LESSON PLAN

INTRODUCTION

A lesson plan is a teacher's detailed description of the course of instruction for an

individual lesson. A daily lesson plan is developed by a teacher to guide class instruction. Planning
the material is much more difficult than delivering the lessons. Planning is when you look at the
curriculum standards and develop the content that match those standards you also have to take into
consideration the needs of the children you are planning for. Luckily, textbooks that are adopted for
your subject areas are typically written with this in mind. All details should be written down to
assist the smooth delivery of the content. The extent of the detail will vary depending on the number
of years of experience that the teacher has and the number of times he/she has taught the lesson.

MEANING

Lesson plan is a plan prepared by a teacher to teach a lesson in an organised manner. It is a plan
of action and calls for an understanding on the teacher’s part, about the students, knowledge and
expertise about the topic being taught and her ability to use effective method.

DEFINITION

According to Lister, “A lesson plan is actually a plan of action, it, therefore, includes the
working philosophy of the teacher, her knowledge of philosophy, her information about and
understanding of her pupils, her comprehension of the objectives of education, her
knowledge of the material to be taught and her ability to utilise effective method”.

According to L S Bossing, “A lesson plan is the title given to a statement of the

achievements to be realised and the specific meaning by which there are to be attained as a
result of the activities engaged during the period”.

IMPORTANCE OF LESSON PLANNING

The lesson plan has important role in planning and organizing teaching and also affects the
teacher skills, intelligence, ability and his/her personality with the following reasons,

1. In teaching education programme, the lesson in planning provides the guidelines to student-
teacher during their teaching practices.

2. It determines the field of work of the teachers as well as of the students and provides definite
objectives for each days work. As the goal is determined, the teacher gets impetus torealize
his goal.

3. It provides awareness of teaching objectives and structure direction to achieve the objectives.
In short, it helps to achievement of definite goals and the objectives.

4. It tends to prevent wandering from the subject and going of the way. It makes teaching
systematic, orderly and economical but no duplications and avoids needless repetition.
 5. It helps the teacher to organise and systematise the learning process. The sequence of content
to be presented is finalised task analysis in lesson planning. The activities in the lesson are
well-knit, interconnected and associated.

6. Lesson planning helps the teacher to overcome the feeling of nervousness and insecurity and
it gives him confidence to face the class i.e. the pupil=teacher gains confidence in performing
the classroom teaching activities. It helps to develop self-confidence in teaching.

7. Teaching activities are related to learning structure, by scientific lesson plan. The use of
teaching aids, techniques, strategies and tactics is predetermined in the presentation of the
content.

8. Lesson planning maintains the sequence of content presentation and prevents the teacher to
deviate from the topic.

9. Lesson planning maintains the sequence of content presentation and prevents the teacher to
deviate from the topic.

10. Lesson planning enables the teachers,

a) To link the new knowledge with the previous knowledge acquired by the students

b) To prepare a suitable scheme of selections and organisation of subject matter,

materials and activities

c) To prepare pivotal questions and illustrations

d) To provide for suitable summaries.

11. Lesson planning ensures a definite assignment for class and availability of adequate materials
for the lesson.

12. In Lesson planning, the class room activities are organized by considering the students
individual differences.

13. Lesson planning determines the suitable places of reinforcing and controlling the student
behaviour during teaching. It provides for an adequate checking of the outcomes of
instructions. Good Lesson plan enables the teacher to evaluate his work as the lesson
proceeds.

14. Lesson planning helps teacher as well as the taught in fixing new learning by making
adequate provision for exercises, practice and revision.

NEED FOR LESSON PLANNING

  To meet demands and adequate consideration of goals and objectives, the selection of
subject matter, the selection of teaching-learning methods, the planning of activities and the
planning of evaluation of devices.

 To keep the teacher on the track, ensures steady progress and definite outcome of teaching
and the learning procedure.

 To help the teacher in effective teaching. The teacher looks ahead and plans a series of
activities with an intention to modify students’ attitudes, habits and abilities in the desirable
directions.

 To prevent the waste. It helps the teacher to carry out the teaching activity in a systematic
and orderly fashion. It encourages proper organisation of subject matter.

 To prevent haphazard teaching through eliminating disorders and other ills of thoughtless
teaching.

 To provide confidence and self-reliance to the teacher. It can ensure that the teacher does not
‘dry up’ or forget a vital point. A teacher can enter the class and carry out the teaching
activity without anxiety.

 To serve as a check on unplanned curriculum. It provides a framework to carry out the

teaching at a suitable rate. The hierarchy of lessons becomes well-knit and interconnected.
Continuity is assured in the educative process.

 To avoid needless repetition.

PRINCIPLES OF LESSON PLANNING

 The teacher should prepare a careful but flexible plan. The lesson plan is to be used as a
guide rather than as a rule of thumb to be obeyed blindly. The teacher should have the
courage to depart from it according to the needs of the students.

 The teacher must have mastery of and adequate training in the topic from which the subject
matter has been selected for a certain lesson.

 The teacher must be fully conversant with new methods and techniques of teaching nursing.

 The teacher must know his students thoroughly and organise the materials in a
psychological rather than merely a logical fashion.

 The teacher must ensure active student participation.

 Since monotomy is a defect, different teaching learning methods have to be employed while
teaching instead of adhering to a single method.

STEPS IN LESSON PLANNING

 There is no universally accepted steps in planning a lesson. The following steps may help in
preparing a lesson plan.

 PLANNING; This step is concerned with the

formulation of objectives,

selection of the content,

organisation of the content,

selection of the teaching-learning methods,

selection of audio-visual aids.etc.

 PREPARATION OR INTRODUCTION: This brief stage is concerned with introducing

the lesson to the students in an interesting manner and thereby preparing them to receive
new knowledge. Different methods and techniques can be used to prepare the students.
awareness regarding the previous knowledge of the student is essential for the successful
implementation of this stage of lesson planning.

 PRESENTATION: During the presentation stage teacher and students actively engage in
the teaching-learning process. The objectives of the lesson are largely attained during this
stage. The teacher employs appropriate teaching learning methods with the help of various
teaching aids. During this stage the nurse educator has to give generalisation and
application.

 RECAPITULATION OR CLOSING STAGE: This is the last step of the lesson and
concerned with planned repetition, giving assignments, evaluating pupils progress and
diagnosing pupil learning difficulties and taking remedial measures.

TYPES OF LESSON PLAN

Lesson plan can be classified into three types those are,

 Lesson plan related to knowledge- cognitive domain

 Lesson plan related to appreciation- affective domain

 Lesson plan related to skill- psychomotor domain.

There are various forms of writing lesson plans practiced everywhere, but
following three forms are most popular and most frequently used.

 Herbartian approach to Lesson planning

 Bloom’s evaluation approach to Lesson planning

  RCEM approach to Lesson planning

HERBARTIAN APPROACH

John Fredrik Herbart was German philosopher and great educationalist.

 His approach is theoretically based on appreciative mass theory of learning.

 Previous knowledge of the students is considered in preparing Lesson plan, but their abilities
interests, attitudes, and values are not taken into consideration in designing a Lesson plan

He had divided teaching unit activities into 5 steps.

1. Preparation

2. Presentation

3. Comparison and abstraction

4. Generalisation

5. Application

An outline of a Lesson plan has been developed on the basis of the five steps in the following steps

a. Subject, topic, class, with sections, period and date.

b. General objectives of the teaching subject or topic.

c. Specific objective related to the topic.

d. Introduction.

e. Statement of aim.

f. Presentation including developing question.

g. Explanation.

h. Blackboard summary.

i. Review questions or recapitulatory questions, and

j. Homework.

FORMAT OF HERBATARIAN LESSON PLANNING

Date; Class; Period;
Subject;
Topic;
General objective;
Specific objective;
Teaching aids ; Blackboard, OHP, charts, previous knowledge.
Introduction: (by asking one or two question)
Announcement of the topic.
Statement of aim; (teacher prepares, develops questions after introducing the
topic to be taught, will design with the help off question or
take help of various devices) Explanation; (when
the students is not able to answer, teacher explain B B Summary ;
(teacher has to prepare the BBS of his teaching points and
explanation) Recapitulatory
question ; (the student should note in the BBS of his teaching
points and explanation) Homework ; (at the end of
Lesson plan homework is assigned to the students)

MERITS

 It is logical and psychological. It incorporates the principle of learning.

 It assists in making teaching systematic. The teaching proceeds on well thought out and
definite levels.

 It is employed in the teaching of all school subjects.

 It helps in avoiding unnecessary repetition in teaching.

 It is used in achieving the cognitive objective of teaching.

 It employs the deductive and inductive method of teaching.

 It is simple and easy approach of lesson planning.

 It employs previous knowledge of the students for imparting new knowledge.

 It provides a useful frame work, confidence and self reliance.

DEMERITS

 It is highly dominated by teacher.

 The teacher being very much intellectual in character and is suited to knowledge lesson
only.
  It is highly structured and does not provide the opportunities for teacher’s creativity and
originality.

 There is more stress on teaching rather than on learning.

 It is highly loaded by cognitive objectives but cannot be effectively used for affective and
psychomotor objectives.

 Specific objective are not written in behavioural terms.

 Teaching activities are less meaningful and practical.

 The main emphasis is given on presentation. It confines the teaching up to memory level
only.

BLOOM’S APPROACH

B.S.Bloom (1961) has given new dimension to education. He considers education as a tripolar
process,

 Educational objective

 Learning experience

 Change of behaviour.

E.O

L.E C.B

TRIPOLAR PROCESS

 He has made education as objective centred rather than content centred.

 His approach of lesson planning is termed as “evaluative approach.”

This approach has following features

Education is a purposeful process. All the educational activities are objective centred.
Testing should be based on teaching.
Term evaluation concerned with all activities of teaching and not only students
performance.
It evaluates the teaching learning objective methods and devices of providing learning
experience.
Students’ performance is measured in terms of learning objective and not the achievement
of the content. It may cover the cognitive, affective, and psychomotor learning outcomes.
 STEPS IN BLOOMS APPROACH

 FORMULATING EDUCATIONAL OBGECTIVES;

Educational objectives concerned with cognitive, affective, and psychomotor
change in behaviour while identifying and formulating objectives the teacher should keep
following things in their mind.
 Nature of various subjects.
 Structure of content, students’ level and need, socio and economic condition.
 Students’ growth and developments should be kept in view in following objective.
 CREATING LEARNING OBJECTIVES;
Ater identifying learning objectives, the appropriate teaching strategies, teaching
aids are selected.
 EVALUATING CHANGE IN BEHAVIOUR;
Learning experience being desirable change in behaviour of the students the
change of behaviour are evaluated to take decision about effectiveness of learning
experiences

LEARNING EVALUATION
EXPERIENCES
COGNITIVE lecture, demonstration Oral, written, observation,
media, text books. interview

AFFECTIVE Observation, internet

interview.

PSYCHOMOTOR Project method, Observation, practical exam

experimental

FORMAT OF BLOOM’S LESSON PLAN

DATE; CLASS; PERIOD;

SUBJECT

TOPIC

SPECIFIC OBJECTIVES

PRESENTATION- (Learning experiences)

TEACHING SYUDENTS TEACHING OBJECTIVES

ACTIVITIES ACTIVITIES METHODS & AIDS
 Question
Explanation
Teacher statement
Explanation
Teacher statement
Question
Explanation
Teachers statement
Evaluation
Homework

MERITS

 Content analysis is done and two dimensional charts are prepared for specifying the
objectives.
 Objectives are written in behavioural terms.
 Teaching activities are organised for attaining these objectives.
 Teaching activities are related to learning structure.
 It makes teaching purposeful and objective centred.
 It is based on psychological and scientific principles
 It has greater scope for improving and modifying the learning experience or teaching
activities.

DEMERITS

 It is highly structured and mechanized and does not provide and opportunity for creativity
and originality of teacher.
 It has greater scope for personal factors of teacher to influence the planning and organizing
teaching activities.
 One teaching activity does not confine to one domain. It concerns with more than one
domain.
 Mental process on mental abilities is not taken into consideration.

R.C.E.M. APPROACH TO LESSSON PLAN

R.C.E.M. approach of lesson planning is developed by Indian educationalists at

Regional College of Education, Mysore. (R.C.E.M), Karnataka. This is an improvement over the
earlier approaches. It also considers the Blooms taxonomy of educational objectives in identifying
objectives of teaching with certain modification.

The design of lesson planning according to this approach consists of these aspects.

Inputs
Process
Output
 INPUT ; It includes identification of objectives (EBO). They are known as Expected
Behavioural Outcomes. These objectives are broadly
Classified into 4 categories
 Knowledge
 Understanding
 Application
 Activity
 PROCESS ; In process teaching strategies and tactics are selected for achieving the
objectives.
 Communication strategy,
 A.V. aids,
 Technique of motivation.
 OUTPUT ; This aspect of instructional procedure includes Real learning outcomes
(R.L.D)

INPUT PROCESS OUTPUT

INSTRUCTION COMMNICATING STRATEGY EVALUATION

EBOs TEACHER STUDENT RLOs

ACTIVITIES ACTIVITIES

KNOWLEDGE  Lecture  Listening  Review

OBJECTIVE  demonstration observation questions
 Chart-maps  Notes taking  Define
 Explanation  interaction  State
  Discussions
Understanding  Participation in  Interpret
 Problem solving
objective group  Translate
question
discussion  Explain
answer method
 Listening  Discriminate
 demonstration
 Observation  Problem
 Initiation solving

Application  Group  Experiment  Practical tests

objective discussions  Use of  Student test
 Laboratory knowledge for  Essay type test
work his problem  observation
 Question
answer
 Demonstration
problem solving

Creative  Individual work  Analysis &  Essay type test

objective  Group synthesis  Oral test
discussions  Elements  Problem solving
 Establish new  Establish new  Situational test
relationship relationships  observation

FORMAT OF R.C.E.M LESSON PLAN

DATE................... CLASS............. PERIOD..................

SUBJECT.........
TOPIC...............

TEACHING 1.
PRINTS 2.
3.
4.
5.
 6.
PRESENTATION

EBOs TEACHER ACTIVITY LEARNONG RLOs

STUDENT ACTIVITY EXPERIENCE

Knowledge ............................ ....................... .................... Eg;

recall, recognition explanation ....................... ....................

Understanding explanation ....................... ....................

Application explanation ...................... ....................

Application explanation ...................... ....................

Creativity explanation ...................... .....................

CONCLUSION

One of the important element in good teaching is daily lesson planning is

essentially an “experience in anticipatory teaching”. The daily planning is pre-teaching or
anticipatory teaching. It is the teacher’s mental and emotional visualisation of the classroom
experience as he/she plans it to occur. In short, it is teacher’s experience in advance, mental
and emotional.

BIBILIOGRAPHY

1. B.T. Basavanthappa, “NURSING EDUCATION”, 1ST edition, 2003, Jaypee

publishers. Pg no 230-233.

2. Dr Nasreen Taj,“CURRENT CHALLENGES IN EDUCATION”, 1ST

edition,Neelkamal publications, Pg no 58-61.
3. K.P. Neeraja , “TEXT BOOK OF NURSING EDUCATION” , 1ST edition, 2003, Pg
59-57.

4. www.google.com.