Lesson plan

Lesson Plan Preparation

1. Becoming A Reflective Teacher Create a Learning environment & not merely a Teaching one

2. LESSON PLAN

3. TODAY’S OBJ Terminal Obj Get the students to know the importance of lesson planning & its mechanics – at the end of the session the trainers should be able to evolve macro & micro lesson plans to be an eff teacher

4. TODAY’S OBJS Learning Objs : By the end of the session the participants will be able to : Understand what is a plan Importance of lesson planning Contents of Macro & Micro lesson plans Explain the process of lesson planning Construct both micro and macro lesson plans Prepare a lesson plan as per the text book Demonstrate their understanding of the skills enhanced through the use of the lesson plans

5. What is a Lesson? A lesson is a learning experience for an indl or a gp and is acquired either through a structured interaction or by accident

6. MAHAJAN XX XX IB Sikar JHUNJHUNUN Churu RAJGARH CHIRAWA N K THANA Sandwa Ladnun Ankholiyan Tanvara Didwana Fatehpur CHHAPAR S SHAHR R GARH JASRASAR WHAT IS A PLAN?

7. A detailed proposal for doing or achieving something - Oxford A series of actions that you think about carefully to help you to achieve something - Macmillan A written account of intended future course of action (scheme) aimed at achieving specific goals or objs within a specific timeframe , with resources avl It explains what needs to be done, when, how and by whom

8. WHY PLAN? He who fails to plan, plans to Fail

9. WHO ARE YOU? “ He not busy being born is busy dying” Bob Dylan A Teacher ‘Guru’ – With the primary obj to skill enable students

10. 10 Instructor directs the learning situation

11. Why Think about Your Lesson? More cont - become empowered We gain “voice ” Classrooms become more democratic We see the “ideology” behind teaching Teaching becomes connective We see ourselves as “growing”

12. Why is lesson planning important ? Lesson plg means making decisions in adv about what to teach, how to teach and the time assignment of every teaching procedure Teaching plan is necessary for both novice and experienced teachers Prep does not guarantee successful lessons, walking into a classroom unprepared is often the beginning of a disastrous lesson Although the main teaching contents may be the same, the students, the time and the mood are all different.

13. A Great Lesson Students Content Classroom Teachers Other Delivery There ’ s A LOT to a lesson

14. PLAN TO Wk out what you want to do Wk out if you can achieve what you want Think about how you want to achieve what you want Wk out any extra sp you might need Iden areas to focus upon & have more cont Think about what you want to do if something doesn’t wk out Think about changes Plan to make changes successful

15. A GOOD PLAN SHOULD Be about what you want Incl all resources / sp needed Have only things that you agree with Help you to do what you want Incl big picture (goals/ Objs ) Incl things that will make your plan happen List resp Incl time frames Be flexible to adopt to changes Be easy for you and every one to understand Should be a written docu

16. 17 Planning Designs the learning experience

17. Principles for Good Lesson Planning Aim : Should be simple & clear. The teacher has to set & achieve the realistic goals of the lesson Variety: Incl various activities and materials to ensure high motivation and interest Flexibility: Adopt more teaching methods & techniques - do not restrict to just reading / disseminating the lesson / its contents

18. Principles for Good Lesson Planning Learnability : the planned contents & tasks should be within learning capability of students . doing things that are beyond or below the students’ coping ability will diminish their motivation (Schumann, 1999) Contents should be slightly higher than the present proficiency of the students Linkage: the teaching steps should be linked with each other. That is, there should be coherence.

19. Macro Planning vs. Micro Planning Macro planning - planning over a longer period of time. Planning for the entire subject / course Macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which teaching will takes place

20. Macro planning involves Knowing about the profession: Get to know what should be taught / practised in the course , what materials and teaching aids are available, and what methods and techniques can be used. Knowing about the institution: The teacher should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.

21. Knowing about the learners: Acquire information about the students’ age, service bracket, motivation , attitudes, interests, learning needs & other factors Knowing about the curriculum/syllabus: The teacher should be clear about the purposes, requirements and targets specified in the syllabus .

22. Knowing about the textbook: Know the textbook well in terms of methods of teaching, organization of learning contents, major topics, recommend teaching methodology, unit components and ways of assessment. Knowing about the objectives: Know what learners are expected to achieve and able to do after the course Macro planning provides a general guidance for teachers , but it is not enough for good teaching. Teachers need to plan each lesson in detail in order to teach effectively and confidently in the classroom.

23. Micro planning Micro planning - planning for a specific unit / lesson , which may last for a or two weeks / forty to fifty minutes respectively Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.

24. PRODUCING A STRUCTURED LESSON PLAN Irrespective of the topic a lesson plan must consist of:

25. CONSIDER What format or template to use? How detailed should be the plan?

26. SAMPLE TEMPLATE The samples are for guidance – we may mod it to suit the lesson

27. SAMPLE TEMPLATE Instructor Date Time Module Topic Location Learning Objs Subject / Content Time Teaching / Learning methods Teaching / Learning resources Introduction Body Summary

28. PRODUCING A STRUCTURED LESSON PLAN Irrespective of the topic a lesson plan must consist of:

29. LEARNING OBJS These are specific action statements like - what the learner should be able to do, think, say, etc – objs must be measurable These are not what the instructor would do to make this happen Eg – At the end of the module / lesson the student should be able to describe the functioning of hydraulic sys of T-90 / Power sup module of BFSR (SR), etc, (a performance obj )

30. PERFORMANCE OBJS These contain three elements Observable action / behaviour / performance The conditions The criteria / standard Observable Action – specify clearly an observable parameter, like to write, to calculate, to implement, to do, etc

31. PERFORMANCE OBJS Specified Conditions like able to drive on a mtn rd / replacement of assy during ni whether the trainee will be assisted by a co- dvr , have a check list, etc Whether a check list will be provided / the trainee has to make one, etc Criterion / Standard – drive at ni without crossing the centre line of rd more than twice in 5 km

32. PERFORMANCE OBJS Vital that these are measurable, else assessment of trg eff is very difficult to be est. Avoid vague objs like: Trainee should be able to think correctly (soft obj ) He should be happy at the end of the lesson (soft obj ) He should be able to replace a module (conditions & standard not addsd ) Remember what you cannot measure you cannot test / verify / validate

33. PERFORMANCE OBJS Performance objs to be appropriately structured & sequenced – what comes first list first & so on Objs listed should be indicative of progressive build up Should be able to start the veh Should have knowledge of gears & their changing Should be able to drive in day in plains with co- dvr Should be able to drive in day in plains without co- dvr Should be able to drive at ni in plains with co- dvr And so on

34. PERFORMANCE OBJS Set objs based on the reqmt for one or more of: Knowledge + Practice = Skill

35. SKILL DEVP Psycho motor skills – drive, open, fit, ect Intellectual skills Classifying – understand the concept, basic definitions, etc – how does a transistor / valve function Rule-using – how will the transistor / valve behave in a circuit Forecasting – needs higher skill than Rule-using, eg . Use of past failure data to assess likely defects that can occur Problem solving – diagnostics to link symptom to a defect

36. PRODUCING A STRUCTURED LESSON PLAN Irrespective of the topic a lesson plan must consist of:

37. LESSON CONTENT Content of the lesson is the knowledge to be imparted Simply knowing the subject, or how to do the task does not enable to teach eff Need to devp a structure / framework over which the knowledge is to be fitted Ensure content is logically org Iden key principles, concepts & models to be taught

38. LESSON CONTENT Sequence them from : Simple – Concrete – Complex – Abstract ; ensures eff learning Ensure a Beginning – Middle – End Beginning : outlines Obj of Session End : provides opportunity to Recap & Clarifications

39. PRODUCING A STRUCTURED LESSON PLAN Irrespective of the topic a lesson plan must consist of:

40. Has three stages METHOD OF INSTRUCTION Presentation Practice Production

41. The 3P’s model Presentation stage - the teacher introduces the topic Practice stage - the lesson moves from controlled practice to guided practice and further to practical exploitation of the content Production stage - students are encouraged to use what they have learned and practised to perform tasks . The focus is on meaning rather than accurate reproduction of content

42. Instructional Method Planned strategies to help learner to understand the concept & devp competencies Most used methods – Explanation & Demo To be eff these methods need to be sp by other methods that promote Interaction & Participation Ensure : Content facilitated by the adopted – task is best understood by demo & practice, whereas concepts need explanation & relation to physical world Method fits the maturity of the gp – Gde I & III need separate methods

43. PRODUCING A STRUCTURED LESSON PLAN Irrespective of the topic a lesson plan must consist of:

44. Teaching & Learning Resources Teaching aids & Learning resources – enhance rate of learning Eg – handouts, models, charts, CBTs, slides, etc Ensure: Trg area / classroom can accommodate the class str Seating arrangements to suit methods / activities

45. Seating Optoins

46. Learning Gp In case of a new batch find out: Age Experience Qualifications Gender (M / F or mix) Previous courses Str Any other relevant info

47. PRODUCING A STRUCTURED LESSON PLAN Irrespective of the topic a lesson plan must consist of:

48. ASSESSMENT Often understood as Grading / Allocating marks at the end of the session Rarely understood that it is vital for every class Assessment has to be a continuous to iden : What & how the students are learning Weak students & focus on them Feedback on pace of instr Use appropriate method of assessment

49. Lesson Plans not made Learning Objs either not enunciated / poorly written Timelines not allotted based on content No time planned for interaction Trg aids not planned Lesson assessment not connected with behavior indicated in the obj No activities planned to promote interaction Common mistakes in Lesson Plans

50. YOUR TIME