Effective Lesson Planning for effective teaching

Lesson Planning II

1. Lesson Planning
Presented By:
Peter Barkoun
[email protected]

2. To think in advance for doing
or achieving something.
What is a Plan?

3. What is a Plan?
It is a detailed proposal for doing or achieving
something.
A detailed proposal for doing or achieving something
which specifies the what, when, how and by whom.
There are three basic elements in a plan, viz: it deals
with the future, involves action and identifies who is to
implement the future action.

4. It helps in achieving
Objectives.
Why to Plan ??

5. What happened if you
Don’t Plan
Or
Plan Things
Wrong?
Do you know ??

6. Concept of Planning
A blue print for taking actions.
Planning is the process of predetermining future.
It is the process of setting goals and choosing the actions
to achieve those goals. It is looking ahead.
It is the process of bridging the gap between where we are
and where we want to be.
It attempts to define the future road map of organization

7. Lesson Plan
Lesson plan is a plan prepared by a teacher to
teach a lesson in an organized manner. It is
plan of action and should have understanding
on the teacher's part about the students,
knowledge and expertise about the topic being
taught and ability to use effective methods.

8. Lesson plan
An outline of a topic to be taught in a given period
which can take a variety of forms and be prepared on
a daily, weekly or monthly basis. It normally involves
defining specific learning objectives aligned with the
existing curriculum, selection of subject matter,
required materials and resources, the activities that
will take place as well as time and class management
notes, assessment methods, and the links between
previous and following lessons.

9. Lesson Plan
A lesson plan is a teacher’s detailed description of
the course of instruction or ‘learning trajectory’
for a lesson.

10. Lesson Plan
A lesson plan is the teacher’s guide for running
the particular lesson, and it includes the goal
(what the students are supposed to learn), how
the goal will be reached (the method, procedure)
and a way of measuring how well the goal was
reached (test, worksheets, and homework, etc.).

11. Functions Of Lesson Plan
Ensure a definite objective
Helps for adequate and appropriate use of
resources in an efficient way
 Keeps the teacher on track to ensure steady
progress for a definite outcome of teaching
Clarifies what, how, where and when to teach
Directs teaching –learning process and
procedure

12. Functions Of Lesson Plan
Review the subject matter
Helps for delimitations
Well planning increase interest of student
 Provides guidelines about classroom
instructions
Sensible framework for teacher
 Provides confidence, self reliance, ease and
freedom to teacher

13. Importance Of Lesson Plan
Provides guidelines both teacher and students
Helps to achieve definite objectives
Makes teaching systematic, economical
Provides confidence to face the class
Links new knowledge

14. Importance Of Lesson Plan
Prepares pivotal questions and illustrations
Evaluate lesson proceeds
Use a wider variety of teaching materials
Plan as per the availability and accessibility of
resource materials

15. Pre Requisites Of Lesson Plan
Knowledge and mastery of subject matter
Knowledge of student psychology
Knowledge of methods and techniques
Knowledge of aims
Knowledge about the student’s interests, traits
and abilities

16. Pre Requisites Of Lesson Plan
Teacher’s competence
Selection and organization of subject matter
-Learning activities
-Teaching activities
-Type of illustrative materials
-Assignments
-Evaluation
-References and bibliography

17. Characteristics Of Good Lesson Plan
Clearly written
Definite aim and objectives
Extension of existing knowledge
Simple and comprehensive
Flexible
Ensures active teaching
Division with essence of wholeness

18. Characteristics Of Good Lesson Plan
Individualized and customized
Feasibility and significance
Proceed from general to specific
Completeness
Inclusion of summary, recapitalization,
bibliography and student assignment

19. Need of Lesson Planning
Through lesson planning the subject is organized
properly.
 It keeps the teacher free from the faults of
thoughtless teaching.
It makes the proper atmosphere for learning process.
The teacher also gets a clear idea about when they
should start evaluation and when they should
proceed to the next lesson.

20. Need of Lesson Planning
Lesson plans helps in organized teaching and
saves time.
Lesson plans allow the teacher to apply
appropriate strategy.
Teacher will be more prepared and confident
while teaching the lesson.

21. Characteristics of Good Lesson Planning
•Lesson planning should be in a written form.
•In lesson planning, the general and important
objectives should be clearly defined.
•The lesson plan should relate to suitable teaching
method and its use.
•A continuity component reviews and reflects on
content from the previous lesson.
•Subject, time , class, average age of the students
should be mentioned in the lesson plan.

22. Characteristics of Good Lesson Planning
•Important examples should be included in lesson
planning.
•Inspirational or motivational methods should be
experimented in lesson planning.
•In lesson planning, the time for each topic
should appropriately be pre determined.
•In lesson planning, the techniques and
supportive materials of education like charts,
maps and other audio-visual materials and its
utilization should be written.

23. Approaches to Lesson Planning
Generally various approaches are used to
make a lesson plan. These approaches are
Herbartian approach, Unit approach,
Evaluation approach, and Project approach.
A brief description is provided:-

24. Herbartian Approach
Herbartian Approach 
is based on apperceptive
mass theory of learning. All the knowledge and
information is to be given from outside by the
teacher because the student is considered similar
to a clean slate. For the students, if an old
knowledge makes a base for new knowledge (his
previous knowledge or experiences), it may be
acquired easily and retained for a longer period.

25. Unit Approach of Morrison
Unit Approach of Morrison 
is based on unit
transaction and planning. The Morrison’s
lesson plan of teaching is cyclic; Morrison
has given five steps for his ‘cycle phase’ of
teaching:- Exploration, Presentation,
Assimilation, Organization, and Recitation.

26. Evaluation Approach of B.S. Bloom
Evaluation Approach of B.S. Bloom 
in evaluation
approach, education is objective centered not
content centered. The focus in this approach is on
objective based teaching and testing. It takes into
consideration the learning objectives and teaching
methods on the basis of the objectives and to assess
learning outcomes. Then, a decision can be taken
about objectives of learning are achieved or need to
provide the revision.

27. Project approach originated by
Dewey and W. H. Kilpatrick
Project approach originated by Dewey and W. H.
Kilpatrick
 stresses on group activity, social
activity, self activity, and related to real life
experiences. It is a pre-planned work completed
by a person or group in social condition. Due to
many reasons, it is not necessary that a lesson plan
made by a teacher will be successful at every place
and time. Many factors influence lesson planning
such as:

28. Cont.
Availability of teaching aids,
Strength of students in the Class.
Composition of the Class (Age wise).
School Location (Area wise)
The nature of the topic (Medium wise) etc.
The list is not enough, few other factors from own
experiences can be added.

29. Writing a lesson Plan
Many written lesson plans are used by practicing
teachers. A teacher needs some information about
the class, students and their background before to
attempt the lesson plan. In general, a Macro
Lesson plan is divided into many stages/steps. We
had introduced the approaches of lesson planning.
Now, one can write a macro lesson plan based on
different approaches.

30. Preparation of Lesson Planning

31. Herbartian Lesson Plan Model
Date…………………………..
Class…………..………………
Period…………………………
Subject………………..………
Lesson No. …………………...
Topic………….………………

32. Cont.
Objectives of the lesson
a) General Objectives
b) Specific Objectives
Material aids
Previous knowledge
Introduction
Statement of the aim
Presentation
Comprehensive question
Black-board summary
Application or Recapitulation
Home-work
References:

33. 1. General Objectives
These objectives are formulated by the teacher in
his subject keeping in view the entering behaviors
of the learners.
For example:
1. to develop the knowledge of grammar among
the students.

34. 2. Specific Objective
These objectives are formulated on the basis of
general objectives and considering the nature of
the topic and level of students. These are
specified in terms of knowledge, skill or
appreciation. These objectives are written in
behavioral terms.
For Example:
•Students will be able to recall the definition of noun.
•Students will be able to enumerate the examples of
noun.

35. 3. Teaching Aids
Audio-visual aids are selected according to the
proposed topic.

36. 4. Previous knowledge
Students’ previous knowledge is mentioned.
For example: Students are familiar with figure
of speech. They know that nouns are naming
words.

37. 5. Introduction
Here, the teacher employs his insight and
experiences for liking new knowledge with the
previous knowledge of the students. The topic
is not introduced directly but it is usually
emitted by the students’ responses by asking
introductory questions.

38. 6. Statement of Aim
The teacher gives his statement of teaching topic
by incorporating the students’ responses.
For Example: “Today, we will study about the
noun and its kinds”.

39. 7. Presentation
The teacher prepares the developing questions
after introducing the topic. The question are
arranged in logical sequence, i.e., from simple to
complex, considering the structure of the topic.

40. 8. Explanation
The teacher is supposed to explain the answers of
the given developing question. As whole of the
content-matter is in the question-answer form.

41. 9. Black Board Summary
The teacher has to prepare the black-board
summary of his teaching point and explanations.

42. 10. Review Questions
The purpose of these questions is to practice the
students’ learning and to evaluate their
performance whether they have comprehended
the teaching unit or not. These review questions
are asked only after rubbing the black-board
summary.
For example:
Q.1.What is the definition of Noun?
Q.2. Give some examples of Noun…..

43. 11. Home Assignments
At the end of the lesson plan, home assignment is
given to the students on the same teaching unit.
The purpose of home work is to practice, to
organize and to study the topic for better
understanding and retention.

44. Bloom’s or Evaluation Lesson Plan
Format
Subject: Date:
Unit: School:
Lesson: Class:
Duration:

45. Cont.
1.Specific Objectives:
2.Previous Knowledge:
3.Introduction:
4.Statement of the Topic/Aim:
5.Presentation:
6.Evaluation:
7.Home Work:
8.References:

46. Note:
The objectives are to be written in behavioral
terms.
The teaching activities are to be related to the
learning structures.
Black Board Summary should be developed as the
lesson progresses.

47. RCEM Lesson Plan Format
 Date:
Subject: School:
Unit: Class:
Topic/Lesson: Duration:

48. Cont.
1.Concepts :
2.Teaching Aids :
3.Previous Knowledge :
4.Introduction:
5.Statement of the Aim/Topic :
6.Presentation:
7.Black Board Summary:
8.Home Assignment:
9.References:

49. Note:
RCEM is Regional College of Education, Mysore.
Concepts are to be identified through content
analysis.
Black Board Summary to be developed as the
lesson progresses.

50. Characteristics of a Poor Lesson
A poor lesson is usually characterized by at
least one of the following faults:
Lack of logical presentation of material
The omission of important facts due to lack of
adequate knowledge of subject content.
Inaccurate facts taught or accepted as correct.
Poor timing of the lesson

51. Cont.
Lack of ability to motivate the class, resulting in
boredom and restlessness in the class.
Lack of interesting detail of illustrative aids.
Excessive corrections when the assignments or
written work of learners are being marked.