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LESSON

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Journey

LESSON PLAN

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Map

• A teacher’s 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

 They are clear on the procedure to follow.  They attend a structured lesson: easier to assimilate  They appreciate their teacher’s work as a model of wellorganized work to .  They don’t lose face in front of their learners.For the teacher  They don’t have to think on their feet.  They build on previous teaching and prepare for coming lessons For the learners  They realize that the teacher cares for their learning.

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

Information about the learners: Who? How many? How old? Students Cooperative? Quiet/ Agitated? .• 1.

OBJECTIVES: « Enable learners to… » Official Program Students’ needs Objectives Module map Textbook .• 2.

Procedure What to do? Logical sequencing Procedure How to do? Who does what? How much time? .• 3.

Aids Textbook + Worksheets Realia Board Wall paper Maps Aids OHP Lap top Data show Audiovisual aids .• 4.

 Gagne’s Nine Events of Instruction  Madeline Hunter's Seven Step Lesson Plan Model  The 5E’s Model .

6. 9. 2. 5. 4. 3. 8. 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 .Gagne’s Nine Events of Instruction 1. 7.

Anticipatory Set  Step 3. Objective  Step 4. Guided practice  Step 7. Input and modeling  Step 5. Independent practice .Madeline Hunter's Seven Step Lesson Plan Model  Step 1. Review  Step 2. Checking understanding  Step 6.

The 5E’s Model  Engage  Explore  Explain  Elaborate  Evaluate .

6. 9. 3. Incorporate student activity and interaction into the lesson. Give students feedback on their progress. 4. Promote recall or prior learning. 7. 5.1. Write clear and specific objectives that align with course objectives. 8. 2. Gauge your timing for each activity. Use activities and assessments to promote learning and to meet lesson objectives. Record your own reflections and your students’on the success of the class. Inform students of lesson objectives. Keep a record of the materials needed to complete the lesson. .

Share teaching ideas with your colleagues. Efficiently prepare for the next time you offer the course.1. . 2. Be critically reflective in your teaching. 3. 4. Incorporate good teaching practices in every lesson.

• 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? .

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• 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. Outcomes normally expressed as knowledge. be able to do or be able to demonstrate when they have completed or participated in a lesson. . skills or attitudes.

skills and abilities that students have attained as a result of their own involvement in particular set of education. – YCCD Academic Senate March 10. . • 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.• Knowledge. 2005.

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

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

.• 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 .

create. demonstrate. select. schedule. identify. sketch . write Appraise. test Appraise. dramatize. contrast. question. solve . discuss. list. distinguish.• According to Bloom’s taxonomy remember understan d apply analyze Define. design. evaluate Assemble. examine. discriminate. use . describe. state Classify. develop. argue. select. judge. formulate. operate. describe. value. experiment. label. construct. recognize. defend. differentiate. support. translate. criticize. illustrate. locate. explain. report. compare. employ. write evaluate create . paraphrase Choose. interpret.

• Practical • Measurable – must be able to measure (to identify or observe) • Meaningful • Specific • Consistent • Sensible – is this going to matter in the student’s life? .

• . outside the classroom and inside the classroom.• 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.

• 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.a learning statement that specifies what learning will be demonstrated in the performance. . an action word that identifies the performance to be demonstrated .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 .

• correctly is the degree of what the pupils should achieved in that particular lesson. .• Example of a learning outcome for primary school Pupils will be able to identify 4 out of 5 verbs in the passage correctly. • 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.

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

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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) .

They tell pupils what you expect from them as a high quality outcome of each lesson or part of lesson . 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.Learning objectives set the overall aim of a lesson or sequence of lessons and how it fits into the bigger picture of the subject.

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

1. The main goal is to increase students’ application of the higher order thinking skills 2. . Bloom’s Taxonomy provides teachers with a framework for developing thinking skills through rewarding questions using different “verbs”.

terms.. compare/contrast. compute. list. demonstrate. Use.Most difficult Bloom’s Cognitive level Class activity Tasks in tests Evaluation Making judgments Appraise. give example. concepts Analysis Application Comprehension Knowledge Easiest . illustrate Define. Show. …… Solve. 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. state. predict. interpret.. recommend. change. relate to. discuss. name.. who?. imagine. construct. examine. label. judge. Design. justify. write Differentiate.….… Explain.. create.

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 … . and estimating future trends (predicting consequences or effects). specific facts. methods and basic concepts & procedures To know ….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. interpreting (explaining or summarizing). COMPREHENSION Understand facts & principles by explaining.

demonstrates correct usage of procedures ANALYSIS the ability to break down material into its component parts so that its organizational structure may be understood. compute. discover. replicate . prepare. relate. differentiate. modify. investigate. select. compare and contrast. operate.the ability to use learned material in new Change. constructs in a different situation. diagnose. show. examine. diagram. and concrete situations. solve. construct. separate. analysis of the relationships between parts. and recognition of the organizational principles involved. use charts and graphs. organize. subdivide.solves mathematical problems. discriminate. dissect. classify. distinguish. Break down. . the identification of the parts. manipulate. infer. demonstrate.KNOWLEDGE OBJECTIVES APPLICATION SKILLS (ACTION VERBS) LEARNING OUTCOMES .

or ideas) Categorize. plan. music. theorize. reconstruct. devise. the value of work (art. revise. Writes a well organized theme. summarize. criticize. music. compose. compile. writing) by use of internal criteria. combine. formulate. writing) by use of external standards Appraise. the value of a work (art. discuss. gives a well organized speech. justify . rewrite. create. modify. design. formulates a new scheme for classifying objects (or events. integrates learning from different areas into a plan for solving a problem. rearrange. organize. tell. hypothesize EVALUATION the ability to judge the value of material. Judges the consistency of written material. write. judge. discriminate. the adequacy with which conclusions are supported by data. reorganize.KNOWLEDGE (Objectives) SKILLS (Learning Outcomes) SYNTHESIS/ CREATE the ability to put parts together to form a new whole. proposes a plan for an experiment. . conclude. generate.

What is the difference between objectives and learning outcomes? 2.1. What do you have to consider when making objectives and learning outcomes to the students? .

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