FORMAL PREPARATORY ACTIVITIES OF TEACHING

Planning for a Semester

Factors to consider when planning semester work
1. Syllabus
 Know the goals for teaching the course.
 Familiarize yourself with the content to be
covered.
 Find out the recommended textbooks and other
possible source of information that you will need.
 2. Class ability
 Consider the performance of individual student in
a particular class you are going to teach.
3. Teaching Materials
 The lecturer as the source of source of information
and facilitator of learning should be well
conversant with the text books to be used in the
course.
4. Time
 Think of the period allocated to your course per
week.
 5. School calendar

 The school calendar will tell you number of weeks of

teaching and learning in a particular semester.
LECTURE ROOM LESSON PREPARATION
 Lesson planning is closely associated with the concern
for motivating learners.
 Well-conceived plans contribute to a desired
classroom atmosphere and students’ participation,
 Borich (2004) define lesson plan as an outline of
important ideas to be covered during the processes of
teaching and learning.
 Cont’…
 A good and effective lesson plan keeps you on a track
for entire lesson as it indicates what to do, when to do it,
what materials to use and what activities are involved.
Why planning for lessons?
 To have something to refer in a case of a memory lapse
or, an interruption of any kind.
 The lesson is presented logically.
 The plan guides the Lecturer on what to do in the
course of lesson presentation.
 It gives confidence.
WHAT SHOULD BE INVOLVED IN PLANNING
LESSONS?
 Developing systematic time-instructional plans
involves:
1. What needs to be done
 Set instructional goals (what I expect to
accomplish?)
 Plan activities (what do I have to do in order
to reach the goals?)
 Set priorities (Which tasks are more important
than others?)
2. The time to do it
 Make time estimates (How much time will
each activity take?)
 Create schedules (when will I do each
activity?)
 Be flexible (How will I handleunexpected
occurrences?)
 INSTRUCTIONAL GOALS

 Instructional goals or general objective are statements

about what the students will be able to learn after the
lesson has been taught. SUCCESS CRITERIA
 Sometimes referred to as instructional objectives,
intended outcomes, behavioral objectives, learner
outcomes, learning outcomes, performance objectives
and measurable objectives. Success criteria goals are
clear and unambiguous description of education
intentions for students.
 Are written based on three learning domains; cognitive,
affective and psychomotor domains
 Advantage of writing objectives
• Direct both teaching and evaluation processes in an
efficient and effective manner.
• Guide the selection of materials and methods of
instruction.
• Help in selecting or constructing appropriate
assessment procedures.
• Are used in conveying instructional intent to others,
such as teachers taking over classes.
• Make feedback straightforward both to teachers and
learners.
 STEPS IN WRITING (BEHAVIOURAL)
SUCCESS CRITERIA OBJECTIVES
 Benjamin Bloom and his Associates (Krathwohl,
Bloom and Maasia, 1959) developed taxonomy of
instructional objectives.
 Taxonomy objectives are a classification system of
educational instructional objectives.
 Bloom divided instructional objectives into three
domains.
 These are; Cognitive, Affective and Psychomotor.
 The cognitive domain

 It includes all intellectual processes such as recall of

information, comprehension of concepts, application of
principles or formulae to the solution of problems and analysis
of ideas presented by others.
 There are types of objectives in the cognitive domain, and
these are as follows:
1. Knowledge
 The students at the level of knowledge are involved in
remembering something without necessarily understanding
what they are asked to do.
 The action verbs the students would use under knowledge
would be: state, define, list, name, write, recall, repeat.
 2. Comprehension
 This level means that the learners are able to
relate or identify written or pictorial
information which is not replica of the
original.
 Examples would include answering questions
based on a passage. The verbs used would
nclude; identify, select, indicate.
 3. Application

 This level means learners being able to solve

problems that are similar in principle or
method but different in form from ones seen
before.
 This can be more useful in mathematics.
 The most common action verbs to use would
include: demonstrate, calculate, compute,
prepare, perform, apply, sketch,
 4. Analysis

 This level means learners are required to show

ability to breakdown an entity in the
components parts.
 For example, such an activity can be interpreting
a poem by each stanza, or comparing one food
with another in terms of their nutrients.
 The action verbs to use would include: analyse,
identify, differentiate, compute, calculate,
perform, solve,
 5. Synthesis (Creating)

 At this level of recognition means the student is able to

combine knowledge, skills, ideas and experience, in creating a
new and original product.
 At this level there is no specific thing that a learner would do
wrongly.
 Anything original a student does would be considered correct.
 For example, in a class of home Economics a learner sewing a
dress would mean a learner has met the objectives at this
level.
 The verbs to be used under this level would include: combine,
organise, generalise, derive assemble, compose, set up,
arrange, propose, design, compose.
 6. Evaluation

 At this level the learners are expected to judge, whether

or not a person’s work meets the specified criterion or
the ability to compare it against someone else’s work.
 As in synthesis, there is no any one answer which is
wrong.
 The example would be the evaluator giving advantages
and disadvantages of something.
 The action verbs to be used at this level would include
the following: appraise, argue, attack, choose, compare,
estimate, evaluate, predict, rate, score, value, judge,
support, defend, criticise, assess.
 The Psychomotor Domain

 The behaviours of these domains emphasise neuromuscular

skills involving various degrees of physical dexterity.
 Instructional objectives in the psychomotor domain, mainly
deals with voluntary muscle capabilities that require
endurance, strength, flexibility, agility, speed, or ability to
perform a specific skill.
 The objectives in the psychomotor domain are interested to a
wide range of educators including those in fine arts,
vocational-technical education and special education.
 Some of the verbs to be used in the psychomotor domain are:
ran, move, walk, bend, slide, jump, draw, paint, cut, repair, and
fix.
 The affective domain

 Instructional objective in the affective domain are

of emotional, feelings, attitudes and making
choices.
 At the lowest level of the domain the learner
would simply pay attention to a certain idea.
 At the highest level, the learner would adopt an
idea or a value and act consistently with that idea.
 There are five basic instructional objectives in the
affective domain
 1. Receiving
 This is being aware of or passively attending to
something in the environment.
2. Responding
 This is showing some new behaviour as a
result of experience.
 Involves active attention to the presentation
of values, opinions and beliefs.
3. Valuing
 This is showing some definite involvement or commitment.
 At this level students are expected to demonstrate a
preference or display a high degree of certainty and
conviction.
4. Organisation
 This is integrating a new value into one’s general set of
values, giving it some ranking among one’s general
priorities.
 This is a level at which a person would begin to make long
range commitments.
4. Characterisation
 This is acting consistently with the new value.
 At this level, objectives require consistency
between the behavior that a learner displays
and the values he or she upholds.