Lesson Planning

Lesson Plan preparation is a systematic process that involves:

1. The Pre-planning Phase 2. Active Planning Phase 3. Review Planning Phase 4. Closure Planning Phase

Pre-planning Phase- gathering of data to create a mental plan or image of the teaching-learning process Active Planning Phase- writing the lesson plan Review Planning Phase- fine tuning the lesson Closure Planning Phase- Pre-identification of criteria for evaluation

FORMULATING FORMULA OBJECTIVES

Instructional objectives refer to the criteria that measure,select the materials, outline the content, and choose the specific instructional procedures to apply. Objectives must have the SMART characteristics. S - pecific M easurable A - ttainable R - esult-oriented T - ime bounded

HOW OBJECTIVES ARE DERIVED

The aims of education are derived from examining the needs of the learners in the society, from analyzing culture and from studying the various needs of society. Aims include the complete transformation of the individual to become an asset to his society

SOURCES OF LEARNING OBJECTIVES

Constitutional Aims Institutional Aims Curriculum Goals Coarse/Subject Goals Unit Objectives Lesson Objectives

Constitutional Aims- geared toward a realization of the national development goals as provided by Batas Pambansa Blg.232 otherwise known as Educaton Act of 1982. Institutional Mission- consist of the objectives set by the institution to carry out its vision.

Curriculum Goals- a purpose which is stated in general terms and which does not reflect a criteria for achievement. Coarse/Subject Goals- it is usually stated in the form of topics, concept, or general behavior.
Unit Objectives- referred to as classroom objectives which divide course into several units. Lesson Objectives- are more specific than unit plan objectives. They include outcomes and conditions for a specific mode of instruction which the unit plan objectives do not.

OBJECTIVES SPECIFICATIONS Learning is seen through the concepts of three domains:

A. COGNITIVE DOMAIN B. AFFECTIVE DOMAIN PSYCHOMOTOR DOMAIN

COGNITIVE- As defined by Benjamin Bloom, are objectives that deal with the recall or recognition of knowledge and the development of intellectual abilities and skills. AFFECTIVE- Those that deal with the development of attributes like genuine interest, desirable attitudes, values, commitment as expected learning outcome. PSYCHOMOTOR- Objectives that deal with the acquisition of skills.

The Sequencing of Objectives

Cognitive Domain- (from the lowest to the highest) Knowledge, comprehension, application, analysis,synthesis,evaluation Affective Domain- (from the lowest to the highest) Receiving,responding,valuing, organizing,characterizing Psychomotor objectives- (from the lowest to the highest) perception, set, guided response, mechanism, complex overt response, adaptation, origination

APPROPRIATE CONTENT
CONTENT- Includes everything to be dealt with in an area of study. It is the subject matter,usually reflected in the syllabus for a particular field of interest. Examples: facts, concepts, generalization,principle,procedure, skill content,thinking skills, manipulative skills, interactive values and attitudes,

GUIDING PRINCIPLES IN CONTENT SELECTION

GUIDING PRINCIPLE IN VALIDITY- must be applicable to different situations,current trends and issues. GUIDING PRINCIPLE IN SIGNIFICANCE- it must provide solution to the pressing problem. GUIDING PRINCIPLE IN BALANCE- it must not show bias. GUIDING PRINCIPLE IN SELF-SUFFICIENCYit affords an opportunity for self-learning. GUIDING PRINCIPLE IN INTEREST- it should develop interest of the learner.

GUIDING PRINCIPLES IN UTILITY- it provide the necessary information for knowledge/skills acquisition. GUIDING PRINCIPLES IN LEARNABILITY- must be simple, precise, and easily understood. GUIDING PRINCIPLES IN FEASIBILITY- it is capable of meeting success.