Lesson Planning: Mapping a Clear Route to Learning
Introduction
1.
A quality teacher always marks a positive impression on his students’ learning. He owns
an aura that combines mind, body and heart. He learns by himself, teaches others with
commitment, and reflects upon his teaching practice. He teaches through a good understanding
of context, content, purpose, students, procedures and ability to organize a broad array of
techniques to meet learning needs. He sets high expectations and supports students in
achieving them. He creates an environment conducive to learning, and leverage available
resources outside as well as inside the classroom.
2.
Recent studies identified very strong association between teaching quality and student
achievement. Teachers teach students in an organized setting, and learners learn lessons as
opportunity offered to them. Thus, lesson planning is an essential in teaching learning scenario.
Teachers acquire this skill all along the teaching engagement. Having the skill of planning
lessons helps teachers to own the subjects they teach. All teachers might have surely planned
events, trips, parties, and so on. Lesson planning uses the same skills, except the objective is to
teach students in a very specific way and under very specific conditions. The process of lesson
planning always results in producing a lesson plan. It may be written in a sheet of paper or a
digital computer file, but there is always a visible dimension to any lesson plan. The purpose of
planning is making a clear description of how a teacher will teach a lesson and how students
will attain the specific learning objectives.
3.
Lesson planning is a learned skill acquired in the same way as any other skill. It is not
retrieving lesson plans from different sites and adapting them to ones needs. It is developing
own lesson plans. Honing this skill needs systematic thinking and practicing. It doesn’t happen
overnight, but defines an individual as a teacher. Knowing "how to" is more important than
knowing "about" when it comes to lesson planning. It marks the way to becoming a
professional teacher. There is no one best way to plan lessons. Regardless of the form or
template, there are some fundamental components of all lesson plans that teachers should
learn to write, revise, and improve.
4.
Lesson Planning does not by itself ensure students’ learning of a new lesson, but it
certainly contributes to better learning. It also helps new teachers to organize content, use
materials, calculate time, address unforeseen and employ methods. Learning this craft is
fundamental to effective teaching. Teachers get better in teaching as they do it more, reflect on
improvement and respond to feedback from students, parents, and other teachers.
5.
Teachers create lesson plans to communicate to students various activities regarding a
specific lesson. Standard lesson plans contain student learning objectives, instructional
procedures, the required materials, and some written description of how the students will be
evaluated. Many experienced teachers often reduce lesson plans to a mental map or short
outline. New teachers usually find detailed lesson plans to be obligatory. Writing a good lesson
plan needs motivation and diligence and always serves teachers well.
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Aim
6.
The aim of this paper is to empower teachers with the basic tools of effective teaching
so as to enable them raise their students fullest to their potential.
Outline
7.
Precise information required for achieving the defined objectives is as follows:
a.
b.
c.
d.
d.
Concept of Lesson Planning
Factors Affecting Lesson Planning
Function of Lesson Planning
Components of a Standard Lesson Plan
Writing a Comprehensive Lesson Plan
Concept of Lesson Planning
8.
Lesson is a specific knowledge, skill or attitude taught in a single class period. Available
literature shows two approaches to lesson planning: teachers centered and students centered.
Though individual difference is enormous, purpose is same. Some are as follows:
a.
Lesson planning is visualizing the details of a course of teaching, or the learning
trajectory for a lesson. Description of a lesson plan may vary depending on teachers’
preference, uniqueness of lesson, and students’ needs. Institutions may have agreed
upon guidelines regarding lesson plans. Generally, a lesson plan is the teacher's guide
for running a particular lesson, and it includes objectives, procedure and assessment.
b.
Lesson planning is drawing a road map to effective learning. Firstly, learning
objectives are identified. Secondly, appropriate learning activities are designed
consistent with the learning objectives. Thirdly, strategies to obtain feedback on student
learning are developed. Specifying concrete objectives for student learning helps
teachers to decide what teaching and learning activities to be arranged, and determine
how to check if the learning objectives have been accomplished by the students. A
successful lesson plan addresses and integrates these three key components:
(1)
(2)
(3)
Objectives for student learning
Teaching/learning activities
Strategies to check student understanding
c.
Lesson planning is a thought process of deciding the activities in consistent with
a set of objectives in a given context. Coherent assessment tools are also devised to
confirm learning.
d.
Lesson planning is a basic skill usually taught to teachers in training institutions
specially designed for it. Planning in considering factors affecting the lesson, developing
clear learning objectives based on a standard curriculum, or set of clear content goals. It
requires selecting and sequencing activities in which the teacher and students interact,
and devises consistent tools for a reliable assessment of performance.
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e.
Lesson planning identifies students to be unique, thus diverse. There has never
been a teacher who has a class of students with equal learning ability. Activities planned
for a particular lesson must take into account of having students with different ability.
There is no substitute for doing this. The range of abilities in which students differ is
truly staggering such as cognitive disorders, emotional handicaps, physical handicaps,
and student mastery of appropriate prerequisites for any given lesson. Planners keep
this issue in mind while planning a lesson.
f.
Lesson planning is a dynamic process. Teaching activities or procedures are not
static as new situation may arise during the lesson. A good teacher makes necessary
adjustments responding to feedback from students. The idea is to keep students
focused and involved in learning. To keep students continually involved in learning
activities requires spontaneity of teacher. It is a consideration important to planning any
lesson.
g.
Lesson planning is specific to focus students, defined objectives and intended
learning outcomes. The best way to ensure specificity is to use measurable and
observable action verbs to indicate some level of agreed upon mastery. Teaching is
measurable on performance. Teachers check the progress of students learning during
the lesson. Assessment means determining the tools of how teachers will assess the
progress of students’ learning.
i.
Lesson planning is anticipating a balanced learning environment. Some students
may not get the point first time. The reality is that almost no lesson is 100% reliable.
Some students may not learn. The problem is compounded when a teacher is
confronted with the challenge of handling weak, mediocre and good students. Lesson
planning provides a clear space to come out with a reasonable method of helping all
types of students. This is one of the undying problems in teaching, and it has really not
been solved to anyone's satisfaction.
j.
Teaching is practicing the right skills in the right ways. Practice does not make a
skill perfect. Perfect practice makes a skill perfect. There is no alternative for developing
and honing this skill other than continuous practice. The quality of the practice is
important and the quality of the feedback from the learner is indispensable.
k.
Lesson planning is time consuming, but rewarding to laying the foundation for
students’ success. Failing to plan a lesson always makes the teachers and students suffer
in many ways. The time invested in lesson planning is well worth any investment as
students get engaged, class management improves, and student learning increases.
l.
Lesson planning is aligning all the basics of teaching i.e. goal, objectives,
students’ needs, procedure, resources, time and outcomes. It is focused on the short
term goals while always being mindfully aware of the long term goals. Lesson planning is
sequential in building skills. Primary skills are introduced first while eventually building
to more complex skills. Teachers make a tiered checklist allowing them to keep track of
what skills have been introduced to give them guidance and direction.
m.
Lesson planning is focusing on adopted standards. Standards simply give
teachers a general idea of what is to be taught. They are very broad in nature. Lessons
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plans often target specific skills, but also include the methodology for how those skills
are introduced and taught.
n.
Lesson planning is a running checklist for teachers to keep track of what and
when standards and skills have been taught. Many teachers keep lesson plans organized
in a binder or a digital portfolio that they are able to access and review at any time. A
lesson plan should be an ever-shifting document that teacher is always looking to
improve upon. No lesson plan should be viewed as perfect, but instead as something
that can always be better.
Is Lesson Planning Necessary?
9.
Although lesson planning constitutes a major part of being a teacher, it is dreaded and
sometimes its importance is underestimated by some teachers. Some teachers even advance
the unpredictability of some events in the classroom to discredit any attempt to provide any
strict planning of what occurs in the classroom. Although this might be true, it should be noted
that a lesson plan is a project of a lesson. It’s not (and cannot) be a description of what will
exactly happen during lesson delivery. It provides, however, a guide for managing the
classroom environment and the learning process.
Importance of Lesson Planning
10.
Lesson planning is obviously important for effective teaching because good preparation
improves confidence and performance. Following are some hints:
a.
Clarity. Lesson planning helps to be clear about what teachers want to teach.
Teachers need to make wise decisions about the strategies and methods they employ in
teaching to help students move systematically toward learning goals.
b.
Unpredictable Events.
Lesson planning provides teachers a room for belter
managing unpredictable events. This helps teachers to be ready to cope with whatever
happens.
c.
Framework. Lesson planning gives teaching a framework, an overall shape.
d.
Reminder. Lesson planning plays the role of a reminder for teachers when they
get distracted.
e.
11.
Commitment. It suggests a level of professionalism and real commitment.
Lesson planning has many positive impacts on both the teacher and the learner.
a.
For the teacher. They don’t have to think on their feet. They don’t lose face in
front of their learners. They are clear on the procedure to follow. They build on previous
teaching and prepare for coming lessons.
b.
For the learner. They realize that the teacher cares for their learning. They
attend a structured lesson: easier to assimilate. They appreciate their teacher’s work as
a model of well-organized work to imitate.
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Purpose of Lesson Planning
12.
All lessons taught so far in the history of teaching are planned ranging from poorly to
superbly. Lesson planning exists for the following:
a.
To Create a Suitable Environment.
In a planning a lesson objectives are fixed
and the teaching strategies, techniques and material aids etc. are decided beforehand.
When a proper teaching environment is created, the teaching goes smoothly.
b.
To Base a New Lesson on Students’ Existing Knowledge.
Lesson planning
guides teachers to teach a new lesson on the basis of already known knowledge of the
learners. This enables the learners to learn new lesson at ease on one side; the teacher
succeeds in acquiring his teaching objectives on the other side.
c.
To Employ Psychological Approach. Teachers use proper teaching strategies,
techniques and instruments keeping in mind the interests, aptitudes, needs, capacities
and abilities of the pupils for teaching them when the lesson plans are prepared. This
makes teachers approach teaching more psychologically.
d.
To Refine the Subject Matter. It refines the subject matter from general to
relevant. This enables the teacher to give up irrelevant things. He only remembers
definite matter and its presentation before the pupils become easy. The pupils also
receive the knowledge in a concise, systematic and organized way.
e. To Decide on All Activities. It decides on all activities to make the lesson aligned,
meaningful and purposeful.
f. To Select Appropriate Teaching Aids. It helps teachers decide what facts are to be
clarified by what strategies, techniques and instruments and what aid is to be used at
what time. This prepares the necessary and effective aids before teaching.
g. To Improve Teaching Skill. It acts as an important means for developing teaching
skills in teachers.
h. To Teach with Confidence. It allows teacher get familiar with the main and allied
subjects thus arouses self confidence among them. Teachers get the feeling of selfconfidence to teach with more enthusiasm and pleasure.
j.
To Ensure Discipline in the Class.
By preparing lesson plan, the teacher
becomes aware of what, when and how much is to be done in the class. This absorbs all
the pupils in their respective tasks. Hence, it results in appreciable classroom discipline.
k.
To Make the Best Use of Time.
duration of the periods.
Lesson plan is prepared allotting to the
l.
To Teach at Reflective Level. Lesson planning provides teachers with thought
provoking questions to be asked during the lesson to activate students. Also there
should be an effort to stretch the teaching from memory level to reflective level.
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Factors Affecting Lesson Planning
13.
There are numerous factors exist in a teaching scenario that influence teachers’
decisions in planning a lesson. Effective teachers often give due consideration to a full range of
interlinked factors in designing lessons. It seems like writing a lesson plan is a huge task that
requires entire day just to prepare one; however, it really doesn't have to be that way. It is
always done in a reasonable time and effort. Where to start is sometimes confusing. Egg first or
chicken first like never ending debate may arise in selecting the factors. It is accepted that the
following sequence is better for consideration of factors:
a.
Background. Background is the knowledge about topic that is or necessary to
understand a lesson. Reflection on the context gives planners a big picture idea of the
lesson. Lessons do not exist in isolation, thus it is important to locate the lesson in its
context. Curriculum has unit structures with themes running through all the lessons in
the unit. Planners draw the learning objectives for an individual lesson from the broader
context of the whole unit so that the purpose of the learning is clear. Main goal or
purpose is a reference for lesson planning.
b.
Students.
Knowing the students allows a plan to fit into students’ needs.
Existing knowledge paves the foundation of a new lesson. What students already know
about the topic is essential for setting the basis for a new lesson. Aptitude and ability of
students determine the level of complexity to be accepted to teaching a new lesson.
Motivation of students helps teachers to plan for more acceptable approach to the
lesson. Commitment of students to other activities allots attention to new learning.
Prior knowledge of students on a lesson can be assessed by a diagnostic test. Teachers
may be already familiar with the students. For a new teacher it may be difficult but not
impossible. He may consult the regular teachers. Assumption about it is undesirable
because it backfires. Parameters of knowing students are: ability levels; backgrounds;
interest levels; attention spans; ability to work together in groups; prior knowledge and
learning experiences; special needs or accommodations; and learning preferences. It is
important to design teaching to meet the needs of students. That's the key to successful
teaching and learning.
c.
Learning Objectives. Defining a learning objective is really complex because
educators use many different terms for learning objectives, and the terms are used
synonymously such as learning objective, outcomes, benchmark, grade-level indicator,
learning target, performance indicator, and learning standard. It is always kept in mind
before writing the main part of a plan. Teaching is always targeted to achieving a
desired result. Why this planning is the primary question to begin with the process. A
thorough analysis of inbuilt aim of the lesson allows teachers to determine stage by
stage learning objectives. It also establishes and articulates learning expectations for
students to know precisely what is expected of them. It clearly communicates students
an urge to achieve the intended objectives. It manages confusion, frustration, or other
factors that impede the learning.
d.
Content.
Curriculum is based on the standards that schools want students
to meet. It specifies core concepts that must be taught, gives suggested time periods
that ought to be spent on each concept, and gives specific recommendations on how to
teach the concept in a manner those appeals to different kinds of students. Textbook
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materials are designed by the specialists keeping the standards in view. Teachers muster
all the available materials to organize the lesson appropriate for the students. Standards
are specified by examination boards or universities to award certificates. Knowing
content is essential for lesson planning. Teachers research on the subject matter to be
taught. Teachers also utilize curriculum guides published by the competent authority
and the institution that runs the teaching. Teaching content influences planning.
e.
Resources.
Resources available in teachers hand allows him to plan the
teaching method to be adopted. Teachers evaluate the merit of materials available to
facilitate teaching for success. For example, technology, software, audio visuals, teacher
mentors, community resources, equipment, manipulatives, library resources, local guest
speakers, volunteers, or any material that assists teaching. Teaching also requires
classroom, laboratory, outdoor or special equipment. Teaching material is a generic
term used to describe the resources teachers use to deliver instruction. It supports
learning and increase success. Ideally, the teaching materials are tailored to the content.
f.
Time. Time available determines learning objectives, assessment and content
of the lesson. It is a crucial to estimate and allot time for each activity. Time determines
the duration of each teaching activity. Initially, planners may have trouble accurately
estimating how much time any given activity will take. However, planning an
approximate time for activities, and even writing the time into lesson plan, is still a good
idea. Doing so allows teachers to see how your actual chronological progress through
the lesson period is matching up with what they had planned, so that they are more
quickly alerted to the need to begin taking remedial measures, such as speeding the
activity up, slowing things down, or preparing plan B.
Functions of Lesson Planning
14.
Lesson planning makes teaching effective through performing many functions. It
identifies clear learning objectives linking activities to them. It creates quality assignments
associated with quality instruction and student work. Lesson is logically structured, sequenced
and progress through the content step-by-step. Deploy teaching strategies in the classroom and
times activities. Using advance organizers, graphic organizers, and outlines to plan for effective
instructional delivery facilitates learning. Considering student attention spans and learning
styles when designing lessons. Systematically developing objectives, questions, and activities
that reflect higher-level and lower-level cognitive skills as appropriate for the content and the
students aligns all elements. Lesson planning decides on selecting every component to be
included in the lesson plan.
a.
Determining Clear Learning Objectives. Determining clear learning objectives
is the most important function of lesson planning. Objectives are derived from overall
purpose of the lesson. Those are the outcomes that a planner intends students to
achieve at the end of the lesson. Objectives are achievable to students and engage
students in the learning process. Objectives are behavioral in nature and are specific to
performance. Objectives allow teachers to observe students’ performance and describe
criteria for performance measurement. Objectives represent indicators of performance
for ongoing progress of learning a lesson. Instructional objectives start with a condition
that enables students to learn. Condition is an activity, a specific set of directions,
materials needed to perform a task, an assignment, or anything that sets up a condition
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for students to engage in the task being observed and measured for performance. The
heart of the objective is the task that the student is expected to perform. It is one of the
most important parts of the lesson plan because it is student centered and outcomes
based. Objectives can range from easy to hard tasks depending on student abilities.
(1)
Components of an Objective. Robert Frank Mager (1997) stated that a
useful learning objective should include the following three major components:
(a)
Performance. What are students expected to do?
(b)
Conditions. Under which conditions should the students
perform?
(c)
Criteria. How well do students have to perform in order to
satisfy the requirements?
(2)
The ABCD Method. The ABCD method is an excellent way of writing
learning objectives (Heinich, 1996). It is the acronym of words as: "A" is for
audience; "B" is for behavior, "C" for conditions and "D" for degree of mastery.
(a)
Audience (A). Who? Who are your learners?
(b)
Behavior (B). What? What do you expect them to be able to do?
This is an overt, observable behavior, even if the actual behavior is covert
or mental in nature. If you can't see it, hear it, touch it, taste it, or smell
it, you can't be sure your audience really learned it.
(c)
Condition (C). Learning occurs in a given opportunity. How?
Under what setting or context will the learning occur? What will the
students be given or already be expected to know to accomplish the
learning?
(d)
Degree (D). How much? How much will be accomplished, how
well will the behavior need to be performed, and to what level? Do you
want total mastery (100%), do you want them to respond correctly 80%
of the time, etc. A common (and totally non-scientific) setting is 80% of
the time.
(3)
SMART Objectives.
Objective is something that a teacher intends
students to achieve. It gives teachers and students something to focus on. It is a
direction that provides location of the class in relation to reaching the objective.
Setting clear objectives is the prerequisite of defining the route to achieving the
final destination. SMART (S.M.A.R.T.) is an acronym formed by the first letters of
the following words:
S
M
A
=
=
=
Specific
Measurable
Achievable/ Attainable
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R
T
=
=
Relevant/ Realistic/ Results Focused
Timed
(4)
Examples of Well-Written Objectives.
Below are some example
objectives which include Audience (A), Behavior (B), Condition (C), and Degree of
Mastery (D). Many objectives actually put the condition first.
(a)
Cognitive (comprehension level) -"C: Given examples of activities
in a college classroom, A: the students B: will be able to accurately
identify the constructivist examples and explain why each example is or
isn't a constructivist activity D: in 20 words or less."
(b)
Cognitive (application level) -"C: Given a sentence written in the
past or present tense, A: the students B: will be able to rewrite the
sentence in future tense D: with no errors in tense."
(c)
Cognitive (problem solving/synthesis level) -"C: Given two
cartoon characters of the student's choice, A: the students B: will be able
to list five major personality traits of each of the two characters, combine
these traits (either by melding traits together, multiplying together
complimentary traits, or negating opposing traits) into a composite
character, and develop a short (no more than 20 frames) storyboard for a
cartoon D: that illustrates three to five of the major personality traits of
the composite character."
(d)
Psychomotor - "C: Given a standard balance beam raised to a
standard height, A: the student C: (attired in standard balance beam
usage attire) B: will be able to walk the entire length of the balance beam
(from one end to the other) D: steadily, without falling off, and within a
six second time span."
(e)
Affective - "C: Given the opportunity to work in a team with
several people of different races, A: the student B: will demonstrate a
positive increase in attitude towards non-discrimination of race, D: as
measured by a checklist utilized/completed by non-team members."
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(5)
Notes on Objective Writing. Some features of writing objectives are:
(a)
As moving up the "cognitive ladder," it gets increasingly difficult
to precisely specify the degree of mastery required.
(b)
Affective objectives are difficult for many instructors to write and
assess. They deal almost exclusively with internal feelings and conditions
that can be difficult to observe externally.
(c)
It's important to choose the correct key verbs to express the
desired behavior you want students to produce.
(6)
Bloom's Taxonomy and Measurable Verbs. Bloom developed six
categories of intellectual skills in the cognitive domain in 1956. A group of
cognitive psychologists led by Lorin Anderson updated the taxonomy during the
1990's. Six categories are shown in the pyramid to start from the simplest
behavior at the bottom to the most complex at the top. Bottom ones must
normally be mastered before the higher ones can take place. In order to teach
students higher order thinking skills, basic knowledge should be provided first.
Before asking students to apply, analyze, evaluate, and extend what they are
learning, students need to clarify their understanding and practice recall. Critical
thinking exercises can deepen students' understanding and help them recall
what they have learned. Measurable verbs are the verbs that describe the
actions that can be observed. In other words, measurable verbs refer to specific
activities that we can observe a student doing. Most of our courses fall into the
cognitive domain. We should refer to Bloom's Taxonomy and select measurable
verbs when we describe student performance, which can help us focus on
specific cognitive processes and use correct measurable verbs.
a.
Remembering Skill: Verbs used to measure the performance at
this level are: Draw, Identify, Locate, Label, Select, Write, List, Recite,
Name, State, Record, Repeat. Knowledge is memorized information.
Knowledge is assessed by asking students to recall or recognize terms,
ideas, procedures, theories etc.
b.
Understanding Skill:
Understanding is the ability higher than
memorizing information. It implies a dipper familiarity with the
information with personal interpretation. Verbs used to measure the
performance of understanding skills are: Confirm, Infer, Explain, Convert,
Discuss, Relate, Match, Describe, Estimate, Paraphrase, and Predict
Comprehension is assessed by asking students to translate, interpret,
extrapolate the information memorized. It does not mean to see full
implications or transfer of knowledge to other situations, but closer to
literal translation. What does the summer solstice represent?
c.
Applying Skill:
Applying is putting or adapting translated
information into use in real sense. Verbs used to measure the
performance of application skill: Apply, Modify, Build, Construct, Solve,
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Report, Sketch, and Produce. Application skill is measured by asking
students to apply abstractions, general principles, or methods to specific
concrete situations. What would Earth's seasons be like if its orbit was
perfectly circular? What would Earth's seasons be like if its orbit was
perfectly circular?
d.
Analyzing Skill: It is the ability to examine learned information
methodically by separating into parts and studying their interrelations.
Verbs used to measure the performance analyzing skill are: Analyze, Sort,
Categorize, Investigate, Compare, Debate, Differentiate, and Examine.
Analysis is separation of a complex idea into its constituent parts and an
understanding of organization and relationship between the parts by
realizing the distinction between hypothesis and fact as well as between
relevant and extraneous variables. Why are seasons reversed in the
southern hemisphere?
e.
Synthesizing Skill: It is combining all known information to form
a new idea. Verbs used to measure the performance synthesizing skill
are: Combine, Compose, Design, Generate, Invent, Plan, Formulate,
Originate, Devise, Revise, and Hypothesize. Synthesis ability of students
are assessed by asking them to demonstrate something creative, mental
construction of ideas and concepts from multiple sources to form
complex ideas into a new, integrated, and meaningful pattern subject to
given constraints. If the longest day of the year is in June, why is the
northern hemisphere hottest in August?
f.
Evaluating Skill: It is determining the importance, effectiveness, or
worth of an idea in specific parameters. Verbs used to measure the
performance of evaluation skill are: Solve, Critique, Criticize, Assess,
Conclude, Justify, Judge Evaluation is assessed by asking students to
make a judgment of ideas or methods using external evidence or selfselected criteria substantiated by observations or informed
rationalizations. What would be the important variables for predicting
seasons on a newly discovered planet?
(7)
Learning Objectives vs. Learning Activities.
A learning objective
describes a learned ability which is not a one-time event. Writing learning
objectives for a unit of instruction starts from the sentence "upon successful
completion of this lesson, students will be able to". Learning activities are the
learning experiences that provide students the opportunity to practice the
desired skills. They are different. Students will write an essay on one of the major
theories of the cause of glaciation. This statement describes a learning activity
that can help students better understand the major theories of the cause of
glaciation, so the desired skill that students are expected to acquire is to
understand the major theories of the cause of glaciation. Thus learning objective
uses simple sentences and words understandable by students without sacrificing
technical accuracy. Following principles are important for describing student
performance:
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(a)
Clear description of the desired student performance.
(b)
Reference to Bloom's Taxonomy to focus on specific cognitive
process.
(c)
Selection of measurable verbs.
b.
Selecting the Content. Teachers select learning information appropriate to
achieving the learning objectives.
(1)
Seven Criteria for the Selection of lesson content
(a)
Self-sufficiency.
To help learners attain independence in the
most economical manner is the main guiding principle of content
selection. Although the economy of learning implies less teaching effort
and less use of educational resources, students gain more results. They
can cope up with the learning outcomes effectively. This criterion means
that students should be given a chance to experiment, observe, and do
field study. This system allows them to learn independently.
(b)
Significance.
The content is significant if it is selected and
organized for the development of learning activities, skills, processes, and
attitude. It also develops the three domains of learning namely the
cognitive, affective and psychomotor skills and considers the cultural
aspects of the learners. In short, select content that can achieve the
overall aim of the curriculum.
(c)
Validity. It refers to the authenticity of the content selected.
Modern curriculum experts are after current trends, relevance and
authenticity of the curriculum; otherwise, the school or the country
becomes obsolete.
(d)
Interest.
This criterion is true to the learner-centered
curriculum. Students learn best if the subject matter is meaningful to
them. It becomes meaningful if they are interested in it. However, if the
curriculum is subject-centered, teachers have no choice but to finish the
pacing schedule religiously and only teach what is in the book. This
approach explains why many fail in the subject.
(e)
Utility.
Another criterion is the usefulness of the content or
subject matter. Students think that a subject matter or some subjects are
not important to them. They view it useless. As a result, they do not
study. Here are the questions that students often ask: Will I need the
subject in my job? Will it give meaning to my life? Will it develop my
potentials? Will it solve my problem? Will it be part of the test? Will I
have a passing mark if I learn it? Students only value the subject matter
or content if it is useful to them.
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(f)
Learnability. The subject matter or content must be within the
schema of the learners. It should be within their experiences. Teachers
should apply theories in the psychology of learning to know how subjects
are presented, sequenced, and organized to maximize the learning
capacity of the students.
(g)
Feasibility. Feasibility means full implementation of the subject
matter. It should consider the real situation of the school, the
government, and the society, in general. Students must learn within the
allowable time and the use of resources available. Do not give them a
topic that is impossible to finish. For example, you have only one week
left to finish the unit but then, the activities may take a month for the
students to complete. Thus, this requirement is not feasible. Do not offer
a computer subject if there is no even electricity in the area, or there are
no computers at all. Further, feasibility means that there should be
teachers who are experts in that area. For example, do not offer English
for Business Communication if there is no teacher to handle it.
(2)
Teachers appreciate needs of students in collecting, collating and
designing content appropriate to them. They adapt materials by simplifying the
content available. They group the content into must know, should know and may
know categories. List the important facts, key concepts, skills, or key vocabulary
terms that you intend to cover. You can also prepare an outline with key learning
outcomes. Remember to refer to your curriculum guides.
(3)
Maxims of Teaching. These are the universal facts found out by the
teachers on the basis of experience. They are significant and trustworthy.
Maxims help teachers to proceed systematically. The different maxims of
teaching are:
(a)
Known to Unknown.
This is based on the assumption that the
students know something. New lesson is to increase knowledge and
widen outlook. Teachers interpret all new knowledge in terms of the old.
Old knowledge serves as a hook on which the new one can be hung.
Known is trustworthy and unknown cannot be trusted. Teaching
proceeds from known to go towards unknown. For example, while
teaching any lesson, the teacher can link the previous experiences of the
child with the new lesson that is to be taught Teaching of English
(b)
Simple to Complex. Teachers present simple things first to grow
interest and confidence. Once they are comfortable at the beginning
gradually complex ideas are taught. By learning simple things, they feel
encouraged and they also gain confidence. On this basis, they become
further receptive to the complex matter. On the other hand, if complex
types of things are presented to the learner first, he become, upset, feels
bored and finds himself in a challenging situation lot which he is not yet
ready being immature and unripe. Gradually more difficult items of
learning may be presented to the students. It will smoothen teaching
being done by the teacher and make learning convenient and interesting
for the students. For example, while teaching sentences of English simple
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sentences should be taught first and complex type of sentences may be
taken afterwards.
(c)
Concrete to Abstract. Concrete things are solid and they can be
affected with five senses. But abstract things can only be imagined. It is
rather hard to teach abstract things. The students are likely to forget
them soon. Teaching concrete things is easy. For example when we teach
counting to the students we should first examine concrete nouns like,
laptop, book, Pen etc. and then proceed to digits and numbers. The stars,
the moon, the sun etc. being taught first whereas the abstract thing, like
planet, satellites etc. should be taught afterwards.
(d)
Analysis To Synthesis. Analysis means breaking a problem into
its convenient parts while synthesis means grouping of these separated
parts into one complete whole. A complex problem can be made simple
and easy by dividing into different parts. “Analysis is the approach for
understanding and synthesis is for fixation.” Analysis of a sentence’ is
taught to students to help them understand the different parts of a
sentence. Later on, synthesis of sentences is taught.
(e)
Particular to General. Teachers take particular statements and
then on the basis of those particular cases, generalization is made.
(f)
Empirical to Rational.
Empirical knowledge is based on
observation and firsthand experience. It is concrete and simple. We can
see, feel and experience it on the other hand; rational is based on our
arguments, and explanation. The stage of arguments is the last whereas
seeing things or feeling them is the first stage. Empirical is less general
statements whereas rational is more general statements. So the safe
approach in teaching is to proceed from empirical to rational. It is a
journey from less mental maturity to more mental maturity.
(g)
Induction to Deduction. Induction means drawing a conclusion
from a set of examples whereas deduction is its opposite. The teacher
should proceed from induction to deduction. For example, in English
while teaching conversion of active voice into passive voice, the teacher
should first convert a few sentences of active into the passive voice and
on the basis of those conclude the general rule for conversation of active
voice into passive voice.
(h)
Psychological to Logical.
Teachers first keep in mind the
interest, aptitudes, capacities, development level etc. of the children
during selection of subject matter and then on to its logical arrangement.
The psychological appeal of the thing is more important at the early
stages. Then the’ logic behind it should be seen.
(i)
Actual to Representative.
Teachers usually show the actual
objects to students as far as possible. It gives them concrete learning
which is more desirable. The learners are able to retain it in their minds
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for quite a long time. Firsthand information impresses them a good deal.
Representative things are used in the form of pictures, models etc. for
students who are already familiar with the actual objects. For example,
the teacher should show the elephant, the camel, the horse, the railway
station, the post office etc. and thereby he should make them
understand about these things. The representative of these things in the
form of pictures or models may be used at later stages.
(j)
Near to Afar.
Teachers refer to the elements present in the
surroundings to which he belongs. So are well acquainted fully with his
immediate environment. Gradually he may be taught about those things
which are far from his immediate environment. This principle refines the
leaching-learning process considerably. Thus the child should be taught
the home, followed by the street, the bazaar, the school and then the
distant environment of the city to which he belongs. In the same way,
acquaintance with the city should lead to acquaintance with the Tehsil,
the District, the Division, the Stale and then the Country as a whole. This
type of teaching will be incremental and will be step by step learning.
(k)
Whole to Part. In teaching, the teacher should try to acquaint
the child with the whole lesson first and then the different portions of it
may be analyzed and studied intensively. This principle holds good while
teaching a thing to the small children. At the early stages, the child loves
to speak full sentences because in daily life situations, full sentences are
used. The child should be given a full sentence. Then he may have full
familiarity with the different words contained in that sentence. Later he
may have the knowledge of words. Then he will have the knowledge of
different letters forming the words. Suppose a poem is to he taught to
the students. They should be acquainted with the full poem first.
Gradually they may be asked to grasp the poem stanza by stanza In the
case of average students, their first attempt may be on full stanza, taking
it as a whole and then to the different lines con I. lined in the stanza as
parts. It will help the teacher to teach better and the learners to learn
things conveniently.
(l)
Definite to Indefinite. Teachers teach students definite things
first because the learner can easily have faith in them. Then afterwards
he should give the knowledge of indefinite things. Definite rules of help
the learner to have good knowledge. Gradually he can be taught about
indefinite things.
c.
Selecting Appropriate Teaching Methods
(1)
Academic Games or Competition. Learners compete with each other
one to-one or team-to-team to determine which individual or group is superior
at a given task such as "spelldowns," anagrams, technology trivia, Odyssey of the
Mind, or project competition. Commercially available, academic computer
games are also very popular.
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(2)
Activity. It is a general teaching method (e.g., problem solving, design
challenge, field trips, and role playing) based on planned, purposeful
involvement of students.
(3)
Brainstorming. In order to generate creative ideas, learners are asked
to withhold judgment or criticism and produce a very large number of ways to
do something, such as resolve a problem. For example, learners may be asked to
think of as many they can for eliminating world hunger. Once a large number of
ideas have been generated, they are subjected to inspection regarding their
feasibility.
(4)
Case study.
A detailed analysis is made of some specific, usually
compelling event or series of related events so that learners will better
understand its nature and what might be done about it. For example, learners in
a technology lab might investigate the wear and tear of skate boarding on public
works. Another class might look at cases of digital technologies and privacy.
(5)
Centers of interest and displays. Collections and displays of materials
are used to interest learners in themes or topics. For example, children may
bring to school and display family belongings that reflect their ethnic heritage.
The intention may be to interest the class in the notion of culture. Or, the
teacher might arrange a display of different devices used in measurement to
prompt interest in that topic.
(6)
Colloquia. A guest or guests are invited to class for the purpose of being
interviewed in order to find out about the persons or activities in which they are
involved. Thus, a guest musician might serve as a stimulus for arousing interest
in music and musical performance.
(7)
Contract. Written agreements entered into by students and teachers
which describe academic work to be accomplished at a particular level in a
particular period of time such as a week or month.
(8)
Controversial Issues. An issue based, teacher directed method that
focuses on controversies. Students are directed through a process that assists
them in understanding how to deal with controversial and sensitive issues and
clarifies issues in a group involving critical thinking and discourse analysis.
(9)
Cooperative Learning.
Learners are placed in groups of four to six.
Sometimes the groups are made as diverse or heterogeneous as possible. In such
cases, group members are often rewarded for the group's overall success.
Student groups might be given a teacher presentation on division of fractions.
They would then be given worksheets to complete. Team members would first
help and then quiz one another.
(10) Culture Jamming. A method used to empower students to speak back
to mass advertisements and media images that enforce stereotypes and select
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representations of individuals or groups. Empowers students to mock or jam
images of popular culture.
(11) Debate. Debate is a form of discussion whereby a few students present
and contest varying points of view with regard to an issue. For example, students
could take different positions and debate an issue: "Should rights to free speech
on the internet be extended to students in schools?"
(12) Debriefing. Debriefing is a method used to provide an environment or
platform for the expression of feelings and transfer of knowledge following an
experience. Debriefing may come at the hands of a tragic event or may be used
more generally following an intentionally educational experience. Debriefing
relies on the skills of the facilitator to reframe an experience or event to
appropriately channel emotions and knowledge toward understanding and
transformation.
(13) Demonstration. It is a teaching method based predominantly on the
modeling of knowledge and skills. It is a form of presentation where the teacher
or learners show how something works or operates, or how something is done.
For example, a teacher could demonstrate how to use a thesaurus, how to
operate a power drill, how to scan an image, or what happens when oil is spilled
on water as when an oil tanker leaks. Next, students practice under teacher
supervision. Finally, independent practice is done to the point of proficiency.
(14) Direct Instruction. It is a term used to describe explicit, step-by-step
instruction directed by the teacher. The format or regimen advocated is
demonstration, guided practice, and independent practice. Thus the teacher
might teach a reading, mathematics, geography or technology concept or skill.
Following that, students practice under teacher supervision. Finally, independent
practice is done to the point of mastery.
(15) Discovery or Inquiry.
It is used when students are encouraged to
derive their own understanding or meaning for something. Such as, students are
asked to find out what insulation acts as the best barrier for cold or hot
environments. Experiments that are not teacher demonstrations are part of
discovery learning.
(16) Discussion. It occurs when a group assembles to communicate with
one another through speaking and listening about a topic or event of mutual
interest. To illustrate, a group of learners convenes to discuss what it has learned
about global warming.
(17) Drill and Practice. Drill is a form of independent study. Once the teacher
explains a task, learners practice it. After students are shown how to use Ohm's
Law, they are asked to make calculations of current, resistance and voltage.
(18) Feedback. It is a semi-formal mode of communicating to students’
constructive criticism regarding their performance during an activity.
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(19) Field Observation, Fieldwork, and Field Trip.
Observations made or
work carried on in a natural setting. Students visit the local museum of natural
history to see displays about dinosaurs, or they begin and operate a small
business to learn about production and marketing.
(20) Independent Study or Supervised Study. It occurs when learners are
assigned a common task to be completed at desk or at home as assignment.
(21) Individualized Instruction. It is one of the teaching maneuvers where
teaching and learning are tailored to meet a learner's unique characteristics.
(22) Installation. Students present material within a formal structure for
displaying audio, multimedia or visual artifacts.
(23) Module. It is a self-contained and comprehensive instructional package
that basically contains everything a student needs. A form of individualized
instruction where students use a self-contained package of learning activities
that guides them to know or to be able to do something. Students might be
given a module containing activities intended to help them understand good
nutrition.
(24) Mastery Learning. As a class, students are presented with information
to be learned at a predetermined level of mastery. The class is tested and
individuals who do not obtain high enough scores are retaught and retested.
Those who passed undertake enrichment study while classmates catch up.
(25) Mixed mode Instruction. It is a combination of face-to-face and on-line
methods.
(26) Online Instruction and Learning. It is a self-directed and automated
approach that utilizes hypermedia (internet browsers, etc.) for communication
that generally provides independence from the architectural constraints of
classrooms.
(27) Performance. Students act out through dance, drama, music or other
expressive forms.
(28) Presentation and Lecture. Students listen to a person who talks about a
topic. To illustrate, the teacher, or a guest speaker, tells the class all about the
invention of the transistor.
(29) Problem Solution. It is a general teaching method and organization of
curriculum and knowledge where students work purposefully toward a solution,
synthesis or cause. It is often called problem-based learning.
(30) Programmed and Automated Instruction.
A form of individualized
instruction whereby information is learned in small, separate units either by way
of reading programmed texts or using computer-based programs.
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(31) Project.
Students work through a series of activities and problems
culminating in the completion of something tangible. It is a form of
individualization whereby learners choose and work on projects and activities
that facilitate and support the development of skills and knowledge. Often,
learners not only choose topics but also the means of their conduct and
production.
(32) Protocols.
Learners study an original record or records of some
important event and then try to understand the event or its consequences. They
might watch a film depicting actual instances of discrimination and then consider
its causes and effects.
(33) Recitation. Students are given information to study independently.
They then recite what they have learned when questioned by the teacher. For
example, students read about what causes pollution, and the teacher, though
questioning, determines the extent and nature of their knowledge and
understanding.
(34) Reports (Written and Oral). Individuals or groups of learners are given
or choose topics. For example, each may be asked to find out about one planet
in our solar system, or about solar powered vehicles. What they learn is shared
with other class members by way of oral or written presentations.
(35) Role Playing. Learners take on the role of another person or character
to see what it would be like to be that person or character. Thus, a student could
play the role of an imaginary student no one likes or a news reporter.
(36) Simulation Game. Students play a specially designed, competitive game
that mirrors some aspect of life. For example, they might play the Ghetto Game
to find out about the problems and pressures that ghetto dwellers face and to
sense how difficult it is to improve one's lot in life.
(37) Simulation. Learners engage with something intended to give the
appearance or have the effect of something else. Thus students may engage in a
simulation of the United Nations General Assembly in order to have "firsthand
experience" with how it works and what its delegates do.
(38) Synectics. It is a problem solving methodology that stimulates thought
processes of which the subject may be unaware. It is the use of specific
techniques to foster creativity in students. For example, the students may be
asked to develop metaphors to describe mobility across different terrains.
(39) Tutoring. A form of individualization whereby either a teacher, or
perhaps a fellow student, provides a learner or small group of learners with
special help, usually because they are not learning well enough with only
conventional instruction.
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(40) Unit. It is an intentionally designed, integrated, thematic organization of
curriculum and knowledge through combinations of demonstrations,
discussions, activities, problems, and projects.
(41) Values Clarification. Teachers lead students through a series of moral
and ethical dilemmas, such as birth control or clear-cutting forestry practices, to
assist them in clarifying their values and moral choices.
d.
Determining Tools for Assessment for Learning
(1)
Overview.
Lesson planning determines a set of reliable assessment
tools to confirm that learning occurred as mentioned in the objectives.
Assessment is a critical in teaching. Students are expected to learn the material
and its application to their lives and future learning. That means to assess
student knowledge authentically and accountably. This doesn't stop with
classroom activities like quizzes, tests, and memorizing facts.
(2)
Characteristics of a Good Assessment. Assessment is eliciting evidence
of learning from subjective observation, watching students apply prior learning,
working in groups, or participating in classroom discussions. Good assessments
should verify that:






Students have unpacked a lesson and applied it rigorously.
Students have linked lessons to old ones and applied it to their lives.
Students take charge for own learning by embracing deep learning.
Students think creatively with new information.
Lessons are scalable and dependent upon each child's learning style.
Students are stakeholders in this effort, not passive consumers.
(3)
Ideas of Assessment for Learning. Following are some of the effective
ways to assess learning in ways that transform your classroom:
(a)
Polls. Polls are used to measure student learning as much as
lesson effectiveness. Polls are fast – three to five minutes – and are
anonymously graded and shared immediately with students. They let
everyone know if the big idea of the lesson is understood and if the
essential questions have been answered. These can be graded, but are
usually used formatively, to determine organic class knowledge before
moving on to other topics.
(b)
Warm ups and Exit Tickets. Warm-ups help learners put aside
their daily distractions and focus on lesson. They make students shift into
lesson. Warm-ups also encourage whole-group participation which can
build a sense of community within the group. Warm ups are given at the
beginning of class to measure what students remember from prior
lessons or know about a subject before jumping into a unit. They inform
teachers how to optimize time by teaching what students need to learn,
not wasting time on what students already know. Exit tickets are similar,
but assess what students learned during the lesson. In this way, teachers
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know if they should review material, find a different approach to teaching
a topic, or students are ready to move on. Like warm ups, exit tickets are
a few minutes, and delivered in a wide variety of creative methods.
(c)
Quick Quizzes.
These are one or two question checks during
class to measure understanding. They are either delivered at an assigned
time during class (where everyone participates at once) or are questions
students answer when they gain that knowledge from a lesson. Both
approaches are a great way for a teacher to determine if she has
explained a topic clearly enough that students have a useful
understanding of it. A nice by-product of letting students answer the
questions when they are ready is you may find they get a topic much
faster than you expect. That means you know when to move on to more
challenging information.
(d)
Game Shows. Team students up and give them study materials
and prep time as a group. This may be 15 minutes or an entire class -- you
decide. Encourage them to strategize how to work best as a team. For
example, they may decide to assign experts on topics or all are
generalists. They may also select a captain, depending upon what type of
game show is being played. When prep time is completed, review the
rules of the game show. Rules will differ depending upon which game
show you select. Then, get started! They'll think it's a game. You'll see
how much they really know on a subject.
(e)
Brainstorm. Give a topic and ask learners to think of anything
related to it. Write the responses for all to see, or ask a volunteer to do
the writing. You can use this to elicit vocabulary related to your lesson.
Create a group mind map to evaluate what the class knows on the
subject. This is well-suited to informing you what the class as a whole
understands from your teaching, but also creates an excellent study
guide for students.
(f)
Differentiation. Ask students to select a tool you've used in class
to share their understanding of a topic. This can be visually, orally,
written, or artistically. It can use screencast programs, word processing,
storytelling tools, or another that they are familiar with. They must select
a tool they know how to use (because this isn't the time to learn new
ones) and it must be completed in a specified amount of time. It can be
done individually or in groups. Assessments that work best are those that
are fresh and new to students, requiring they think critically and
creatively as they share knowledge. What do you use to organically
assess student learning?
(g)
Preparing key questions. In their lesson planning teachers
identify the learning intention for the lesson and a small number of key
questions related to that learning intention. These are the questions that
the teacher wants the students to be able to answer by the end of the
lesson. Key questions give shape to a lesson by keeping the focus on the
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learning intention and assist teachers in their assessment of what
students have learnt.
(h)
Describe the Picture. Show a picture and have learners take
turns saying one descriptive thing about it. Beginners can make simple
observations like "three cats" while advanced students can make up a
story to go with the picture. They aren't allowed to repeat what someone
else said, so they need to pay attention when each person speaks.
Variation for individual: take turns with the teacher.
(i)
Prompting students. Prompting students to explain, add to or
amend their initial response to a question can encourage the student to
think more deeply and provide the teacher with more information about
the student as learner.
e.
Planning Assessment for Learning. Assessment is acquiring evidence of
learning. It ascertains the learners existing status of knowledge, skills, behavior and
attitude about the lesson and to confirm students have learned the new lesson.
Questioning is the most used technique. Teachers prepare a set of questions keeping
the purpose in mind to ask and gather answers from the learners. Diagnostic testing
ascertains the existing status of the learners. Formative assessment confirms lesson has
been learned by the learners to provide feedback. Summative assessment grades the
performance at the end of the course.
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(1)
The Need for Assessment. Assessment happens to be an integral part of
teaching, as it determines whether or not the goals are met. Assessment affects
decisions about grades, placement, advancement, needs, curriculum, and, in
some cases, funding. Assessment inspires us to ask these hard questions: "Are
we teaching what we think we are teaching?" "Are students learning what they
are supposed to be learning?" "Is there a way to teach the subject better,
thereby promoting better learning?"
(2)
Every lesson needs to be assessed on objectives. It is a very complex
debatable process. Objectives indicate performance for students to demonstrate
as an evidence of learning. At the end of the lesson, teachers like to know
whether or not the objective has been realized. For this, they need assessment
tools. These allow teachers to measure how well students have understood a
topic. One of the most basic tools is worksheets. Assessment allows both
teachers and students to improve their performances. In a multiple-choice
question, students may pick the right answer out of luck. Similarly, in a math
test, a student may pick the wrong answer due to an error in calculation and not
because of incomplete understanding of the concept. These drawbacks call for
better assessment methods. This has given rise to the concept of performance
assessment, where students are judged on task performance. Teachers use
assessment tools like rubrics to grade the student’s performance. Once the tools
are designed, teachers share them with the students. This gives students an
understanding of what the evaluator will be looking for, and students can hone
their skills accordingly. In this method, students are learning even while being
tested.
(3)
How a teacher will know that students are learning as they are expected
to learn. Teachers need to check for student understanding. How will teachers
know that students are learning? They think about specific questions to be asked
to the students in order to check for understanding. Questions are written down
and paraphrased so as to ask the questions in different ways. Teachers predict
the answers the questions will generate. They also decide on whether they want
students to respond orally or in writing. Teachers also ask themselves these
questions: What questions will I ask students to check for understanding? What
will I have students do to demonstrate that they are following? Going back to
my list of learning objectives, what activity can I have students do to check
whether each of those has been accomplished? An important strategy that will
also help you with time management is to anticipate students’ questions. When
planning your lesson, decide what kinds of questions will be productive for
discussion and what questions might sidetrack the class. Think about and decide
on the balance between covering content (accomplishing your learning
objectives) and ensuring that students understand.
(4)
Assessment for learning. Assessment for Learning (AFL) is an approach
to teaching and learning that creates feedback which is then used to improve
students’ performance. Students become more involved in the learning process
and from this gain confidence in what they are expected to learn and to what
standard. One way of thinking about AFL is that it aims to ‘close the gap’
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between a learner’s current situation and where they want to be in their
learning and achievement. Skilled teachers plan tasks which help learners to do
this. AFL involves students becoming more active in their learning and starting to
‘think like a teacher’. They think more actively about where they are now, where
they are going and how to get there. Effective teachers integrate AFL in their
lessons as a natural part of what they do, choosing how much or how little to use
the method. AFL can be adapted to suit the age and ability of the learners
involved. AFL strategies are directly linked to improvements in student
performance in summative tests and examinations. Research shows that these
strategies particularly help low-achieving students to enhance their learning. The
goal of AfL is not just to motivate students to work hard on challenging
problems, but also to develop their identities as capable learners. For lowattaining students, AfL refocuses their attitude towards assessment as
something that can help them learn rather than a process that highlights their
incompetencies. For high attainers, it offers a more challenging curriculum that
focuses on their progress rather than simply meeting targets.
(5)
Main processes in assessment for learning:
(i) Questioning enables a student to find out what level they are at.
(ii) Students get feedback about how to improve their learning.
(iii) Students understand what successful work looks like.
(iv) Students become more independent in their learning, taking part in
peer assessment and self-assessment.
(v) Summative assessments are also used formatively to help them
improve.
(6)
Strategies of Assessment for learning
Providing a clear vision of learning objectives
Using examples and models of strong and weak works
Offering regular descriptive feedback
Teaching students to self assess and set goals
Designing lessons to focus one aspect of quality at a time.
Teaching students focused revision
Engaging students in self reflection and letting them keep track of and
share their learning.
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f.
Create a realistic timeline. GSIs know how easy it is to run out of time and not
cover all of the many points they had planned to cover. A list of ten learning objectives
is not realistic, so narrow down your list to the two or three key concepts, ideas, or skills
you want students to learn. Instructors also agree that they often need to adjust their
lesson plan during class depending on what the students need. Your list of prioritized
learning objectives will help you make decisions on the spot and adjust your lesson plan
as needed. Having additional examples or alternative activities will also allow you to be
flexible. 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
Plan an extra activity or discussion question in case you have time left
Be flexible – be ready to adjust your lesson plan to students’ needs and focus on
what seems to be more productive rather than sticking to your original plan
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Components of a Standard Lesson Plan
15.
Components of lesson plans vary based on context, content and objectives of a lesson.
General Information
Date
Name
Subject
Topic:
Procedure
Time
Place
Grade
Aids
Strategy
Objectives
1.
2.
Duration
Institution
Standards
Supports
Special needs
Assessment/Key Questions
1.
2.
Procedure
Time
Activity/Procedure
Note
1. Introduction
2. Teaching
a. Input
b. Activity
c. Assessment
3. Conclusion
4. Evaluation
5. Feedback
Conclusion
16.
Lesson planning is a usual thing to do for every teacher. It prepares teachers to visualize
the future teaching opportunities for his students to achieve learning goals. It helps students to
focus efforts to clearly identified learning objectives. Though it is a complex process at the
beginning all teachers, it surely rewarding for teachers and students. A simplified approach to
lesson planning suits all and facilitates effective learning. For the sake of our future generations
lesson planning is not expensive than any other commitment we make for them.
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