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Course Outline Planning and Preparation

This 60-hour course aims to equip participants with the fundamental skills of planning and preparing lessons. It introduces key elements of lesson planning like learning objectives, content, learning experiences, resources, and assessment. Participants will learn how to formulate objectives using Bloom's taxonomy, identify appropriate content, propose learning activities and resources, and plan lesson evaluations. They will also learn to design schemes of work and series of related lessons. The course assessments include microteaching and developing a full scheme of work and lesson plans. Upon completing this course, participants are expected to have gained initial competencies for effective teaching through strategic planning.

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52 views4 pages

Course Outline Planning and Preparation

This 60-hour course aims to equip participants with the fundamental skills of planning and preparing lessons. It introduces key elements of lesson planning like learning objectives, content, learning experiences, resources, and assessment. Participants will learn how to formulate objectives using Bloom's taxonomy, identify appropriate content, propose learning activities and resources, and plan lesson evaluations. They will also learn to design schemes of work and series of related lessons. The course assessments include microteaching and developing a full scheme of work and lesson plans. Upon completing this course, participants are expected to have gained initial competencies for effective teaching through strategic planning.

Uploaded by

don jeanl
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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SEYCHELLES INSTITUTE OF TEACHER EDUCATION

MINISTRY OF EDUCATION AND HUMAN RESOURCE


DEVELOPMENT

Course Outline
Programme: Advanced Diploma in Education
Course Code: EDU61904
Course Title: Undertake Planning for Teaching and Learning.
Duration:60hrs

Purpose:

This course is designed to provide participants with fundamental knowledge, skills, and attitudes relevant
to effective teaching and learning to enhance classroom practices.
Planning in the curriculum is central to effective instruction. This course aims to equip you with skills in
planning and preparing lessons. Firstly, the course introduces the key elements and steps in lesson
planning. Secondly, it attempts to help you develop competency in the statement of learning intent and in
selecting and using suitable teaching, learning, assessment activities, and resources to deliver lessons
effectively and interestingly. It provides for practice in the design of schemes of work and in planning a
single as well as a series of lessons.
It is anticipated that upon completion of the course, participants will develop initial skills and
competencies necessary for teaching.

Key Outcomes
As a result of their participation in this course, it is anticipated that course participants will be able to:

1. Explain the concept of planning and preparation


2. Appreciate the importance of planning and preparation
3. Explain key factors in lesson planning and preparation
4. Formulate learning objectives in the different learning domains and at different levels of
Bloom’s taxonomy
5. Identify subject content for specified lesson aims and objectives
6. List sequential learning experiences to suit specific subject content
7. Propose instructional resources for subject content and learning objectives
8. Propose activities for evaluating students’ achievement in lessons
9. Plan, prepare, and teach a lesson for specific subject content
10. Design a scheme of work and a series of related lessons

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11. Critically evaluate their teaching and the effectiveness of the planning and implementation of
their lessons.

Unit content
Unit 1: Concept of Planning and Preparation

 Definition and importance of planning and preparation


 Overview of the planning process.
 Curriculum /learning programme
 Key elements of the planning process

Unit 2: Background factors

 Subject/curriculum background
 Student background
 Other aspects of background factors

Unit 3: Curriculum Content

 Definition of the term curriculum and content


 key considerations for Selecting Content
 Guidelines for selecting and organizing content

Unit 4: Aim and Learning Objectives

 Definition of aim and objectives


 Criteria for writing instructional aims and objectives
 Bloom Taxonomy of Learning
 Learning domains
 Classifying objectives according to the different learning domains
 Formulating /Writing objectives at the different learning domains and different levels of
Bloom's taxonomy.

Unit 5: Learning Experiences

 Concept of learning experiences


 Learning strategies and learning activities
 Guidelines for selecting teaching strategies and learning activities

Unit 6: Instructional Resources

 Concept of instructional resources.


 Importance of instructional resources
 Principles and criteria for selecting appropriate teaching and learning resources.

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Unit 7: Assessment and Evaluation

 General concepts of assessment and evaluation.


 Incorporating assessment and evaluation in planning your lesson.

Unit 8: Scheme of Work

 Concept of schemes of work.


 Formats for writing schemes of work.
 Key components of a scheme of work
 Guidelines for preparing a scheme of work.

Unit 9: Writing a Lesson Plan

 Concept of a lesson plan.


 Key constituents of a lesson plan.
 Key features of lesson procedures
 Lesson plan formats.
 Steps in constructing a lesson plan.
 Writing post-lesson evaluation.

Assessment
Item Description Due date Weighting
Item 1 Microteaching Wk 8 40%

Item 2 Plan a scheme of work and a series of Wk 12 60%


lesson plans.

Key references Arends, R. I. (2015). Learning to Teach. (10th Ed.). New York, NY: McGraw-Hill
Education. pp. 96-170

Barry, K. & King, L. (1998). Beginning Teaching and Beyond. (3rded). New South Wales, Australia:
Cengage Learning. pp. 45-60

Butt, G. (2008). Lesson Planning. London, England: Continuum.

Peter, G., Cole, P. &Chan, L.K.S. (1994). Teaching Principles and Practice. (4thed). London: Routledge.
p.48

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Peter, G., Cole, P. &Chan, L.K.S. (1994). Teaching Principles and Practice. (4thed). London: Routledge.
p.48

Proctor, A., Entwistle, Judge, B. & McKenzie-Murdoch, S. (1995). Learning to Teach in the Primary
Classroom. London, England & New York, NY: RoutledgeFalmer. pp. 39-70

Proctor, A., Entwistle, Judge, B. & McKenzie-Murdoch, S. (1995). Learning to Teach in the Primary
Classroom. London, England & New York, NY: RoutledgeFalmer. pp. 39-70
.

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