13- Lesson plan PLT for all levels of education.pptx

Lesson plan

1. LESSON PLAN Dr. NAZMA BIBI ASSISTANT PROFESSOR (EDUCATION) GOVERNMENT ISLAMIA GRADUATE COLLEGE (W ), LAHORE CANTT

2. Where are you now with Lesson Planning? Red= no understanding or very little of Lesson Plan Yellow= some understanding of Lesson Plan Green= I understand and can explain stages of Lesson Plan to others

3. Objective At the end of the session, you will be able to Define lesson plan Describe the importance of lesson plan Describe the principles of designing a lesson plan Outline of lesson plan process Prepare a lesson plan

4. LESSON PLAN The process of logically organizing the teaching activities for a course or program. A lesson plan is  the instructor's road map of what students need to learn and how it will be done effectively during the class time .  A  lesson plan  refers to a teacher’s plan for a particular lesson. 

5. LESSON PLAN A lesson plan in the words of Laster B. Stands “ is actually a plan of action . It ,therefore includes the working philosophy of the teacher , his information about and understanding of his pupils, his comprehension of the objectives of education, his knowledge of the material to be taught, and his ability to utilize effective material.”

6. Typically , a lesson plan is a document about one or two pages in length, split into different sections that describe what will happen during each day in the classroom. LESSON PLAN

7. Lesson Plans Lesson plan is a teaching outline of the important points of a lesson arranged in the order in which they are to be presented. These are teacher guides, be prepared with the textbooks, may include: objectives, points to be made, questions to be asked, reference to materials, assignments etc. The lesson plans is also called a blue print of a teaching/ training session, step by step.

8. LESSON PLANNING

9. LESSON PLAN

10. Before Preparing a Lesson Plan Check the objectives of the training session and the time available for the session (s). Determine the Expected Level of Competence (ELOC) to be achieved by the trainee for the objectives (s). ELOC depends on: The tasks assigned to the workers. The priorities of the tasks assigned to the worker. Safety element involved in each task. Some educators write the ELOC within the objective. Others prefer to define these separately. Both approaches serve the same purpose as long as it is done BEFORE the details of teaching learning activities are decided

11. WHAT TO CONSIDER WHEN WRITING A LESSON PLAN?

12. WHAT TO CONSIDER WHEN WRITING A LESSON PLAN? Know your students Know the content Know the instructional material Ability & interest levels Backgrounds Attention span Ability to work together in groups Prior knowledge & learning experiences Subject matter that you will be teaching Institutional guidelines National curriculum Standards Technology, Software, Audio/ visuals,Library resources, community resources, Local guests, Speakers etc.

13. Importance of Lesson Planning It gives a bird’s eye view of things to be taught and learned everyday Used as a guide for the teacher Gives a teacher a starting point They build on previous teaching and prepare for coming lessons Gives teacher a sense of security & direction It also gives insight into how a lesson will be taught .   It helps teachers to ensure about the day-to-day activities that go on in their classrooms

14. Importance of Lesson Planning Teaching and learning will be effective and efficient Aligns the instructional materials with the assessment. Aligns the assessment with the learning goal . Helps keep good classroom management When a lesson works well, students not only learn-they behave Classroom management+ well designed lesson= higher Achiever Students

15. Characteristics of a good lesson plan A good lesson plan Based upon previous knowledge Caters to the levels of students Uses motivational techniquues includes necessary materials Is student centered, flexible, interesting and activity based This is by providing a variety of activities and tasks in a lesson and a series of lessons, thereby helping students interact and process content differently.

16. Characteristics of a good lesson plan Includes evaluation process To this end, an effective lesson plan should not be only descriptive (describing what and how you should do things in your lesson) but also evaluative (indicating at the end of the day what worked and didn’t work in your class and why). Includes all the elements of lesson plan

17. PRINCIPLES OF DESIGNING A LESSON PLAN Gaining attention Informing the learners of the objectives Presenting the stimulus material Providing the learning guidance Eliciting the performance Provide feedback Assessing performance

18. FIVE LEVELS OF PLANNING Daily planning … (Teacher) 2. Weekly planning… (Teachers-individually as well as in groups) 3. Unit planning … (Teachers’ Group /Co – ordination) Term planning … Institution Yearly planning … Institution

19. Steps for Preparing a Lesson Plan Outline learning objectives The first step is to determine what you want students to learn and be able to do at the end of class. To help you specify your objectives for student learning, answer the following questions: What is the topic of the lesson? What do I want students to learn? What do I want them to understand and be able to do at the end of class? What do I want them to take away from this particular lesson?

20. Smart Rule of Objectives Objectives should also follow the SMART rule Specific Measurable Attainable Relevant Time bound

21. Is the objective  specific ? Is the objective  measurable ? Is the objective  attainable  by all students? Is the objective  relevant  to your class and students? Is the objective  time-based  to align with your syllabus? Smart Rule of Objectives

22. EDUCATIONAL OBJECTIVES Specify the new skills that the students will gain as a result of the lesson Focus on student’s (not teacher’s) attainment Determine the degree or criterion for satisfactory attainment of the objectives.

23. EDUCATIONAL OBJECTIVES …….are the learning outcomes of a lesson i.e. what the students should be able to know or do at the end of the lesson that they could not do at the beginning!

24. D e v e l o p t h e i n t r o d u ct i o n Develop a creative introduction to the topic to stimulate interest and encourage thinking. Consider the following questions when planning your introduction: How will I check whether students know anything about the topic or have any preconceived notions about it? What are some commonly held ideas (or possibly misconceptions) about this topic that students might be familiar with or might espouse? What will I do to introduce the topic?

25. Teaching Materials / Resources A. COURSE BOOKS B. SUPPLEMENTARY MATERIALS: 1. Teacher’s book 2. Work book

26. C. SUPPORTING MATERIAL: 1. Audio Materials 2. Visual materials 3. Audio-visual materials. 4. Multi media

27. Audio Visual Aids Supporting Materials TEACHERS PUPILS ENVIRONMENT MANUFACTURED VISUAL AIDS B/W BOARDS SMART BOARD FLASH PICTURES PICTURE WORD ADAPTABLE FLASH CARDS FLASH CARDS CARDS

28. P l a n t he spe c i f i c lea r n i ng a c t i v i t i es ( t he m a i n b o d y o f t he l ess o n) Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles . What will I do to explain the topic? What will I do to illustrate the topic in a different way? How can I engage students in the topic? What are some relevant real-life examples, analogies, or situations that can help students understand the topic? What will students need to do to help them understand the topic better?

29. P l a n t he spe c i f i c lea r n i ng a c t i v i t i es ( t he m a i n b o d y o f t he l ess o n) Examples: Read a poem as a class and lead a discussion about its symbolism using critical thinking questions students answer aloud (and list some thought-starter questions) Split into small groups to create posters that explain the water cycle Individually complete a worksheet to practice graphing linear equations. Check-in with students to see if they need assistance or have questions.

30. Plan to check for understanding Now that you have explained the topic and illustrated it with different examples, you need to check for student understanding – how will you know that students are learning? Think about specific questions you can ask students in order to check for understanding, write them down, and then paraphrase them so that you are prepared to ask the questions in different ways.

31. D e v e l o p a c o nc l us i o n a nd a p r e v i e w Go over the material covered in class by summarizing the main points of the lesson. Conclude the lesson not only by summarizing the main points, but also by previewing the next lesson

32. C r e a te a r e a l i st i c t i m e l i n e (how much time do students need to engage in a learning activity?) A realistic timeline will reflect your flexibility and readiness to adapt to the specific classroom environment . Here are some strategies for creating a realistic timeline: Estimate how much time each of the activities will take, then plan some extra time for each When you prepare your lesson plan, next to each activity indicate how much time you expect it will take Plan a few minutes at the end of class to answer any remaining questions and to sum up key points

33. Example C r e a te A R e a l i st i c T i m e l i n e 10 minutes Learning activity 1 15 minutes Learning activity 2 5 minutes Learning activity 3

34. Assessment (how will learning be measured?) Did the lesson meet its objectives? Teachers can find out by including some form of assessment – or a check for student understanding – into each lesson. If the objective was about understanding a concept, the teacher might ask students to complete an activity around explaining or using that concept.  Example In-class Assignment Quizzes Group presentations

35. Evaluation and reflection (how will you create a more successful lesson plan in the future?) Once the lesson is over, teachers can step back and take a few notes about both their observations during class and their own thoughts about the lesson. This component is all about continuous improvement, identifying gaps in learning and building stronger lessons in the future. Examples What worked well, what didn’t and why? What did students need the most help with? Were the objectives met by the students?

36. Outline of lesson planning process Review the context of the lesson Time Space Resources Students Define the objectives Plan the introduction (Story, emphasis etc )

37. Outline of lesson planning process Plan the learning strategies Analyze the skill components of the objectives Select a suitable teaching strategy Think of resources Divide the activities within and outside the lesson period Write out the lesson procedure sequence

38. Outline of lesson planning process Plan the summary Ask, review the main points, a handout Plan the follow up Handouts References Assignments Plan the assessment Observation of skill MCQs Project work

39. WRITING LESSON PLANS Methodology - Specify Timings of each of these steps: (40/80 minutes) Settling time Introduction Previous Knowledge Presentation – Brainstorming / Discussion / teacher’s Input Practice (Students output) – CW. Oral / Written Home Work Assessment – Test / worksheets

40. Sample Lesson Plan

41. NOTHING IS SO FATAL FOR A TEACHER AS UNPREPAREDNESS

42. Where are you now with Lesson Planning? Red= no understanding or very little of Lesson Plan Yellow= some understanding of Lesson Plan Green= I understand and can explain stages of Lesson Plan to others

43. Thank you for listening Any Question