EXPLANATIONS FOR STAGES OF THE LESSON PLAN

For a successful teaching and learning aimed at making a pupil a centre of learning in building
competence (knowledge, skills and attitudes), four (04) teaching and learning stages have been
presented in this lesson plan. These include introduction, competence development, design and
realisation.
Introduction
The purpose of this stage is to get the child’s prior knowledge of the target lesson. At this stage,
the teacher should arouse the child’s interest, generate curiosity, and get them involved in the
lesson through different techniques, such as discussion on how they can use the knowledge they
expect to gain, KWL Chart, songs, and games. The teacher should identify any misconceptions
and let the children connect the past (what they know) and the present experiences. Generally,
this stage recognises that a child is not a tabula rasa. Thus, teachers should give the pupils an
opportunity to give what they know about what they are going to learn during the lesson. It is,
therefore, important for teachers to provide activities that relate to new knowledge and skills that
the child is expected to develop.
Competence Development
This stage has a great relationship with the introduction stage. As the introduction promotes
mental focus on the lesson, this stage now provides children with a concrete learning experience.
The pupil is provided with activities aimed at developing what has been demonstrated at the
introduction stage about the target lesson. Provide the children with several activities that enable
them to build understanding/competence through reading texts, watching videos, listening to
audio sources, conducting discussions, investigating, observing, questioning, communicating
with peers, interviewing, and the like. Let them work together to promote sharing and
communicating among themselves, and give them opportunity to present and clarify what they
have learnt.
Design
Normally, if a child has built the target competence, he/she is able to apply it in various contexts.
For instance, a child can draw pictures and narrate/tell stories based on a particular competence.
The children can use the acquired knowledge and skills to design new models. At this stage,
guide the children through performing activities aimed at applying their understandings (the
acquired knowledge and skills) to address challenges they face in real-life situation.
Realisation
This stage focuses on assessment. Assessment of the child’s achievement is important in learning
and teaching process. In this case, design activities that focus on providing opportunities for
children to assess themselves and assess each other to determine the gap between their prior
knowledge and their current level of knowledge. Thus, teachers are encouraged to use different
forms of assessment, such as portfolios, performance assessments, interviews, preparation of
physical models, quizzes, and many others. During this time, teachers should observe and assist
pupils as they apply the new knowledge and skills, and collect evidence of their understanding.
Teachers are therefore encouraged to fully understand the requirements of each stage of the
lesson and make necessary preparations. TIE expects that through this approach, students are
expected to effectively develop their knowledge, skills, and attitudes that enable them to acquire
the necessary skills for the 21st century which will enable them to manage their lives in different
ways.

Assessment Criteria
This part focuses on formative assessment and it indicates performance indicators in doing
learning activities during the teaching and learning process. The aim of formative assessment is
to measure children’s/pupils’ understanding and adjusting the instruction accordingly. Thus, in a
lesson plan, a criterion for assessment should be prepared at each stage of the lesson
development before entering the classroom. Each criterion should show clearly the expected
performance from a pupil in doing the activities during teaching and learning process. The
information obtained at this part will finally help a teacher to provide remarks about the lesson.
Examples of how to state an assessment criterion, “A picture of a cat is drawn.”

Remarks

In the remarks stage of a lesson plan, the teacher should provide the reflective comments and
observations based on performance of the specific activity. Therefore, a teacher is expected to do
the following at this stage:
 Explain the strength or weakness on performing the specific learning activity.
 Use the information obtained from the assessment criteria to remark the performance of
the specific activity.
 Note areas where students excelled and areas where they may need further support or
clarification or consider what went well and what could be improved upon for future
lessons.
 Propose any adjustments to teaching methods, materials, or pacing based on observations
from the current lesson.
 LESSON PLAN
Name of School: ………………………………… Teacher’s Name: ……………….
Form: ………………………………….…………. Subject: …………………………..
Time: ……………………………….….….…….. Date: ………………………………

Number of students
Registered Present
Girls Boys Total Girls Boys Total

Main Competence:
Specific Competence:
Main Activity:
Specific Activity:

Teaching and Learning Resources:

References:
 Teaching and Learning Process
Stages Time Teaching Activities Learning Activities Assessment Criteria
(Minutes
)

Introduction

Competence
Developement

Design

Realisation

Remarks: