Planning Sequence
Unit
Mapping the plan
Lesson Planning Sequence
Daily
Mapping the plan
Lesson Planning Sequence
Methods
Giving Instruction
Lesson Planning Sequence
Materials
Giving Instruction
Lesson Planning Sequence
Grouping
Giving Instruction
Lesson Planning Sequence
Placement
Evaluating
Lesson Planning Sequence
Formative
Evaluating
Lesson Planning Sequence
Diagnostic
Evaluating
Lesson Planning Sequence
Summative
Evaluating
Phases of Lesson Planning
- Preplanning
- Active Planning
- Ongoing planning
- Post planning
Phases of Lesson Planning
Before Intructions
- Preplanning
- Active Planning
Phases of Lesson Planning
During instructions
Ongoing Planning
Phases of Lesson Planning
After instructions
Post planning
Phases of Lesson Planning
Activity: Mental plan
Preplanning
Phases of Lesson Planning
Gives purpose for learning
Preplanning
Phases of Lesson Planning
Provides Overview
Preplanning
Phases of Lesson Planning
Economize time
Preplanning
Phases of Lesson Planning
Reduces duplication
Preplanning
Phases of Lesson Planning
Ties to community events
Preplanning
Phases of Lesson Planning
Activity: Written Plan
Active Planning
Phases of Lesson Planning
Facilitates managements and instruction
Active Planning
Phases of Lesson Planning
Limits impact of instruction
Active Planning
Phases of Lesson Planning
Provides sequencing and pacing
Active Planning
Phases of Lesson Planning
Builds teaching repertoire
Active Planning
Phases of Lesson Planning
Activity: Tune Plan
Ongoing Planning
Phases of Lesson Planning
Aids sequencing and pacing
Ongoing Planning
Phases of Lesson Planning
Responds to learner needs
Ongoing Planning
Phases of Lesson Planning
Provides for re teaching
Ongoing Planning
Phases of Lesson Planning
Provides variety of instructional planning
Ongoing Planning
Phases of Lesson Planning
Facilitates higher level questions
Ongoing Planning
Phases of Lesson Planning
Activity: Evaluate Plan
Post planning
Phases of Lesson Planning
Measures students success
Post planning
Phases of Lesson Planning
Guides substitute
Post planning
Phases of Lesson Planning
Provides documentations
Post planning
Phases of Lesson Planning
Signals time to order supplies
Post planning
Gagne’s Nine Events of Instruction
- Gain Attention
- Inform Leaner of objectives
- Prior learning
- Present content
- Provide Guidance
- Practice
- Provide feedback
- Assess Performance
- Enhance Retention and transfer to the job
Components of a Lesson Plan
- Learning Outcomes
- Content
- Learning Activities
- Evaluation
- Resources and Materials
Components of a Lesson Plan
▪ Lectures
Learning Activities
Components of a Lesson Plan
▪ Practice and drill
Learning Activities
Components of a Lesson Plan
▪ Group activities
Learning Activities
Components of a Lesson Plan
▪ Role playing, simulations, dramatization
Learning Activities
Components of a Lesson Plan
▪ Research or writing projects
Learning Activities
Components of a Lesson Plan
▪ Experiments
Learning Activities
Components of a Lesson Planv
▪ Field trips
Learning Activities
Components of a Lesson Plan
▪ Review
Learning Activities
Components of a Lesson Plan
▪ Discussions
Learning Activities
Components of a Lesson Plan
▪ Reading a test
Learning Activities
Components of a Lesson Plan
▪ Viewing video
Learning Activities
Components of a Lesson Plan
▪ Listening audiotapes
Learning Activities
Components of a Lesson Plan
Two types of Evaluation
- FORMATIVE
- SUMMATIVE
Components of a Lesson Plan
▪ Demonstration, exhibits, debates
FORMATIVE
Evaluation
Components of a Lesson Plan
▪ Reviews, generalizations and summaries
FORMATIVE
Evaluation
Components of a Lesson Plan
▪ Reflection paper
FORMATIVE
Evaluation
Components of a Lesson Plan
▪ Quizzes, examination
SUMMATIVE
Evaluation
Components of a Lesson Plan
▪ Portfolio
SUMMATIVE
Evaluation
Components of a Lesson Plan
▪ Thesis
SUMMATIVE
Evaluation
Components of a Lesson Plan
▪ Written materials (textbooks)
Resources and Materials
Components of a Lesson Plan
▪ Online sources (journal article)
Resources and Materials
Components of a Lesson Plan
▪ Film
Resources and Materials
Components of a Lesson Plan
▪ Audio-visual materials
Resources and Materials
Components of a Lesson Plan
▪ Programmed and computer materials
Resources and Materials
Components of a Lesson Plan
▪ Models, replicas, chart, globes, maps, specimen
Resources and Materials
Types of Lesson Plan
- Brief
- Semi-detailed
- Detailed
Format of a Lesson Plan
- Learning Outcomes
- Subject Matter
- Materials / Equipment
- Topic Preparation
- Presentation Overview
- Topic Presentation
- Generalization
- Application
- Assignment
10.Evaluation
Format of a Lesson Plan
Statements that tell students what they will be able to do at the end of a period of time.
Learning outcomes
Format of a Lesson Plan
Measurable and quite often observable
Learning outcomes
Format of a Lesson Plan
Sharpen the focus on student learning
Learning outcomes
Format of a Lesson Plan
state in clear terms what it is that your students should be able to do
Learning outcomes
Format of a Lesson Plan
focus on student products, artifacts, or performances
Learning outcomes
Format of a Lesson Plan
student-centered
Learning outcomes
Format of a Lesson Plan
course expectations
Learning outcomes
Format of a Lesson Plan
clarifies intention
LEARNING OBJECTIVES vs LEARNING OUTCOMES
Learning outcomes
Format of a Lesson Plan
At the end of the topic, student should be able to…
LEARNING OBJECTIVES vs LEARNING OUTCOMES
Learning outcomes
Format of a Lesson Plan
Focused on the learner and is performance-oriented
LEARNING OBJECTIVES vs LEARNING OUTCOMES
Learning outcomes
Format of a Lesson Plan
Forms of Objectives
- general objectives
- Specific Learning Objectives
Format of a Lesson Plan
can vary in form and nature
LEARNING OBJECTIVES vs LEARNING OUTCOMES
OBJECTIVES
Learning outcomes
the teaching strategies you will use
The value of effective learning outcomes statements (teacher or learner)
For the teacher
Learning outcomes
the content of teaching
The value of effective learning outcomes statements (teacher or learner)
For the teacher
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)
For students
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)
For the teacher
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)
For students
Learning outcomes
From this, effective learning outcomes statements should:
▪ identify important learning requirements
▪ use clear language
▪ link to the generic and/or course graduate attributes
▪ be achievable and assessa
Learning outcomes
Four kinds of Knowledge
- Declarative Knowledge
- Procedural Knowledge
- Conditional Knowledge
- Functional Knowledge
Learning outcomes
Knowing what, or knowinf about - the content of knowledge
Four kinds of Knowledge
Declarative Knowledge
Learning outcomes
Know how to do things
Four kinds of Knowledge
Procedural Knowledge
Learning outcomes
Knowing when to do things
Four kinds of Knowledge
Conditional knowledge
Learning outcomes
Knowing how to employ the other 3 types of knowledge to solve problems
Four kinds of Knowledge
Functional Knowledge
Learning outcomes
making things developmental
Four kinds of Knowledge
Functional Knowledge
Learning outcomes
DEPENDS ON:
How many to write for your unit?
▪ Range of learning intentions
▪ Length
▪ Particular discipline/course specific or generic graduate attributes
Parts of the Lesson Structure
- Motivation
- Presentation
- Activity
- Application
- Assignment
- Evaluation
Parts of the Lesson Structure
Catch attention of the students
Motivational Activity
Parts of the Lesson Structure
Setting the tone for the class
Motivational Activity
Parts of the Lesson Structure
Springboard
Motivational Activity
Parts of the Lesson Structure
Activities to arouse motivation of the learners
Motivational Activity
Lesson Structure: Presentation
_______ your content or topic
Organizing the Content
Plan
Lesson Structure: Presentation
Organize your presentation in a form of a _______
Organizing the Content
story board
Lesson Structure: Presentation
Allow for ______ and ______
Organizing the Content
pauses and “wait-time”.
Lesson Structure: Presentation
________ is the pause after the instructor either asks a question or asks for questions.
Organizing the Content
Wait-time
Lesson Structure: Presentation
______________ your presentation
Organizing the Content
Summarize/Generalize
Effective Use of Lecture Presentation Software:
Keep the number of
slides to a ________
minimum
Effective Use of Lecture Presentation Software:
Use _____ to enhance and illustrate the
presentation
slides
Effective Use of Lecture Presentation Software:
Avoid using complex
_______
- background
- graph
Effective Use of Lecture Presentation Software:
Choose appropriate text
______ and ________
font and size
Effective Use of Lecture Presentation Software:
Try to avoid lectures which use only slides with _______
bullet points
Effective Use of Lecture Presentation Software:
Consider the use of
__________
animations
Effective Use of Lecture Presentation Software:
Import and use digitized ________, ______, or _______ material within the presentation
images,
sound or video
Effective Use of Lecture Presentation Software:
Use _____
feature or use of
_______ function
- active buttons
- hyperlink
Effective Use of Lecture Presentation Software:
Choose appropriate
________ to complement your lecture notes
graphics
Using Visual Aids, such as PowerPoint Slides
Do not use _______ unless they serve a clear and important purpose
visual aids
Using Visual Aids, such as PowerPoint Slides
Book and check out the presentation _______ in advance.
equipment
Using Visual Aids, such as PowerPoint Slides
Talk to your ______ and not to the screen
audience
Using Visual Aids, such as PowerPoint Slides
Use the visuals to enhance your presentation, not as a substitute for a _________.
verbal presentation
Using Visual Aids, such as PowerPoint Slides
Use a _______, if necessary.
pointer
Using Visual Aids, such as PowerPoint Slides
_______ the audio and the visual
Coordinate
Using Visual Aids, such as PowerPoint Slides
Design your _____ with clarity and simplicity in mind
visuals
Lesson Structure: Presentation
To strengthen your presentation skills, focus on improving
your skills in these three areas:
- Verbal and Non-Verbal Communication
- Effective Use of the Chalkboard and Visual-Aids
- Effective Design and Meaningful Organization of Content
Verbal and Non-Verbal Communication
Find out all you can about the _____ in which you will be presenting.
room
Verbal and Non-Verbal Communication
Use the classroom as a ______
stage
Verbal and Non-Verbal Communication
______ the tone, pitch, and speed of your speech
Modulate
Verbal and Non-Verbal Communication
Verbal and Non-Verbal Communication______ loudly and clearly
Speak
Verbal and Non-Verbal Communication
Use _______ and _________ to help you explain, emphasize, and communicate the material
gestures and facial expressions
Verbal and Non-Verbal Communication
Develop a ______
teaching persona
Verbal and Non-Verbal Communication
Show _________ and __________ for the topic
passion and enthusiasm
Verbal and Non-Verbal Communication
Interact with and pay attention to your _______
audience
Verbal and Non-Verbal Communication
Do not ____ your notes or slides
read
Verbal and Non-Verbal Communication
Do not take yourself too _______
seriously
Verbal and Non-Verbal Communication
Keep track of the _____
time
Effective Use of the Chalkboard and Visual-Aids
Write ______ and ______ enough that your writing can be seen in the back of the room
legibly and big
Effective Use of the Chalkboard and Visual-Aids
Think about the _______ of the material on the board.
organization
Effective Use of the Chalkboard and Visual-Aids
Fill ____ board at a time, starting at the top of each board and writing down
one
Effective Use of the Chalkboard and Visual-Aids
Do not ________ in words at the very bottom of the board or in the margins.
scrunch
Effective Use of the Chalkboard and Visual-Aids
_________ or ________ major assumptions, conclusions, etc
Underline or mark
Effective Use of the Chalkboard and Visual-Aids
Use _____ to emphasize points.
color
Effective Use of the Chalkboard and Visual-Aids
_______ a board only when you have run out of room.
Erase
Effective Use of the Chalkboard and Visual-Aids
If you find a _____ on a previous board, do not erase it.
mistake
Organize the content __________
visually
Effective Design and Meaningful Organization of Content
Use ______ or phrase
single words
Effective Design and Meaningful Organization of Content
Choose a _____ that is easy to see.
font
Effective Design and Meaningful Organization of Content
Keep the design ______.
simple
Effective Design and Meaningful Organization of Content
Use __________ extracts, rom documents.
short quotes
Effective Design and Meaningful Organization of Content
Assign a ____ for each visual.
title
Effective Design and Meaningful Organization of Content
Use _______ lists.
summary
Effective Design and Meaningful Organization of Content
Limit the number of ___ on each visual.
ideas
Effective Design and Meaningful Organization of Content
Use ______ for emphasis and organization
color
Effective Design and Meaningful Organization of Content
Design ______ and ______ that are simple and clear, with readily recognized symbols.
diagrams and tables
Effective Design and Meaningful Organization of Content
Use __________ layout, not vertical (portrait).
horizontal (landscape)
Planning Learning Activities
Basis for Selecting Learning Activities:
- Learning outcomes
- Maximize opportunities to achieve multiple goals
- Student motivation
- Principles of learning
- Facilities, equipment, and Resources
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
learning
Criteria in Selecting Learning Activities
Relate to ____ curriculum
large
Criteria in Selecting Learning Activities
Be _________
scaffolded
Criteria in Selecting Learning Activities
Put students in touch with a powerful idea or form of ____
perception
Criteria in Selecting Learning Activities
Challenge ________
students
Criteria in Selecting Learning Activities
Allow for _________
individualism
Criteria in Selecting Learning Activities
Fit within existing __________
constraints
Criteria in Selecting Learning Activities
Contribute to the quality of life ________ of school
outside
Criteria in Selecting Learning Activities
Offer multiple _______ on a topic, issue, or problem
perspectives
Criteria in Selecting Learning Activities
Provoke emotional, physical, and intellectual ________
responses
Criteria in Selecting Learning Activities
Help students make ________
connections
Criteria in Selecting Learning Activities
Allow students to choose, design, revise, carry out, and evaluate the _____
activity
Criteria in Selecting Learning Activities
Contribute to multiple ______ and _________
goals and outcomes
Criteria in Selecting Learning Activities
Offer students many ways to construct _______
knowledge
Lesson Structure
An activity done outside the classroom /at
home
Assignment
Lesson Structure: Assignment
The activity should help attain the day’s lesson
_______
objective
Lesson Structure: Assignment
It should be ___________ and ______ (with provision for remedial, reinforcement and
enrichment activities)
interesting and differentiated
Lesson Structure
Determines whether the learning outcomes are
met and achieved
Assessment
Characteristics of a Good Lesson Plan
SMART
- Specific
- Measurable
- Attainable
- Realistic
- Time bound
Learning outcomes are focused not only on the learning of
knowledge, skills but also on right ________ and _______
values and attitudes
Contains appropriate _________
materials
Shows a systematic _________ of the lesson
development
Make possible _______ of the learners
participation
Provides for varied _____ to cater to learner’s different learning styles and multiple intelligences
activities
Provides for _________ knowledge and skills to be learned
drills/exercises/activities
The evaluation activity matches with the __________
learning outcomes
Gives clear reasonable _________ that matches with the objectives
assignment
Present lesson within the _______ of the students to learn
capacity
