LESSON

PLANNING
 OBJECTIVES
By the end of the session, students
will be able to
explain ways of planning for computing
teaching
describe the value of effective plan-
ning
define lesson plan
discuss and utilize various compo-
nents of effective lesson plans
 The 3 step approach

3. After class:
assessment, evalu-
ation, review

2. During class:
teaching and
learning
1. Before class:
planning and
preparation
 Beginning of the lesson
•Begin lessons by giving clear instructions
•State desired quality of work
•Have students paraphrase directions
•Ensure that everyone is paying attention
•Ensure that all distractions have been removed
•Describe expectations, activities and evalua-
tion procedures
•Start with a highly motivating activity
•Build lesson upon prior student knowledge
 During the lesson
Balance of teacher and student activi-
ties
Students should be actively involve in
the lesson
Teacher needs to monitor activities of
students to make sure they are on task
 After the class
Conclude the lesson (summary of the
lesson)
Assess the students on the lesson
taught
Teacher assigns students homework
Teacher reflects on the lesson
All people engage in planning on a regu-
lar basis. We think in advance about
things we want to do and make prepara-
tion that enable us to do them.
Clearly, you have already had experi-
ence in making plans. But how effective
are your plans? To what extent are they
fully realized?
 Do you have a story to
tell?
What was the most complicated event
or project you ever had to plan for? Did
you work alone or with a partner or
team? What problem(s) did you face in
planning or implementing your plan?
How closely did the actual event or fin-
ished project match your original plan? \
do you think your planning was suc-
cessful? Why?
 INSTRUCTIONAL PLANNING AND
STRATEGIES

Plans are developed to provide students

with meaningful learning experiences
Plans connect to related learning oppor-
tunities
Teaching is based instructional strate-
gies that focus on best practice and re-
search
Teaching is supported by strategies that
foster interest and progress
 GOOD PLANNING
Keeps the teacher and students on track
Achieves the objectives
Helps teachers to avoid “unpleasant” surprises
Provides the roadmap and visuals in a logical
sequence
Provides direction to a substitute
Encourages reflection, refinement, and im-
provement
Enhances student achievement
 CONCEPT OF LESSON
PLAN
Lesson plan is a format of upcoming
learning experience to achieve short
term and long term objectives.
 Characteristics

A Good Lesson Plan is

a. based upon previous knowledge.
b. caters to the age level of students.
c. uses motivational techniques
d. includes necessary materials
e. is student centered, flexible, complete, in-
teresting & activity based
f. has proportionate time allocation
g. includes evaluation process
 Advantages of lesson
plan

• makes the work regular & organized

• it induces confidence.
• it saves time
• promotes learning.
• it makes conscious for the achievement of
objectives.
• improves results
 Writing Lesson Plans

The writing of lesson plan has these important

functions:
identifies what you expect the students
to be able to do by the end of the lesson
• defines what you intend to do to make
that possible
• keeps you focused on target.
• acts as a record of what the class has
done.
 A LESSON PLAN IN-
CLUDES
Advance Preparation
Pre-assessment
Objectives
List of materials (TLMs, TLRs)
Introduction
Pre-requisite
Presentation
Application
Practice
Evaluation
Closure
 Advance preparation
The section of the plan where you note all
the preparatory items needed for the les-
son.
Serves to guide your preparation
Indicates what needs to be set up and
practiced prior to the lesson
Notes the objectives for the lesson to
ensure you review with the students
 PRE-ASSESSMENT
What are the characteristics of
the learners in the class?
What do the students already
know and understand?
How do my students learn
best?
What modifications in instruc-
tion might I need to make?
 OBJECTIVES
A description of what the stu-
dent will be able to do at the
end of the lesson
 Usebehavioral verbs to describe
the expected outcomes (ACTION)
 CONT…
Setting Objectives
What will the learner be able to:
Know (concept…cognitive)
Do (skill… psychomotor)
Feel (behavior, attitude, appreciation or
ideas…affective)
Each defined objective is matched with:
Teaching Method
Learning Activities
Type of Assessment
 CONT…

Objectives should be SMART:

• Specific
• Measurable
• Attainable
• Realistic
• Time bound
 MATERIALS

Plan! Prepare! Have on hand!

Envision your needs.
List all resources.
 ROLE OF
LEARNING MATERIALS

Defines Instructional Objectives

Sets Tasks to Attain Objectives
Informs Learners of Tasks they have to Perform
Provides Guidance and Practice
Provides Feedback on Retention of acquired Skills
Makes the teaching effective.
Supplies concrete basis for conceptual thinking.
Makes learning permanent
Teaching Materials / Resources

A. COURSE BOOKS
B. SUPPLEMENTARY MATERIALS:
1. Teacher’s book
2. Work book
 Cont…
C. SUPPORTING MATERIAL:

1. Audio Materials
2. Visual materials
3. Audio-visual materials.
4. Multi media
 INTRODUCTION
Grab the attention of the students
PROVIDES THE INTEREST/MOTIVATION
factor
Set the tone for the lesson connected to
the objective
 A question
 A story
 A saying
 An activity
 A discussion starter

BE CREATIVE
 PREVIOUS KNOWLEDGE
Prerequisites:
Indicate what the student must already
know or be able to do in order to be
successful with this lesson.
 PROCEDURES AND
PRESENTATION
Sets up a step-by-step plan
Provides specific activities to
assist students in developing
the new knowledge
Provides modeling of a new
skill
LEARNING ACTIVITIES
Problem-solving
Peer teaching
Role playing
Debates
Games
Cooperative groups
Inquiry learning
Direct Instruction
Projects
ROLE OF ACTIVITIES
source of motivation
making learning interesting
decrease the anxiety of learner
concrete base for abstract learning
develop confidence (individually, group work)
develop creativity
flexible and friendly environment
capture the attention and involve the stu-
dents in learning situation
 Application
Application activities will lead the students to
appreciate the overall themes and ideas in
lesson.
In order to create further understanding, the
student must go beyond rote memorization
and demonstrate real-world application of the
newly-learned information.
This process requires "higher-level critical-
thinking skills" which result in ideas generated
by the student rather than ideas presented by
the teacher or by the text.
 PRACTICE
APPLYING WHAT IS LEARNED

Provide multiple learning activities

Guided practice (teacher controlled)
 Use a variety of questioning strategies to
determine the level of understanding
 Journaling, conferencing

Independent practice
 CLOSURE
Closure is the act of reviewing and clari-
fying the key points of a lesson, tying
them together into a coherent whole.
Lesson Wrap-up: Leave students with
an imprint of what the lesson covered.
 Students summarize the major concepts
 Teacher recaps the main points

 Teacher sets the stage for the next phase

of learning
 EVALUATION
Assess the learning
 Teacher made test
 In-class or homework as-
signment
 Project to apply the learn-
ing in real-life situation
 Recitations and summaries
 Performance assessments
 Use of rubrics
 Portfolios
 Journals
 Informal assessment
Student Evaluation : Bloom’s Taxonomy

Six levels of
Cognitive Evaluation
Domain
Synthesis
Analysis

Application

Comprehension

Knowledge
A Focus on Higher level thinking skills
 Homework/Assignment
Not only should a teacher give a class
assignment but should go on to also
give students an assignment to do at
home.
 References
The books that teacher uses in prepara-
tion for the lesson should be listed and
this should be according to APA format.
 REFLECTION
How did the lesson go?
What went well in the lesson?
What problems did I experience?
Are there things I could have done
differently?
How can I build on this lesson to
make future lessons successful?