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Lesson Planning Ppt 2003

Lesson Planning Ppt 2003

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Published by Sreeja Gopinath

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Published by: Sreeja Gopinath on Nov 12, 2011
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05/12/2014

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AÞÞ8CACPLS

1Ŧ PerbarLlne approach
2Ŧ ueway and kllpaLrlck approach
3Ŧ 8loom's approach
4Ŧ 8LCM approach
nerbart|an approach
ohn lredrlck PerbarL was Cerman phllosopher
and greaL educaLlonallsLŦ Pe has devlded
Leachlng unlL acLlvlLles lnLo flve sLepsŦ
W ÞreparaLlon
ln Lhls sLep some quesLlons are asked from Lhe
puplls ln order Lo LesL Lhelr prevlous knowledgeţ so
LhaL curloslLy may arouse ln Lhem learnlng new
knowledgeŦ 8y LesLlng Lhelr prevlous experlences Lhe
puplls are prepared for acqulrlng new knowledgeŦ
W SLaLemenL of alm
1hls ls a parL of Lhe flrsL sLepŦ Pere Lhe Loplc
becomes clear Lo Lhe puplls and Lhe Leacher hlmself
wrlLes Lhe Loplc on Lhe black board ln clear wordsŦ
W ÞresenLaLlon
ln Lhls sLepţ Lhe lesson ls developed wlLh
Lhe co operaLlon of Lhe pupllsŦ CpporLunlLles
are provlded Lo puplls Lo learn Lhemselves by
sLlmulaLlng Lhelr menLal acLlvlLyŦ 1he Leacher
Lrles Lo recelve mosL of Lhe polnLs from Lhe
puplls by quesLlonlng so LhaL Lhe new
knowledge may geL relaLed Lo Lhe prevlous
knowledgeŦ
W Comparlson and assoclaLlon
ln Lhls sLepţ Lhe facLsţ evenLs and appllcaLlon
LaughL are relaLed muLually by comparlson Lo
enable Lhe puplls Lo undersLand Lhe LaughL
maLerlalŦ 1he Leacher should esLabllsh a
relaLlonshlp beLween Lwo sub[ecLs and also
beLween Lhe facLs and evenLs of Lhe oLher
sub[ecLŦ Pe should compare Lhem so LhaL Lhe
new knowledge may geL sLablllzed and clarlfled ln
Lhe mlnds of Lhe pupllsŦ
W CenerallzaLlon
PerbarL Lermed Lhls sLep as sysLemŦ AfLer
explalnlng Lhe maln lessonţ Lhe puplls are
provlded wlLh opporLunlLles Lo LhlnkŦ 1hey
formulaLe such prlnclples and rules whlch
may be used ln varlous slLuaLlons of Lhe fuLure
llfeŦ
W AppllcaLlon
lL ls Lhe lasL sLep of Leachlng meLhod ln
whlch lL ls observed wheLher Lhe acqulred
knowledge may be applled Lo Lhe new
slLuaLlonsŦ 1he Leacher can verlfy Lhls by
asklng recaplLulaLory quesLlons or by
provldlng opporLunlLles Lo apply Lhe acqulred
knowledge ln Lhe new slLuaLlonsŦ
Deway and k||patr|ck approach
W kllpaLrlck was Lhe favorlLe sLudenL of ohn
uewayŦ Pe carrled deep effecL of ohn ueway'
s pragmaLlsmŦ Pe belleved LhaL educaLlon
should peneLraLe ln Lo acLual llfeŦ 1he puplls
were glven arLlflclal educaLlon by suppresslng
Lhelr lnLeresLsţ feellngs and Lendencles and
overlooklng Lhelr lndlvldual dlfferences
W ln Lhls such slLuaLlonţ kllpaLrlck developed a
new Leachlng meLhod called pro[ecL meLhod
Lo acqulre pracLlcal knowledgeŦ lL was based
on Lhe prlnclples of ohn ueway's pragmaLlsm
and lnLeresLs of Lhe pupllsŦ 1he puplls galn
varlous experlences whlle solvlng Lhelr
problems of llfeŦ 1hls makes Lhe Leachlng
purposefulŦ
8|oom's approach
W Pls approach of lesson plannlng ls Lermed as
evaluaLlve approachŦ
1P8LL S1LÞS Ť
1ŦlormulaLlng educaLlonal ob[ecLlves
2ŦCreaLlng learnlng experlence
3ŦLvaluaLlon change of behavlor
LC
LL C8
kCLM approach
W lL ls developed by Lhe lndlan educaLlonallsLs
aL reglonal college of educaLlonŦ 1hls ls an
lmproved approach Lhan Lhe earller
approachesŦ lL also conslders Lhe 8looms
Laxonomy of educaLlonal ob[ecLlve ln
ldenLlfylng ob[ecLlves of Leachlng wlLh cerLaln
modlflcaLlonŦ
1he deslgn of lesson plannlng accordlng Lo Lhls
approach conslsLs of Lhree aspecLsŦ
W lnpuL Ŷ lncludes Lhe ldenLlflcaLlon of
ob[ecLlves
W Þrocess Ŷln process Lhe Leachlng sLraLegles
and LacLlcs are selecLed for achlevlng Lhe
ob[ecLlves
W CuLpuL Ŷ Lhls aspecL of lnsLrucLlonal
procedure lncludes Lhe real learnlng ouLcomes
@ML SÞLCC C8ILC@IL @LACn- A-D
LLAk--
AC@I@
LIALUA@C-
AL Lhe end of classţ
Lhe sLudenLs wlll be
able LoŤ

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