Lesson Plan Format (outline form):

Subject: EDFD 116: Educational Psychology

Unit: An Effective Teacher Considers Individual Differences
Level: College/ Tertiary (for this exercise)
I. Content: Advanced Cognitive Development
A. Gifted vs Talented
B. How Advanced Cognitive Ability is Developed
C. Characteristics and Identification of a Cognitively Gifted Child
D. How to Support and Help a Cognitively-Advanced Child

II. Prerequisites:
 Definition of Cognitive Development
 Idea of giftedness

III. Instructional Objective:

At the end of the lesson, the student should be able to:
a. define advanced cognitive development
b. differentiate cognitively gifted from creatively, artistically and
intellectually gifted
c. differentiate being talented and gifted
d. explain how advanced cognitive ability can be acquired or developed
e. identify some traits or characteristics of a child with an advanced
cognitive ability
f. know how to help or support a child with the ability
g. gap, as future teachers, the necessary actions needed in the society to
support gifted students

Note: Italicized texts are the main points of the lesson

IV. Instructional Procedures:

A. Introduction

Timetable:
Activity 3-5 minutes
Introduction 5 minutes
Definition 3 minutes
Personal Encounters 2 minutes
Discussion Proper 20 minutes
Talented vs Giftedness 1 minute
Flawed Process of IQ tests 1 minute
How ACD is developed 3 minutes
Characteristics / Traits 7 minutes
How to support this case 8 minutes
Total 30 minutes

How to Introduce the lesson:

 The lesson will be introduced by relating the lesson to them. More effectively
by evaluating themselves whether they are also cognitively gifted through a series of
questions. Personal encounters may also be entertained during this part.

Activities
1. Activation: Show a video clip of an example of a gifted child
2. Question: What do you think is our topic for this discussion?
3. Objectives: Present to the class the major points that they will encounter
through-out the lesson
4. Assessment through answering the main objectives or points

B. Lesson Proper
Outline of lesson:
Introduction : Video presentation
**Question: What is the topic about?
Definition (First, ask what they know about cognitive
development)
Personal Encounters
Discussion Proper
Talented vs Giftedness (Let them define first what is talented
and gifted)
IQ test (Why is it a flawed Process)
How ACD is developed
Characteristics / Traits
Question: What do you think can we do to support them?
How to support or cater cases of Advanced Cognitive
Development
Institutions

Instructional Techniques
Let them identify what are the characteristics of a gifted child through
the video

C. Closure
Through assessment whether they achieved the objectives

V. Materials and Equipment:

1. Video clip: I will show a video which will pose as an introduction and will serve
as a rigid example of what a gifted child is.
2. PowerPoint Presentation (laptop, television, chord): This is to show the content of
the report. The discussion will flow according to the content of the PowerPoint.

VI. Assessment/Evaluation:
Summarize by asking specific questions of what they remember:
(1) Difference of talented and giftedness (definition of Advanced
Cognitive Development)
Answer: . Giftedness is defined as a child’s ability to excel in a
traditional setting in the terms of intellectual, creative and
 motivation, cognitive. Talented is a child that is often seen
diligently practicing the field he or she enjoys, such as in music
or arts.
(2) Common traits or characteristics of ACD
Answer: too many to mention
(3) How to cater students with this ability
Answer varies

VII. Follow-up Activities:

Try to be observant and try to identify some people that have this ability but
remember to be sensitive.
Take tests and evaluate yourself at home. It’s fun.

VIII. Self-Assessment :
Strengths and areas of improvement of Lesson Plan: The lesson plan should have
included more audience participation activities in order to make the class more
interactive and not one-sided. Though, the plan has covered all the major points
needed to be discussed and has a very clear and specific objective.
Actual Presentation: All the needed content was discussed. The content was also
sufficient and straight to the point. Speaking was well-modulated and clear.
Evaluation of the groupmates and group as a whole: Though having a hard time
trying to make the class participate, Ms. Lianne still managed to proceed with her
discussion very well. Though, she showed some minor distress when no one would
respond. Acel Patricio has a very clear and calming voice; She is very good at
explaining. Mr. Patria discussed sufficient content but had a low voice. Mr. Pascua
had a very loud voice and had a very interesting but effective way of discussing his
respective lesson. Ms. Llames is always well-prepared and this was evident in her
discussion.
The group, in general, has initiated different and new methods of discussing and
showed effort in order to make the class more interactive and participative. The group
updates each other regarding progress in order to relate each other’s’ topic
Learnings: I have learned that making lesson plans isn’t easy to make and take great
measure in order to cover all the needed concepts in a limited amount of time.
Teachers should really be well-appreciated for their efforts to make classes more
conducive for learning. It is also very effective to make an outline (RRL) first before
making a lesson plan since this would serve as the flow of the discussion, making
lesson plans much more easier to do.
How to improve: More practice before the actual presentation should be made. I
should try to think of creative ways to initiate learning and participation among the
class. Activities relating to topic should be done. I should focus next time on the
important keypoints of the discussion and should have allotted more time to it.