PCK – LESSON

PLAN AND
CONSTRUCTIVE
ALIGNMENT

05 March 2024
MZ Belay
Objectives of the lesson
• Describe why the lesson plan is important
• State the main components of the lesson plan
• Compare and identify effective lesson plan
• Design a lesson plan using backward designing method
Which group of students enjoy the class and why?
Competition Group Activities where
, especially discussi
Lots of copying students can
working in on or
from slides. participate, also
teams practical
When the lesson Teachers who a lesson where
against work.
takes forever to just read straight information is
others.
get to the point. off their presented in
PowerPoint! different ways.
When the
teacher
spends the
lesson
talking the
students
must listen.
When the teacher is
Sitting in silence, interested in what they are
asking questions, telling you so they tell you
reading the textbook, more than you need to know
and making notes on so you understand it properly
it. – but then give you printed
notes or time to write down
the vital bits.
What is a lesson plan?

✓An overview of what learners must learn

✓ Teachers’ daily guide

✓Prepare a path for learners’ success

✓Ability to create structure

✓Room in reflection to improve teaching and learning

Why lesson plan is important?
Effective lesson planning contributes to successful learning outcomes for learners in several
ways. A well-designed lesson plan:

✓ Helps learners and teachers understand the goals of an instructional module

✓ Allows the teacher to translate the curriculum into learning activities

✓ Align the instructional materials with the assessment

✓ Align the assessment with the learning goal

✓ Helps ensure that the needed instructional materials are available

✓ Enables the teacher to address individual learning needs among learners thoughtfully
Lesson Designing
Traditional vs. backwards design
Components of lesson plan
❖Learning outcomes:
• Goal: broad things that the teacher wants the learners to be able to
do after the courses
• Learning outcomes: what we want our learners to be able to know,
do, or achieve by the end of each lesson
• Learning outcomes should be written from the learner’s
perspective
Goal, objective and outcomes
• Watch the videos and provide examples from the Caps
document on one topic goal, objective and learning
outcomes
Goal; Objective and outcomes
• Goal: A broad statement of competence
• Provides an overall direction to learning
• Achievable result but not necessarily measurable and observable
Objective
A specific statement that clearly describes what the subject intends
the learners to be able to do as a result of the instruction and
activities

Outcomes
An explicit statement that describes the learning that learners will
have achieved and can demonstrate at the end of each lesson
Example: Chemistry
• Goal:
The goal of the course is to prepare learners for tertiary education by equipping learners with a conceptual
understanding of fundamental chemistry concepts in grade 10, developing basic scientific skills and interest towards
science and its importance in their everyday life in their day-to-day lives.

Objectives:
• The course enables learners to:
• - Experience the richness and excitement of knowing about and understanding the natural world;
• - Understand scientific processes and principles in making reasonable decisions;
• - Effectively engage in public discourse and debate about matters of scientific and technological concern; and
• - Increase their economic productivity by utilizing the knowledge, understanding and skills they will gain and
develop in the course.
Learning outcomes
Learners should be able to:

• Differentiate between mixtures and pure substances

• Classify different examples of matter according to a classification

scheme for a matter involving homogenous mixtures (solid, liquid
and gaseous solutions), heterogeneous mixtures, compounds and
elements (metals, metalloids and non-metals)
Cognitive domain level
Level Definition Types of Questions to Ask
Retrieve, recall, or
recognize relevant
Remembering knowledge Who? What? Where? When? Why? Which one? How much?
Demonstrate
comprehension
through one or more Describe it. Explain in your own words. What does this mean? Give an example. What is the
Understanding forms of explanation author saying? Show in a graph or table.
Use information or a How would you/could you? How does? What would happen if? Judge the effects of. How
Applying skill in a new situation much change there would be?
Break material into its
constituent parts and
determine how the
parts relate to one
another and/or to an Why did the authors write these poems? What situations exist during times of war? If this,
overall structure or then that. Compare and contrast. What is fact? What is opinion? What is the motive? The
Analyzing purpose result? The premise? What is the main idea?

Make judgments based Which is more important? Logical? Ethical? Find the mistakes in. What are the
Evaluating on evidence or criteria inconsistencies? Do you agree? What is the next step?
Put elements together
to form a new coherent
or functional whole;
reorganize elements
into a new pattern or What facts can you gather? Can you propose an alternative? How would you improve? How
Creating structure would you test? What changes would you make to solve? Can you formulate a theory for?
 Affective(feeling)
Internalizing values, for example, making friends
based on personalities
Putting together different values, information and
ideas, connecting them to bring understanding; for
example, prioritizing tasks.
Ability to see the worth of something and
express it, for example, proposing a plan to
improve team work skills
Active participation in the learning, for example,
participating in the group discussion.
Awareness of feelings and emotions, for
example, listening to or watching movies.
 The psychomotor domain( Doing)
• focuses on physical skills such as the development of hand-eye coordination and the use of motor skills.

• Set: Students feel ready to act upon challenges and resolve them. verbs include assume a position, demonstrate and show.

• Guided response: Students begin learning complex skills often through trial and error or following instructions. For example, an
instructional video teaches a student how to build a simple circuit. Instructional verbs include attempt, imitate and try.

• Mechanism: Students develop basic proficiency when performing particular tasks, often through practice. For example, a piano
student feels confident playing a song assigned by their teacher after weeks of practising. Instructional verbs include perform,
complete and duplicate.

• Complex overt response: Students learn to perform a task with advanced proficiency. For example, a piano student knows how
to play a song without needing to look at the keys. Instructional verbs include carry out, operate and perform.

• Adaptation: Students have developed their skills and can change them to meet specific requirements. For example, a culinary
student knows how to adjust their recipe to meet particular dietary restrictions. Instructional verbs include adapt, change,
modify and revise.

• Origination: Students learn how to develop a new skill using principles learned while gaining the original skill. For example, a
student who has taken ballet classes choreographs a dance for a recital. Instructional verbs include create, design and originate