INSTRUMENT FOR LESSON PLANNING
SCOPE AND FORMAT
INTRODUCTION
The instrument provided is based on the principles of the 5E Instructional Model that is expected to be
used to facilitate a learner centred approach to teaching and learning. Emphasis is placed on problem
solving which requires the student to make use of prior competencies to think critically, reflectively and
creatively as individuals and as members of a collaborative learning group to arrive at a solution. The
model is also to be used in a manner that allows for the key elements of the NSC Teaching Guides to be
considered. While on the surface the model appears to be linear, the dynamic nature of the problem
solving process requires a non-linear approach.
It is important to note that the 5E model is applicable across grade levels and subject areas. Additional
information regarding the application of the model in a manner that is relevant to the intended context,
may be obtained from the NSC Teaching Guides (2018).
PRELIMINARY COMPONENTS OF PLAN TO CONFIRM RELEVANCE TO CURRICULUM
COMPONENTS
QUESTIONS
&
GUIDING
SUBJECT
GRADE/S
DATE:
DURATION:
TOPIC:
ATTAINMENT TARGET:
BENCHMARK/S (If applicable):
LEARNING OBJECTIVES
·
Cognitive Domain
·
Affective Domain
·
Psychomotor Domain
KEY SKILL/S
KEY VOCABULARY:
MATERIALS/RESOURCES:
CONTENT SUMMARY/OUTLINE
:
PRIOR LEARNING:
PRESENT [/] OR ABSENT
[X]
FOR
EACH
COMPONENT
AND
QUESTION
COMMENTS
(
Explanation
for
omissions
or
adjustments
where
necessary)
LEARNING OUTCOME:
ASSESSMENT CRITERIA:
LESSON DEVELOPMENT ACTIVITIES
ENGAGE – 5 -8 mins:
How can students become interested in
the lesson in a novel way – i.e. without
introducing the specific topic?
Consideration given to:
·
Novelty of activity
·
Readiness to process
·
Climate/Atmosphere
How will students make use of their
prior knowledge?
Consideration given to:
·
Concepts
·
Principles
·
Skills
·
Attitudes/Dispositions
How will students be prepared for their
roles and responsibilities/expectations?
Consideration given to:
·
Use of prior competencies
·
Objectives
·
Activities
·
Assessment Criteria?
How will students remain engaged
throughout lesson/session?
Consideration given to:
·
Feedback
·
Agreements
·
Progress
·
Others
EXPLORE: What problem (big
question/issues/ ill-structured scenario
etc.) will be presented for students to
grapple with or interrogate?
How were the objectives used to shape
the problem?
How were suggested activities in the
curriculum guide integrated to shape
the problem/issue?
How will students’ prior knowledge
assist them in making sense of the
problem?
How will students gather information
independently/ collaboratively?
How will students document/ record
their ideas or thinking/products?
How varied are the methods for
recording information/ideas?
EXPLAIN
How will students share their
perspective/s/products/skills?
How varied are the options allowed for
students to share?
How are students’ questions
accommodated?
How will new concepts/
misconceptions be treated?
Consideration given to:
·
Why and how questions?
·
Differentiated methods
·
Individuals
·
Collective
·
Assessment criteria
EXTEND/ELABORATE (Application)
How will students make use of new
ideas/information/ skills in an
unfamiliar situation?
How relevant is the situation to the real
world?
How is the situation linked to other
subjects/disciplines?
How will students demonstrate creative
thinking?
How will students inform about their
plans and reason/s behind their
decisions?
Consideration given to:
·
Concepts/Principles
·
Processes/skills/ Practices
·
Assessment Criteria
·
Feasibility/Practicality
·
Others
EVALUATE
How will students self and/or peer
assess?
At what stages of the lesson will they
assess?
What will be the focus of the
assessment?
Consideration given to:
·
Objectives
·
Processes
·
Competencies
·
Roles/Responsibilities
·
Other/s
·
Attitudes/Dispositions
EXTENDED LEARNING
LINKS TO OTHER SUBJECTS
POST-LESSON REFLECTION:
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