LESSON PLANNING

EDU-301
BY KHAZRA NOOR
LESSON PLAN
• A lesson plan is a teacher’s daily guide for what students need to learn, how it will
be taught, and how learning will be measured.
• Lesson plans help teachers be more effective in the classroom by providing a
detailed outline to follow each class period.
• This ensures every bit of class time is spent teaching new concepts and having
meaningful discussions — not figuring it out on the fly!
• Lesson plan is a blue print of teaching activities undertaken in the classroom.
• A lesson plan is the instructor’s road map of what students need to learn and how it
will be done effectively during the class time. Then, you can design appropriate
learning activities and develop strategies to obtain feedback on student learning.
Having a carefully constructed lesson plan for each 3-hour lesson allows you to
enter the classroom with more confidence and maximizes your chance of having a
meaningful learning experience with your students.
NEED OF LESSON PLANNING

• Road map of the instructions.

• Reflects the interests and needs of students.
• Content to be covered in a class is indicated in a lesson plan.
• Evaluation procedures are also included in the lesson plan.
BENEFITS OF LESSON PLAN

• • It helps in achieving goals and objectives, and same can be said on the part of the students.
• • It helps to get rid of problems or avoid them.
• • It gives a reality check of everyday performance.
• • It improves the habit and attitude of the students.
• • It improves the teaching skills.
• • It makes teaching ordinary and easy.
• • It makes the teacher organized during teaching.
• • Lesson planning determines when to include the interesting facts to attract the students’
attention.
• • It enables the teacher to impart the things the students can do at the best of their abilities.
PROCESS OF LESSON PLANNING

First of all, a teacher need to identify the learning objectives for the
class, then design
appropriate learning activities and develop strategies to obtain feedback
on student
learning. A successful lesson plan addresses and integrates these three
key components:
 Objectives for student learning
 Teaching/learning activities
 Strategies to check student understanding
PLAN FOR LESSON PLANNING
STAGES OF LESSON PLANNING

• Pre-planning
• Designing a Lesson plan
• The Post-planning Stage
PRE-PLANNING STAGE
• What are my objectives for this class?

(These are the specific for particular class.)

Objectives are the statements of what the teacher wants students to learn.
• What are the objectives for this class? (emphasize exactly what the students
should be able to do, in a class/ on a paper/ in an exam )
• Why is this material important?
• What content will be covered in the particular class?
• What content needs to be conveyed?
• What will the students already know?
• What materials will be needed?
DESIGNING A LESSON PLAN

1. Introduction
• To warm up students,
• To ease students into the class
• And to give them a context for what they are about to learn

2. Development
• Describe about teaching,
• “Instructional methods” such as, lectures, discussions, labs, collaborative
learning, etc.
CONTINUE…

3. Conclusion
To ties students follow these activities
• Ask for questions
• Summarize the main points and explain how they relate to the course
• Next lesson ( relevance, links with next lesson for conceptual
understanding)
• Recapitalize or a one-minute writing about the taught lesson
THE POST-PLANNING STAGE

• Let students work on problems you have given them,

• Or discuss issues and apply concepts
• can give you a good sense of what and how much they
have learned.
• The one-minute writing about the lesson or homework
problems can be similarly helpful.
ELEMENTS OF A LESSON PLAN

• The common style of lesson planning contains the following basic

elements:
• • 3-5 lesson objectives
• • Content to be covered
• • Activities (lecture, group work, problem-solving, etc.)
• • Resources and materials needed (including technology)
• • Timing
• • Out of class work and assessment
APPROACHES/ MODELS OF LESSON PLANNING

1) Gagne’s frame work for instructional development,

2) Hunter’s seven steps of lesson planning and
3) The 5 E's lesson planning model
GAGNE’S FRAME WORK FOR INSTRUCTIONAL DEVELOPMENT

A famous educational psychologist, Robert Gagne, identified nine instructional events that
support learning and that can be used in lesson planning. These points are often used as a
framework for instructional development by the teachers. Gagne’s frame work focus on
the acquisition of intellectual skills during instruction. The nine events of instruction are:
i) Gaining attention:- Students attention is gained towards the lesson. There are many
ways to gain students’ attention; such as teacher links the lesson with the students’
previous knowledge, start from the daily experiences of the students related to the
lesson.
ii) Informing learners of the objective:- state the objectives of the lesson. Make the
students aware of what they are going to learn.
iii) Stimulating recall of prior learning:- in order to make link with the previous
knowledge, the teacher may asks questions to recall the prior learning.
iv) Presenting the content:- the teachers present the new concepts. Define and
describe the details of the concepts before the students.
CONTINUE…
v) Providing learning guidance:- the teachers use the audio and visual aids in order to create
a best learning environment.
vi) Providing opportunities to practice:- the teachers use examples from the daily life and
provide opportunities to revise/drill the new lesson. Sometimes the teachers give class work for
the improvement in learning.
vii) Providing feedback (information about how to improve):- the work assignments of
the students are checked by the teacher and comments are given. The students are asked to
correct the work.
viii) Assessing performance (exam, tests, papers):- the evaluation methods are used to
check the students’ performance on the learned concepts. The assessment of students’ progress
can be carried out by daily/monthly tests, examinations, etc.
ix) Enhancing retention and transfer:- the teacher organize activities to help students
remember and retain the learned concepts. The learned behavior of the student is confirmed
when he/she applies the knowledge on to different situations to solve other problems (transfer it
to other scenarios).
MADELINE HUNTER’S SEVEN STEPS LESSON PLAN

Hunter developed a seven steps model of lesson planning. These steps are associated
with the direct instruction method and behavior change practices. The seven steps fall
under four categories as follows:
i) Getting Students Ready to Learn
1. Review:- review of prior learning is necessary to make students ready to learn
the new concept.
2. Protective Set:- focus attention, gain interest – knowledge and experiences of
the students about the new concept are assessed. The teacher connects the
previous knowledge and experience of the students to the new topic/concept.
3. Stating the objective:- most specifically the objectives of the lesson are stated
by the teacher.
CONTINUE…
ii) Instruction
4. Input and modeling:- the teacher presents instructions to the class. He/she uses
different modes keeping in mind the students’ interests and abilities. Various examples
from the daily life experiences help students to grasp the new concepts.
iii) Checking for Understanding
5. Check for understanding:- students learn the lesson according to their own style of
learning. Teachers check students understanding in the middle and at the end of the
lesson and decide whether further clarification is required or not or which areas/points
needs more clarification either through teaching material or through different strategies.
The teachers use class assignments for this purpose
6. Guided practice (provide feedback without grading):- a teacher’s remark on students’
work is very essential. It provides feed back to the students about their progress,
learning and weaknesses, areas where improvement is required.
CONTINUE…

iv) Independent Practice

7. Independent practice (usually for a graded assignment):- students’

learning of new concepts is regularly checked through continues
assessment; i.e. monthly tests, quarterly exams. The teachers mark
and give grades to their work.
5 E’S OF LESSON PLANNING
Learning theory of Constructivism states
that learners construct new ideas or
concepts on the basis of their current/past
knowledge. This model is based on the
ideas of constructive learning. Teachers
design their instructions/ lessons around
the learning objective, gather resources,
and provide students an opportunity to
explore, build, and demonstrate their
learning. It shifts the learning environment
from teacher-centered to learner-centered.
The 5 E's Lesson Planning Model is most
often associated with constructivist
learning design. It involves following 5 E’s:
5 E’S OF LESSON PLANNING
• Engage - students come across the material, define their questions, do the basic work for their class
work, make connections between new and known ideas, identify the relevant practices from their daily
life.
• Explore - students directly involved with material, go through the learning process to solve the
problems. They work in a team to share the knowledge.
• Explain – the student gets an opportunity to explain the learned concepts such as discoveries,
processes, and ideas by written/ verbal assignments or through creative writing/ projects. The teacher
supplies material, books/ resources, gives feedback, enhances vocabulary, and clarifies
misconceptions/wrong points if any.
• Elaborate – the teachers can enhance students’ knowledge with the help of other examples and
expand their knowledge by explaining similar concepts, and asking them to apply it to other situations.
The learning of the new concepts also raises questions relating to other concepts (lead to new inquiry).
• Evaluate – evaluation of learning is an on-going (continuous) process. Both teacher and learner
check the understanding of the concepts. Different evaluation techniques can be used such as rubrics,
checklists, teacher interviews, portfolios, problem-based learning outputs, and assessments results.
Results are used to evaluate the students’ progress and to modify instructional needs in future.
COURSE PLANNING
• Course planning refers to planning courses of instructions. It serves as
guide for the teacher as well as for the students in creating conductive
atmosphere for worthwhile learning and purposeful activities.
• It is defines as a process of planning the entire content of the
programme which has to be done before the commencement of course.
Elements of Course Plan
• Objectives
• Specification for level, learner and placement within curriculum
• Resources materials needed for the course.
• Organize the content topic wise, unit wise or lesson plan wise.
CONTINUE…

• Describe the resource materials and methods of teaching

• Prepare the plan of learning activates for student
• Evaluation the measure-Describe the procedures for ongoing
concurrent and terminal evaluation.
• Bibliography for both student and teachers
UNIT PLANNING

A unit plan consists of many lesson and will be taught for a long period.
Unit plan usually consists of:
• Vision/unit goals
• Unit content in detail
• Time allocated for the completion of each stage
• How lessons/stages/topics are deigned to realize these goals
collectively
• Pre and post-tests
• Cross-curricular connections etc.
COURSE AND UNIT PLANNING

Once you have determined the needs of learners, it is time to consider designing and
planning the course. Following are some suggested steps in this process.
• Decide a topic
• Determine objectives
• Identify learning outcomes- (the desirable results)
• Determine assessment
• Design learning experiences and organize material- the content
• Develop evaluation mechanism-evaluation
• Information marketing-course description
DECIDING ON A TOPIC
• Consult with your students
• What topics are of interest to your students?
• What is driving your students' interests?
• What worked/didn't work in the past and why?
• How might existing courses be developed or modified?
• Which exercises/problems/assessment assignments were most appropriate?

When planning a course, the best place to start is at the end. Determine what
students
might reasonably be expected to achieve from a course and then plan how material
can be
organized and delivered to reach this end.
LEVELS OF ABSTRACTION(COGNITIVE DOMAIN)

In the 1950's Benjamin Bloom created

taxonomy for categorizing levels of thinking.

In the 1990's, Anderson and Krathwohl

(2001) revised the taxonomy with a view to
making it more relevant to the twenty-first
century. The following table is listed in the
order of the revised taxonomy with the
original categories.

The taxonomy provides a useful structure in

which to categories learning outcomes and,
subsequently, assessment questions.
WRITING UP OUTCOMES

• Outcomes can be written up in the following format:

• At the end of this course students should be able to:
• Define... Summarize... Demonstrate...Analyze...Critique... Integrate...
DISCUSSION OF OUTCOMES

• Learning outcomes should be discussed with students. This ensures

that you are both working towards the same objectives and gives
students an idea of what they can reasonably expect to achieve over
the course of a module.
CHECK OF UNDERSTANDING

Questions that might now be asked include:

• How do I determine if objectives/outcomes have been met?
• How will I be able to distinguish between those who really understand and
those who don't?
• What would constitute sufficient and revealing evidence of understanding?
• Against what criteria do I measure achievement?
• If not formally assessing the course, how can I be sure that there is an
evidence of learning?
ASSESSMENT

Questions you might address include:

• Are the learning outcomes assessable?
• What form of assignment would best assess the learning outcomes?
• Does the assessment capture the most important elements of my
course?
PLANNING CONTENT

Once outcomes have been established, and assessment methods (either formal or
informal) decided upon, the following questions need to be considered:
• How can my material be organized best and presented so as to reach my proposed
learning outcomes?
• What do I need to consider about the type of learners with whom I work?
• How do adult learning styles impact on the way I present material?
• What teaching methodologies are most suitable for adult learners?
• How do I involve the learners as much as possible?
• How can I draw on the learner's own experience and knowledge
IMPORTANT POINTS
Course overview - can you give students a brief overview of what material is to be covered over the
duration of the course?
• Blocks of learning - what amount of material can be covered in a class?
• Sequencing of materials - how can the materials be sequenced in an order that is logical
/rational?
• Depth of material - what level is the course pitched at? How much detail do you need?
• Methodologies - what is the most appropriate methodology for a particular topic? Is there a mix
of methodologies planned?
• Group exercises - when and how often should group work be used?
• Worksheets/ notes -what support materials need to be developed? Would the use of problems or
case studies help with the overall understanding of the content Resources - what books, tapes,
etc. might be valuable for class use or as a resource for students outside class?
• Field-trips - are there any activities that could be related to the course (visits to museums or
organizations) which would set the learning in a practical context?
COURSE DESCRIPTIONS

• Course descriptions may be used by the learning provider for

information and/or marketing purposes.
EVALUATION

Evaluation is the collection of feedback on a course to determine how the course

content and presentation has been received. Evaluation is essential in ensuring
quality control. Feedback received in this way provides information on the:
• Standards of the course
• Materials distributed
• Delivery methodologies used
• Nature of the group dynamics and tutor/learner rapport
• Ability of students to transfer/apply knowledge gained
DAILY AND WEELKY PLANNING

• Daily and weekly planning are essential for the teachers. These create
enough time for meeting multiple responsibilities. The teacher can plan
days and weeks carefully to include time for teaching exercises, such
as collecting and organizing material, writing questions, preparing class
assignments, and managing activities of different nature. This process
allows creating a clear path for teacher that maintains a healthy
balance between teaching and preparation.
STRATEGIES FOR DAILY AND WEEKLY PLANNING

The following points demonstrate why planning is so critical to success.

• Planning can greatly reduce your stress quotient. Proper planning
gives you the peace of mind of knowing that you have formulated a
feasible plan of action and that your goals are attainable.
• Planning also helps you to be prepared for obstacles because part of
the planning process is creating a emergency pan for unexpected
problems.
• Planning serves as a way to evaluate your progress as you work.
Planning your daily and weekly activities will clearly illustrate whether
or not you are staying on schedule.