TEACHING OF MATHEMATICS

Specialization Course

Week 6 Dates 27th November – 1st December, 2023

Unit Models of Lessons Planning for Mathematics

Topic Teaching Methods of Teaching Mathematics

MODELS OF LESSONS PLANNING FOR MATHEMATICS

Introduction
Planning the word, it contains more weightage as compared to any other word. We
can only achieve any target often a proper planning strategy. In planning what is
target to achieve is our goal with the available resources. Planning also plays an
important role in teaching-learning process. While, doing a proper planning in
teaching the class environment got relaxed, teacher enjoys the teaching because the
atmosphere as well the situations are properly arranged. By doing an intelligent
planning a teacher avoids frustrations. Classroom transactions are also got smooth
by using the strategies in a proper manner.
PLANNING FOR INSRUCTIONAL PROCESS

Need for Planning

Teaching occupies the central core of your life as a teacher. The teaching includes instruction
in classroom tutorials, laboratory, workshops, and excursions, etc. Where teaching is not just
an activity to transfer the education to the student but it involves modification in the
behavior of the student. While planning, teacher must keep in mind the emphasis may be
given to equal Weightage to all the content, not that one should be given more focus and
other is ignored completely.

 Presentation of material in a logical, systematic, and effective way

 The planning must cover the adequate coverage of subject matter
 The objective may be achieved in the given time
 The time factor and effort must be low and relevant
 The strategies must involve maximum development of child in minimum resources
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Advantages of Planning

Planning means systematic organization of subject matter, better utilization and proper
presentation of the resource:

 It fosters self-confidence and pride in our work

 The aids are properly explained and used by teacher
 Planning for one subject helps in integrating with other subjects
 A wide development in thinking about teaching is helpful to bring an order of
teaching.

STRATEGIES FOR INSTRUCTIONAL PLANNING

Systematic planning of teaching work requires systematic organization of time in the

institution. This could be done on long term and short term basis.

1. Long term Planning: Long term planning may be termed as academic work planning
that is it for a whole which is to come yet. List of holidays for schools including
restricted, gazettes etc. As well as the different program to be organize by the school
in the coming year that is activities to be organized as per the festivals as well as the
tour and trips for the students. All teachers are allotted with their concerned subjects
to be taught by them for the whole year, so that teachers may frame out their plan
according to their need. Such plan gives a ordered and fresh look to teaching learning
practice in school as it was organized at the beginning. Teachers also plan theory
courses as well as for practical activities, projects, and science exhibitions etc. Now
we can say that a yearly plan is based on course purpose, course concepts, units,
lessons, and evaluation items.
2. Short term Planning: There are the specific activities which are planned by teacher
for making their teaching effective which includes framing the lesson plan, use of
teaching aid, in between so that the time may be utilized properly while delivering
the lesson. Deciding the time limit, appropriate examples, real life incidence, use of
appropriate aid all are included in it.

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 DESIGNS FOR LESSON PLANNING

Defining a Lesson

The term lesson is described in many ways by different educationists or teachers. A teacher
takes teaching as a job to cover syllabus in the classroom; every class has 6-7 periods in a
day (in general, a period runs over 35-40 minutes). A lesson is defined as a blueprint, a guide
map, a plan for action. Lesson is a sequencing of teaching acts or events or episode in
organized manner to generate a learning environment for our students. The lesson contains
topics and sub-topic with necessary contents to be taught to the students in the classroom.

Definitions

N. L. Bossing in his book “Teaching in Secondary Schools” proposes the following definition
of a lesson plan: “Lesson plan is the title given to a statement of all achievements to be
realized and specific means by which these are to be attained as a result of the activities
engaged day to day under the guidance of the teacher.”

The Dictionary of Education defines a lesson plan as a teaching outline of the important
points of a lesson arranged in the order in which they are to be presented; it may include
objectives, questions to be asked, references to materials, evaluation, assignments, etc. Now
you must be clear in mind that lesson planning is a product of short term or micro level
planning involving:

1. Identification of definite objectives,

2. Selection of appropriate content and activities,
3. Selection of procedures and methods for presentation of the content,
4. Selection of evaluation exercises and
5. Selection of follow up activities, etc.

APPROACHES TO LESSON PLANNING

Generally various approaches are used to make a lesson plan. These approaches are
Herbartian approach, Unit approach, Evaluation approach, and Project approach.

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A brief description is provided:

1. Herbartian Approach is based on apperceptive mass theory of learning. All the

knowledge and information is to be given from outside by the teacher because the
student is considered similar to a clean slate. For the students, if an old knowledge
makes a base for new knowledge (his previous knowledge or experiences), it may be
acquired easily and retained for a longer period.

2. Unit Approach of Morrison is based on unit transaction and planning. The

Morrison’s lesson plan of teaching is cyclic; Morrison has given five steps for his
‘cyclephase’ of teaching: Exploration, Presentation, Assimilation, Organization, and
Recitation.
3. Evaluation Approach of B.S. Bloom in evaluation approach, education is objective
centered not content centered. The focus in this approach is on objective based
teaching and testing. It takes into consideration the learning objectives and teaching
methods on the basis of the objectives and to assess learning outcomes. Then, a
decision can be taken about objectives of learning are achieved or need to provide the
revision.
4. Project approach originated by Dewey and W.H.Kilpatrick stresses on group
activity, social activity, self activity, and related to real life experiences. It is a pre-
planned work completed by a person or group in social condition. Due to many
reasons, it is not necessary that a lesson plan made by a teacher will be successful at
every place and time. Many factors influence lesson planning such as

 Availability of teaching aids,

 Strength of students in the Class.
 Composition of the Class (Age wise).
 School Location (Area wise)
 The nature of the topic (Medium wise) etc.

The list is not enough, few other factors from own experiences can be added.

Writing a lesson Plan: Many written lesson plans are used by practicing teachers. A teacher
needs some information about the class, students and their background before to attempt
the lesson plan. In general, a Macro Lesson plan is divided into many stages/steps. We had
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introduced the approaches of lesson planning. Now, one can write a macro lesson plan based
on different approaches.

HERBARTIAN APPROACH

The steps are given below:

1. General information: regarding the topic, sub-topic, subject, time, class, and age
level of children.
2. Instructional Objectives (General Objectives and Specific Objectives): We know
that at different grade levels, all subjects have general objectives, and specific
objectives are written in behavioral terms. Specific Objectives focuses on the expected
outcomes of teaching and the topic in a given time period. These specific objectives
also known as instructional objectives, which are observable and measurable. It is
required to identify the behavioral objectives and state these objectives in a clear and
simple language.
3. Instructional Aids: The development of a new lesson plan is based on the standard
and knowledge of students. Instructional are used by the teacher to make understand
the chapter or topic easily. One picture delivers the message of thousand words.
Teacher assumes that the previous knowledge of students related to the content can
test and teaching will become easy through aids.
4. Introduction: in this step topic is introduced mainly through introductory questions
or by creating the appropriate situations. New knowledge or information of students
is linked with their previous knowledge by assuming and testing.
5. Presentation: In presentation the ways of relevant content is presented. A teacher
develops the lesson Plan by asking many questions and receiving responses
presented by the students’. Students’ response helps the teacher for further
presentation of the content. The presentation stage is interactive in the real
classroom situation. It depends on teachers’ communication and teaching skills like
questioning, explaining, giving demonstration and providing reinforcement on
desirable student behavior.
6. Recapitulation: This step helps the teacher to find out the extent of learning that
occurs during instruction. The teacher does this by asking several questions. This
stage provides feedback to the teacher about the teaching learning process.
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 7. Blackboard summary: In the classroom during the instruction, the board is used by
the teacher to write the teaching points, summary and explanations. Board is used
simultaneously when lesson is being delivered in the classroom.
8. Home Assignment: At last, in the end of the teaching session, thought provoking,
suitable questions or activities must be planned and given to the students. It gives a
chance of revision or practice to the students. Home assignment also gives an
opportunity to students to assimilate, whatever they have learned.

EVALUATION APPROACH

The design of lesson plan according to this approach consists of three aspects:

i. Input,
ii. Process and
iii. Output.

1. Input: It contains the identification of objectives in behavioral terms. These are

known as Expected Behavioral Outcomes (EBOs). During this the entering behavior
of the learners is also identified. With the help of instructional objectives, the
sequence of instructional procedure is determined. These objectives are classified
into four categories: Knowledge, Understanding, Application and Creativity. These
objectives can be transformed in behavioral terms.
2. Process: This is an interactive stage when teacher actually communicating with
students in the classroom. For effective presentation of the content, teacher has to
choose different teaching strategies, audio-visual, and all support materials.
3. Output: This aspect of instructional procedure refers to real learning outcomes
(RLOs). This is equivalent to terminal behavior which is measured by using oral and
written questions. This aspect is considered for measuring of the desirable change in
behavior of students.

5-E LESSON PLAN MODEL

The 5 E Model is a widely recognized instructional model in the field of education, including
mathematics, for structuring lesson plans and classroom activities. This model, rooted in

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constructivist learning theory, emphasizes active learning through a sequence of phases,
each represented by an "E": Engage, Explore, Explain, Elaborate, and Evaluate. The model is
designed to facilitate deeper understanding and mastery of concepts by actively involving
students in the learning process. Here’s a breakdown of each stage:

1. ENGAGE:

Objective: To create students' interest and curiosity, creating a need to know or learn.
Methods in Mathematics: Pose a challenging question, present an intriguing problem,
or relate the concept to real-life scenarios that are relevant to the students. This phase
is crucial for capturing attention and setting the stage for learning.

2. Explore:

Objective: To provide students with hands-on experiences; they investigate,

experiment, and interact with materials and ideas.
Methods in Mathematics: Encourage students to work through problems,
manipulatives, or engage in group activities that require them to apply mathematical
concepts. This phase allows students to build their own understanding through direct
interaction with mathematical ideas.

3. Explain:

Objective: To provide opportunities for students to articulate what they have learned,
observed, and experienced.
Methods in Mathematics: Facilitate discussions where students explain their
reasoning and thought processes. This can also involve more direct teaching where the
teacher clarifies concepts, leads demonstrations, and introduces formal language and
notation.

4. Elaborate:

Objective: To allow students to apply their understanding in new contexts and extend
their learning.

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 Methods in Mathematics: Engage students in applying concepts to more complex or
novel situations. This could involve solving higher-level problems, integrating multiple
areas of mathematics, or connecting mathematical concepts to other subject areas.

5. Evaluate:

Objective: To assess students’ understanding and learning progress, both informally

and formally.
Methods in Mathematics: Utilize various assessment tools such as quizzes, tests,
projects, or informal checks for understanding. This stage is not only for the teacher to
evaluate student progress but also for students to self-assess and reflect on their
learning journey.

IMPLEMENTATION IN LESSON PLANNING:

Utilizing the 5 E Model into lesson planning of mathematics involves carefully designing
activities and interactions for each phase. It ensures that learning experiences are student-
centered, engaging, and interactive, catering to different learning styles and fostering a
deeper understanding of mathematical concepts. This model encourages educators to move
beyond traditional lecture methods, engaging students in a more dynamic and participatory
learning process.