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WHY PLANNING?

Planning helps you to reduce uncertainty or panic and gives you


confidence and clarity.

It reminds you to prepare materials beforehand, and makes it easier for


you to organize the time and activities flow in classes.

For students, evidence of a plan shows them the teacher has devoted
time to thinking about the class.

It is a way to help gain the respect of your students.

It suggests professionalism and commitment.

Planning ensures that the class you are teaching gets a balanced
mixture of different materials, content and interaction types.

Planning helps you to develop a personal style.

TYPES OF LESSON PLAN


Detailed lesson plan It provides mastery of what to teach, and gives the
teacher the confidence when teaching. In this plan, both teachers and
students activities are presented.
Semi-detailed lesson is less intricate than the detailed lesson plan. It is
having a general game plan of what you wanted to cover for that subject on
that particular day.

PARTS OF LESSON PLAN


Objectives a statement of purpose for the whole lesson. An objective
statement itself should answer what students will be able to do by the end of
the lesson.
The objective drives the whole lesson, it is the reason the lesson exists. Care
is taken when creating the objective for each days lesson, as it will
determine the activities the students engage in.
Subject matter or specific topic includes sources of information, e.g.,
textbooks and library references.
Procedure is the body of your lesson plan, the ways in which you'll share
information with students and the methods you'll use to help them assume a
measure of mastery of that material.
In detailed lesson plan, the expected routines, lesson proper, activities are
presented. Questions and answers are written. In semi-detailed lesson plan

has only contains procedures or steps to be used in the lesson proper.


Evaluation it can take the form of formative test consisting of a 10-item
multiple choice questions after the days lesson to determine the mastery of
learning, e.g., 95% of the class got 100% correct answers.
Assignment it includes questions, exercises, and/or a set of practice specified
by the teacher.
THE ART OF QUESTIONING
Categories of Questions

Knowledge (who, what, whom, where, why, how)

Comprehension (retell)

Analysis (What are the parts of.... ? features of....? Classify according
to....)

Application (How is.... an example of....? How is.... related to.....? Why
is.... significant....?)

Synthesis (What would infer from? What ideas can you add to? How
would you design a new....? What would happen if you combine...?)

Evaluation (Do you agree that...? What do you think about...? What is
the most important.....? Place the ff. in order of priority. How would you
decide about...? What criteria do you need to use to assess....?)

Uses of Questions

To stimulate pupils to think

To motivate pupils

To diagnose pupils difficulties

To discover pupils interest

To help pupils organize and evaluate

To aid pupils to relate pertinent experiences to the lesson

To focus pupils attention

To develop new appreciation and attitudes

To provide drill or practice

To show relationships such as cause and effect

To encourage the application of concept

Types of Questions According to Purpose

For assessing cognition

For verification

For creative thinking

For evaluating

For productive thinking

For motivating

For instructing

Types of Questions According to Level

Low level

High level

Convergent

Divergent

Characteristics of Good Questions

brief, clear, and unequivocal

not be lifted from the book

suited to the age, experience, and ability of the student

deal with only one idea

vary in difficulty

applicable to all students

thought-provoking and challenging

are not self-answering

relevant to the lesson under discussion

in good grammatical form

Questioning Skills and Conduct of Good Questioning

Varying type of questions

Ask questions in conversational tone

Asking non-directed questions

Calling on non-volunteers

Students should not be called in fixed order

Allowing for sufficient wait time

Courtesy between the teacher and his students should prevail during
the questioning session

Handling Students Response

Show appreciation for any answer

Wrong answers should never be allowed to go uncorrected

Giving appropriate praise for high quality responses

Following up a students response with related questions

Answering in chorus should not be allowed by the teacher

Student should recite to the whole class, not to the teacher

Students should be encouraged to observe correct grammar and


answer in complete sentence

Showing non-verbal encouragement

Refrain from marking the student in the record book during class
recitation

Handling Students Questions

Teacher should be glad to welcome questions

Irrelevant and inane questions should not be entertained

Questions should be thrown first to the whole class for an answer or


discussion

Questions should be in correct grammar or in good language

The teacher should honestly admit if he does not know the answer to a
question

Very shy students should be encouraged to write their questions


anonymously and give them to the teacher

Allot appropriate time slot for open questioning

Sequence of Questions

Easy

Normal

Difficult