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LESSON PLANNING

LESSON PLANNING. DR.HUSNIAH SAHAMID FACULTY OF EDUCATIONAL STUDIES UPM. Points to consider. Different stages of the lesson plan Clear , specific objectives - learning outcomes Appropriate activities at each stage Adapting of lesson plans for mixed ability learners.

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LESSON PLANNING

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  1. LESSON PLANNING DR.HUSNIAH SAHAMID FACULTY OF EDUCATIONAL STUDIES UPM

  2. Points to consider • Different stages of the lesson plan • Clear , specific objectives - learning outcomes • Appropriate activities at each stage • Adapting of lesson plans for mixed ability learners

  3. Format: Lesson Plan Stages: • Set induction • Presentation Stage • Closure

  4. Set induction Set induction = Pre-presentational stage • Lead in before the lesson begins • Arouse interest • Focus attention to present • Use students’ background knowledge • brief but effective

  5. Presentation stage Lesson Plan : • Set Induction/Pre-presentational • 3 main Stages: • Pre- reading • While reading • Post reading • Closure

  6. Closure Important stage • Conclusion, wrapping-up • T : opportunity to reinforce • brief and effective

  7. General Objective broad objectives : more like goals General Objective: • Discuss about characters and events in the story Specific objectives: At the end of the lesson students should be able to: • talk about people, they know or events in their own life similar to characters or events depicted in the text

  8. Specific Objective • Behaviourial • Measurable • avoid vague verbs: Understand, appreciate, experience

  9. Specific objectives • Skills based approach: • Identify • List • Sequence • Rank • Present/express a viewpoint • State reasons • Drwa conclusions • describe

  10. Setting objectives What do you want to teach? • content of lesson • Syllabus for Level (Form 1-5?) • Proficiency • (Provision for Mixed ability class)

  11. Mixed ability class • T needs to put in effort • Differentiation in ESL (look this up) Eg: Gap-filling activity: • Good students – no clues, words to help S • Average/Poor – clues : deletedwords are adjectives • Other measures?

  12. Other points to consider • Teaching aids • Classroom management • a time estimate for your lesson plan • How are students organised for different activities?

  13. Questioning • Questioning strategies? • Types of questions? • Lower, Higher order • Convergent, Divergent • Bloom’s • Socratic

  14. Voice • Pacing – (speed) • Use of silence, pauses • Volume and pitch • Intonation etc

  15. Assessment and evaluation • Teaching (self) • Learning (students) • How do you check for students understanding? • What have you learnt about yourself? • Self questioning/refelective teaching

  16. MISTAKES: 1. The objective • does not specify what the student will actually do that can be observed. • Remember, an objective is a description of what a student does • basis for making an inference about learning. • Poorly written objectives lead = BAD inferences.

  17. 2. The lesson assessment • disconnected from the behavior indicated in the objective. • Assessment: description of how T will determine whether objective has been accomplished. • must be based on the same behavior that is In the objective. • Anything else is WRONG

  18. 3. The materials • relevant to actual described learning activities • Meaning: keep list of materials in line with what you actually plan to do. • LOADS of materials does not necessarily make an outstanding Lesson

  19. 4. The instruction • inefficient for level student learning • Time • Materials

  20. 5. The student activities • does not contribute in a direct and effective way to lesson objective. (don't engage students in in activities just to keep them busy) • should contribute accomplishing lesson objective.

  21. The end

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