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Lesson Planning For Effective Teaching Ppoint Final PP

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21 views37 pages

Lesson Planning For Effective Teaching Ppoint Final PP

Uploaded by

Regine Jolbitado
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Lesson Planning For

Effective Teaching

By: Michael A. Figueroa


Principal, HSD
TYPES OF LESSON
PLAN
It puts down in writing the classroom
activities that may occur.
A .Detailed Lesson Plan

The teacher writes down all the questions he


is going to ask from the pupils under the
column teacher activity and the expected
answers under the column pupil activity.
B. Semi Detailed Lesson Plan
Omits pupil activity.
It contains only the lesson procedure or the
step of the lesson.
C. Brief Lesson Plan
Shorter than the Semi-Detailed
PARTS OF A LESSON PLAN
A. Objectives or Thrust

B. Subject Matter, Materials

C. Procedures or Strategies


C. Procedures or Strategies
C.1 Review
C.2 Motivation
C.3 Presentation Of The Lesson
C.4 Generalization
C.5 Application
C.6 Formative Evaluation
C.7 Assignment or Agreement

D. Evaluation
OBJECTIVES

Provides goals to be attained.

Gives direction to the class discussion.

Calls for what out comes to expect.


• General
Objectives Objectives
may be GENERAL or specific….
Usually broad in scope and may be the
objective of a course, subject, or semester.
It cannot be attained in one lesson.
• Specific Objectives
Usually attainable in a specific lesson and
contributes to the accomplishing of the
general aim.
Are also called behavioral objectives
(Visible and Measurable)
General VS Specific
• 1. General: To understand the addition of dissimilar
fractions
Specific: To solve at least 9 out of 10 exercises in
addition of dissimilar fractions.

• 2. General: To appreciate beautiful description in the


passages read.
Specific: to list down all the beautiful descriptions in the
passages read.

• 3. General: To know the difference between an adjective


and an adverb.
Specific: To construct sentences using adjectives and
adverbs correctly.
In planning the lesson the
trend is to use behavioral
objectives….
A.COGNITIVE
THE TAXONOMY OF EDUCATIONAL OBJECTIVES

B.PSYCHOMOTOR

C.AFFECTIVE
A.COGNITIVE OBJECTIVES

• Involves the factual knowledge, ideas, and


intellectual abilities,

• Associated with the logical thinking


processes.

• Hierarchy of Cognitive Domain


Hierarchy of Cognitive Domain

1. Knowledge
• Objectives related to simple recall, rote
memory learning, and knowledge of facts.

• Define, identify, recall, acquire, describe,


name, list down, select, label.
Knowledge

• Define, identify,
recall, acquire,
describe, name,
list down, select,
label.
2. Comprehension
• Refer to as “understanding”
• When the student is able to translate in his
own words the meaning of terms taught to
him.
• Distinguish, convert, defend, give example,
estimate, paraphrase, explain, discuss,
predict, extend, summarize, generalize,
translate, transform, to give in own words,
illustrate, prepare, change, rephrase, restate,
interpret, differentiate, Explain, demonstrate,
tell in, infer.
2. Comprehension
Distinguish, convert, defend,
give example, estimate,
paraphrase, explain, discuss,
predict, extend, summarize,
generalize, translate,
transform, to give in own
words, illustrate, prepare,
change, rephrase, restate,
interpret, differentiate,
Explain, demonstrate, tell in,
infer
3. Application
• Deals with application of concepts and
principles to new situations, solves
mathematical problems, construct charts, and
demonstrates correct usage of a method of
procedure.
• Change, prepare, compute, use, solve,
discover, modify, relate, disseminate, apply,
generalize, develop, organize, use, employ,
transfer, restructure, classify.
• Change, prepare,
compute, use, solve,
discover, modify, relate,
disseminate, apply,
generalize, develop,
organize, use, employ,
transfer, restructure,
classify
4. Analysis
The breaking up of a communication or text
into its constituent parts or elements.
Distinguishes facts and inferences, evaluates
the relevance of data, and analyzes
organizational structure of work.
Breakdown, diagram, subdivide, illustrate,
infer, separate, outline, point out, deduce,
analyze, contrast.
Breakdown, diagram,
subdivide, illustrate, infer,
separate, outline, point out,
deduce, analyze, contrast.
5. Synthesis
• The putting together of elements and parts to
form a whole.
• Involves the process of working with pieces,
parts, elements, and arranging and
combining them to constitute a pattern.
• Design, create, organize, categorize,
reorganize,plan, combine, devise, rearrange,
comply, tell, modify, generate, rewrite,
constitute, originate, document, produce,
specify, derive, synthesize.
• Design, create, organize,
categorize, reorganize, plan,
combine, devise, rearrange,
comply, tell, modify, generate,
rewrite, constitute, originate,
document, produce, specify,
derive, synthesize.
6. Evaluation

The judgment about the value of the material


and methods for given purposes.
Appraise, conclude, justify, contrast, criticize,
interpret, discriminate, judge, argue.
Appraise, conclude,
justify, contrast,
criticize, interpret,
discriminate, judge,
argue
B.PSYCHOMOTOR OBJECTIVES
 Concerned with purposeful motor activity or
physical skills by which a task is performed.
Assemble,build,calibrate,clean,connect,const
ruct,correct,design,dismantle,
drill,fasten,fix,grind,manipulate,mix,mend,per
form,measure,execute,install, handle, use,
operate.
B.PSYCHOMOTOR OBJECTIVES
 Concerned with purposeful motor activity or
physical skills by which a task is performed.
Assemble,build,calibrate,clean,connect,const
ruct,correct,design,dismantle,
drill,fasten,fix,grind,manipulate,mix,mend,per
form,measure,execute,install, handle, use,
operate.
C. AFFECTIVE OBJECTIVES
• Associated with feeling
• Concerned with the values of an
individual including interests,
appreciations, and attitudes.
• Appreciate, admire, initiate, show respect
for, participate actively, find pleasure,
observe strictly, utilize wisely, listen
critically, form sound judgment, sustain
interest in, comply with, assume,
responsibility for, utilize wisely, and
effectively, a accept, value, conserve,
sharpen, exert.
B. Subject Matter/Materials

Specifies the subject matter, textbooks,


library references, apparatuses, visual aids
and equipments needed that will help attain
the objectives.
C. Procedures

Includes both teacher and pupil activity


in the detailed lesson plan.

There should be varied types of


procedure because of individual
differences.
Ingredients of Procedure
Motivation techniques
• Do not start the lesson by saying “today, class we are going
to study_____.
• Motivations are generally classified as intrinsic and extrinsic.
Intrinsic Motivation
• It is based on fundamental needs and drives and which will
arouse the learner’s innate desire to act.
• The teacher should use the interest of the students by
relating the subject matter to their important needs or goals.
Extrinsic Motivation
• Something external and is based on incentives designed to
make learners more responsive.
*the teacher should use a variety of suitable
motivational devices ranging from
challenging questions, audio-visual aids,
stirring stories or anecdotes, contests, games,
puzzles, songs, drills, projects, sharing of
experiences, acting out a story or performing
an action song.
B. Review

• A review of previous lesson, if necessary, should be included


in the plan to determine entry knowledge and skills to
enable the class to understand the new lesson better.
C. Presentation of the lesson

• The methods or procedures followed in teaching are


determined by the objectives of the lesson, the nature or
degree of difficulty of the subject matter, the ability and
experiences of the learners, the devices and equipments
available, and the teacher’s orientation.
D. Application

• Prepare exercises which will show how well the students


understand the lesson presented.
• The application may be done either in writing or orally.
E. Assignment
• The success of the succeeding lesson depends
on the effectiveness of the assignment.
• According to Shipley, an assignment is a job,
a piece of work, or a task given out by a
teacher to an individual or to the class.
• It may also be a problem to be solved,
something to be read, themes to be written,
questions, to be answered, a practice to be
done, a project to be undertaken, and the
like.
F. Evaluation
• It is an evaluation of the results of teaching
and the extent of learning.
• It is the process of determining to what
extent the educational objectives are being
realized.
• It seeks to answer the following questions:
are the objectives of the lesson
achieved?

Are the methods employed effective?

Is the student behavior changed into


the desired direction?
BY:
Michael A. Figueroa
Principal, HSD

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