LESSON

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Journey

LESSON PLAN

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Map

 A teachers detailed description of the course of instruction for an individual lesson. -- Wikipedia Dictionaries A lesson plan is a written guide for trainers plans in order to achieve the intended learning outcomes. It provides specific definition and direction on learning objectives, equipment, instructional media material requirements,

 Being clear on what you want to teach. Being ready to cope with whatever happens. Give your teaching a framework, an overall shape. A reminder for the teacher when they get distracted. It suggests a level of professionalism

For the teacher They dont have to think on their feet. They dont lose face in front of their learners. They are clear on the procedure to follow. They build on previous teaching and prepare for coming lessons

For the learners

They realize that the teacher cares for their learning. They attend a structured lesson: easier to assimilate They appreciate their teachers work as a model of wellorganized work to

 Objectives set out to be achieved. Prior knowledge of learners. Materials and didactic auxiliaries to be used. Tasks and activities to select and studentsgrouping patterns. Interaction modes. Timing and time management

 1- Information about the learners:

Who?

How many?

How old?

Students

Cooperative?

Quiet/ Agitated?

 2- OBJECTIVES: Enable learners to

Official Program

Students needs

Objectives

Module map

Textbook

 3- Procedure
What to do?

Logical sequencing
Procedure

How to do?

Who does what?

How much time?

 4- Aids
Textbook + Worksheets

Realia

Board Wall paper Maps

Aids
OHP Lap top Data show Audiovisual aids

 Gagnes Nine Events of Instruction Madeline Hunter's Seven Step Lesson Plan Model

The 5Es Model

Gagnes Nine Events of Instruction

1. 2. 3. 4. 5. 6. 7. 8. 9.

Gain attention Inform learners of objectives Stimulate recall of prior learning Present the stimulus Provide learning guidance Elicit performance (practice) Provide feedback Assess performance Enhance retention and transfer

Madeline Hunter's Seven Step Lesson Plan Model

Step 1. Review Step 2. Anticipatory Set Step 3. Objective Step 4. Input and modeling Step 5. Checking understanding Step 6. Guided practice

Step 7. Independent practice

The 5Es Model

Engage Explore Explain Elaborate Evaluate

1. 2. 3. 4.

Write clear and specific objectives that align with course objectives. Inform students of lesson objectives. Promote recall or prior learning. Use activities and assessments to promote learning and to meet lesson objectives.

5.
6. 7.

Give students feedback on their progress.

Gauge your timing for each activity. Keep a record of the materials needed to complete the lesson.

8.
9.

Incorporate student activity and interaction into the lesson.

Record your own reflections and your studentson the success of the class.

1. Incorporate good teaching practices in every lesson. 2. Efficiently prepare for the next time you offer the

course.
3. Be critically reflective in your teaching. 4. Share teaching ideas with your colleagues.

 Why is lesson planning important? How is lesson planning important for the teacher? For the learners? What do you take into account when you design a lesson plan? What constant components are there in your lesson plan?

 Specific statements of what learners will be able to do (action verb) under what condition (by the end of the lesson) Concise measurement statement that specifies what students will know, be able to do or be able to demonstrate when they have completed or participated in a lesson. Outcomes normally expressed as knowledge, skills or attitudes.

 Knowledge, skills and abilities that students have attained as a result of their own involvement in particular set of education. YCCD Academic Senate March 10, 2005. Identify what the learner will know and be able to do by the end of a lesson. The ability demonstrate learning is the key point.

 Outcomes-based education is thought to provide greater : a. consistency in course offerings across the educational system b. accountability expectations for learning are clearly stated, and frequent assessment processes help both teacher and student identify progress toward meeting the outcomes. c. accessibility clearly defined outcomes enable learners to demonstrate achievement of those outcomes through prior learning assessment processes

 Tell students what they should be able to do at the end of the course. Basis for delivery of content, activities, assessments Guide the planning of activities and assessments that enable these outcomes to be accomplished.

 Know what to expect Understand what the course requires Recognize what they will be able to do at the end.

 Organize a lesson Plan activities and worksheets Plan assessments

 According to Blooms taxonomy

remember understan d apply analyze

Define, list, describe, label, state Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch , solve , use , write Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Appraise, argue, defend, judge, select, support, value, evaluate Assemble, construct, create, design, develop, formulate, write

evaluate create

 Practical Measurable must be able to measure (to identify or observe) Meaningful Specific Consistent Sensible is this going to matter in the students life?

 Provides the information for on going lesson improvement Helps understand how to better facilitate student learning Provides feedback on what skills are students learning? Are these the skills we want them to learn? Are these the skills we are teaching them? Enable students to articulate what they are learning and have learned from attending school, outside the classroom and inside the classroom.

 Helps students be able to explain what they can do and what they know Enables student to better understand where they can learn particular knowledge, skills and attitude.

 Three main components of learning outcome statements. an action word that identifies the performance to be demonstrated - a learning statement that specifies what learning will be demonstrated in the performance. - a broad statement of the criterion or standard for acceptable performance

 Learning outcomes concerned with the achievements of the learner. Means to ensure that assessment methods are appropriate to outcomes Means to ensure that teaching and learning methods are appropriate to outcomes. A method of reflection for curriculum designers on what they want to achieve

 Example of a learning outcome for primary school Pupils will be able to identify 4 out of 5 verbs in the passage correctly. correctly is the degree of what the pupils should achieved in that particular lesson. identify is the behavior what the pupils can do and demonstrate to proof what they had learned in that particular lesson. condition/premise in the passage. audience are the pupils that participate in the particular lesson.

 Objective is what the teacher intend to teach in classroom in a lesson. Learning outcome is proof of what students had learned from the lesson. Learning outcome is the outcome of what they had learned and they are able to demonstrate/proof it.

Activities designed to help students learn information or skills (OBJECTIVE) VERSUS Activities designed to allow students to demonstrate the extent to which they have learned the information and skills (LEARNING OUTCOMES)

Learning objectives set the overall aim of a lesson or sequence of lessons and how it fits into the bigger picture of the subject. Learning outcomes inform pupils what they need to do by the end of the lesson or sequence of lessons to prove that they have achieved the learning objective. They tell pupils what you expect from them as a high quality outcome of each lesson or part of lesson

 One way to help you select activities requiring higher-level thinking is to consider the VERBS that describe the activities. The VERBS below represent LEARNING OUTCOMES, and are categorized by the levels of thinking (in Bloom's Taxonomy) they require. This list helps generate ideas for learning outcomes, particularly those requiring higher levels of thought. Before starting your list of activities, consider ideas represented by the verbs on the list provided. In particular, consider ideas from the categories that go beyond literal-level thinking. These verbs are categorized according to the level of thinking (in Bloom's Taxonomy) required by each.

1.

Blooms Taxonomy provides teachers with a framework for developing thinking skills through rewarding questions using different verbs. The main goal is to increase students application of the higher order thinking skills

2.

Most difficult

Blooms Cognitive level

Class activity

Tasks in tests

Evaluation

Making judgments

Appraise, justify, judge, discuss, recommend,.. Design, construct, imagine, create, change, write Differentiate, relate to, examine, compare/contrast, Solve, Use, Show, demonstrate, compute, Explain, interpret, predict, give example, illustrate Define, list, state, label, name, who?....

Synthesis

Produce something original from components Breaking materials into components or parts to see relationships/hierarchy Use concepts or principles to solve problem Explain or interpret meaning of materials Remembering facts, terms, concepts

Analysis

Application

Comprehension

Knowledge

Easiest

Lower Order Thinking Skills (LOT

KNOWLEDGE
(Objectives)

SKILLS
(Learning Outcomes)
Cite label name define list quote pronounce reproduce identify match recite state tell remember repeat recognize memorize locate draw write select

KNOWLEDGE
Know (recall of) common terms, specific facts, methods and basic concepts & procedures To know .

COMPREHENSION
Understand facts & principles by explaining, interpreting (explaining or summarizing), and estimating future trends (predicting consequences or effects).

summarize explain rephrase restate convert substitute represent change depict translate describe illustrate reword distinguish interpret paraphrase transform infer generalize extend give examples express predict compare

To understand

KNOWLEDGE OBJECTIVES
APPLICATION

SKILLS (ACTION VERBS) LEARNING OUTCOMES

- the ability to use learned material in new Change, compute, demonstrate, discover, and concrete situations. manipulate, modify, operate, prepare, replicate - solves mathematical problems, constructs in a different situation, relate, show, solve, use charts and graphs, demonstrates correct usage of procedures

ANALYSIS
the ability to break down material into its component parts so that its organizational structure may be understood. the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved.
Break down, diagnose, diagram, differentiate, discriminate, distinguish, examine, infer, select, separate, subdivide, investigate, organize, construct, classify, compare and contrast, dissect,

KNOWLEDGE
(Objectives)

SKILLS
(Learning Outcomes)

SYNTHESIS/ CREATE
the ability to put parts together to form a new whole. Writes a well organized theme, gives a well organized speech, proposes a plan for an experiment, integrates learning from different areas into a plan for solving a problem, formulates a new scheme for classifying objects (or events, or ideas)
Categorize, combine, compile, compose, create, devise, design, generate, modify, organize, plan, rearrange, reconstruct, reorganize, revise, rewrite, summarize, tell, write, theorize, formulate, hypothesize

EVALUATION
the ability to judge the value of material. Judges the consistency of written material, the adequacy with which conclusions are supported by data, the value of a work (art, music, writing) by use of internal criteria, the value of work (art, music, writing) by use of external standards

Appraise, judge, conclude, , criticize, discriminate, discuss, justify

1. What is the difference between objectives and learning outcomes? 2. What do you have to consider when making objectives and learning outcomes to the students?