lesson planning by muhammad sohail ishaque
TRANSCRIPT
LESSONPLANNING
Muhammad Sohail Ishaque
At the end of this lesson trainees will:
Describe & Discuss the value of effective lesson planning
Formulate Instructional ObjectivesApply and Follow the all steps of
lesson planningPrepare effective lesson plans
OBJECTIVES
The mind is not a vessel to be filled, but a fire to
be ignited.
LESSON PLAN
A lesson plan is a detailed description of what the instructor will be teaching, and how the material will be taught.
A lesson plan is a Road Map “you cannot get there if you do not know where you are going.”
Yardstick for covering content of the
subject matter
A trendsetter for better teaching and
learning
A confidence developer to manage
unexpected crises
A motive developer
A guide for test construction
WHY IS LESSON PLAN NECESSARY ?
Provides sense of security and
confidence.
Saves times
Assures the use of more appropriate
examples and illustrations.
Considers needs of individual and
create interest in the class
WHY IS LESSON PLAN NECESSARY ?
Results in better continuity
Provides appropriate and effective means
of evaluation in terms of goals
Assures more flexibility
WHY IS LESSON PLAN NECESSARY ?
Pre-Instructional Phase
Interactive Phase
Post Instructional Phase
PHASES OF LESSON PLAN
DEMOGRAPHIC DETAIL
Topic
Subject
Resource person name
Class
Age group
Date
Allocated Time & Others
Which topic to be taught ? Or
Which concept to be imparted ?
۩(SUBJECT MATTER)
TITLE / TOPIC
Why will the topic be taught ?
Criteria of Instructional Objectives or ABCD of Instructional Objectives.
SMART Instructional Objectives are formulated with the help of Bloom’s Taxonomy.
INSTRUCTIONAL OBJECTIVES
1956American Educational Psychologist /
Taxonomy of Educational Objectives
Three domains
1. Cognitive (Knowledge)2. Affective (Values and Attitudes)3. Psychomotor (Skills)
BLOOM’s TAXONOMY
Involves knowledge and the development of
intellectual attitudes and skills.
COGNITIVE DOMAIN
COGNITIVE DOMAIN
Knowledge/Remembering
Understanding
Applying
Analysising
Evaluation
Creating
۩ Knowledge/Remembering is defined as the remembering of previously learned material.
۩ This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information.
۩ Learning outcomes: Knowledge represents the lowest level of learning outcomes in the cognitive domain.
KNOWLEDGE/REMEMBERING
Bloom’s Taxonomy
۩ Understanding is defined as the ability to grasp the meaning of material.
۩ This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects).
۩ These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.
COMPREHENSION/UNDERSTANDING
Bloom’s Taxonomy
۩ Applying refers to the ability to use learned material in new and concrete situations.
۩ This may include the application of such things as rules, methods, concepts, principles, laws, and theories.
۩ Learning outcomes in this area require a higher level of understanding than those under comprehension.
APPLICATION/APPLYING
Bloom’s Taxonomy
۩ Analyzing refers to the ability to break down material into its component parts so that its organizational structure may be understood. .
۩ This may include the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved.
۩ Learning outcomes here they represent an understanding of both the content and the structural form of the material.
ANALYSIS/ANALYSING
Bloom’s Taxonomy
۩ Evaluating is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose.
۩ The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them.
۩ Learning outcomes in this area contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.
EVALUATION/EVALUATING
Bloom’s Taxonomy
۩ Creating refers to the ability to put parts together to form a new whole.
۩ This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information).
۩ Learning outcomes in this area are the highest in the cognitive hierarchy because they stress creative behaviours, with major emphasis on the formulation of new patterns or structure.
SYNTHESIS/CREATING
Bloom’s Taxonomy
University of Cape Town http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
by John M. Kennedy T.http://commons.wikimedia.org/wiki/Image:Bloom%27s_Rose.png
Poor: To know about lesson plan.Better: The student will prepare correctly
lesson plan.
Poor: The student will gain knowledge of automated
chemistry tests.Better: The student will state the principle
for each automated chemistry test listed.
EXAMPLE(INSTRUCTIONAL OBJECTIVES)
Formulate SMART Instructional
Objectives by applying
Bloom's Taxonomy of your
Teaching Subject / Topic (at
least 10)
ACTIVITY
۩ Plan! Prepare! Relevant teaching aids
۩ Synchronize Teaching aids with Teaching Approach
MATERIALS/ TRAINING AIDS
Grab the attention of the studentsPROVIDES THE INTEREST/MOTIVATION
factorSet the tone for the lesson connected to
the objectiveA questionA storyA sayingAn activityA discussion starter
BE CREATIVE
INTRODUCTION/MOTIVATION/ WARM-UP/
Sets up a step-by-step plan.
Provides a quick review of previous learning.
Provides relevant activities to assist students in developing the new knowledge.
PRESENTATION
Restate all important points of the lecture for better retention.
Teacher/Instructor recaps the main points.
SUMMARY
Provide multiple learning activities in order to assess students comprehension.
Guided practice (teacher controlled)Use a variety of questioning strategies
to determine the level of understanding.
Oral question mat be put. Teacher made testIn-class or homework assignmentProject to apply the learning in
real-life situation
RECAPITULATION/EVALUATION
What went well in the lesson?What problems did I experience?Are there things I could have done
differently?How can I build on this lesson to make
future lessons successful?
REFLECTION
A teacher is one who brings us
tools and enables us to
use them.
Jean Toomer