ABSTRATCTION

 Planning lesson is fundamental in ensuring the delivery of quality teaching and learning
schools.
 It is the Hallmark of effective teaching
A Three-step process in planning for instruction (Wiggins and McTighe, 19998)

 We need to ask what it is that we want students to know and be able to do as a result of
the learning.
 We must examine how we will know that our students are learning and that they can
perform tasks as a result of the learning.
 We must identify which instructional practices will assure us that students learn and
that students learn and that they can use the information provided.
STARTING IT RIGHT
“Stating the objectives up front, telling students and parents how students will be assessed on
those objectives, and then teaching those objectives, we become more accountable for student
learning.
Our objectives, assessment instruments and teaching strategies become a system leading to a
quality learning. (Tileston, 2004)”
IMPORTANCE OF LESSON PLANNING

 Increase a teacher’s chances of carrying a lesson successfully

 Allows teachers to be more confident before starting a lesson
 Inculcates reflective practice as it allows teachers to think about their teaching.
PLAN WITH THE END IN MIND
“Wiggins and McTighe (1998) suggest a backward design model for planning that begins NOT
with the lesson, but with our expectations for the END RESULT. There are three basic steps to
designing a lesson using backward design.
1. Identify the desired result
2. Determine acceptable evidence
3. Plan learning experiences and instruction
(Tileston, 2004)
INSTRUCTIONAL PLANNING

 Content of instruction
 Selecting teaching materials
 Designing the learning activities and grouping methods
 Deciding on the pacing and allocation of instructional time
IMPORTANCE OF LESSON PLANNING

 Gives opportunities for teachers to reflect on different strategies that work inside the
classroom including researched-based strategies
 Ensures that teachers truly facilitate learning and respond to learner’s needs inside the
classroom
 Helps teachers master learning area content and helps them teach that students need
to learn
AIRASIAN (1994)
Planning is a vital step in the instructional process.

 Involves identifying expectations for learners and choosing the materials and organizing
the sequential activities
 Guarantees that teaching and learning is the central focus of classroom activity
STRONGE (2006)

 Helps ensure that the time spent inside the classroom is maximized for instructions
 Is responsive to learners needs and communicates expectations of achievement to
learners
LESSON PLANNING

 Teachers can plan students learning for a year, a semester, a unit, or a lesson and secure
the coverage of the curriculum
 Research shows that effective teachers organize and plan their instructions
 Daily Lesson Preparation is part of the teacher’s core functions as a facilitator of learning
inside the classroom
DETAILED LESSON PLAN/LOG
Provides the teachers with an opportunity to reflect on:

 What the students need to learn

 How learners learn
 How best to facilitate the learning process
DEFINITION OF TERMS

 A lesson is a unified set of activities that focuses on one teaching objective at a time
 A teaching objective states what the learners will be able to do at the end of the lesson”
DEFINITION OF TERMS

 Instruction refers to the methods of processes used to direct learning

  Instructional Planning is the process of systematically planning, developing evaluating
and managing the instructional process by using principles of teaching and learning.
 Detailed Lesson Plan (DLP) is a teacher’s roadmap for a lesson. It contains the
description of the steps a teacher will take to teach a particular topic.
PARTS OF A DLP

 Objectives
 Content
 Learning Resources
 Procedures
 Remarks
 Reflection
DEFINITION OF TERMS

 Daily Lesson Log (DLL) is a template teachers use to log parts of their daily lesson. The
DLL covers a week’s worth of lessons and contains the following paets:
 Weekly Objectives
 Topics
 Materials
 Procedures
 Remarks
INSTRUCTIONAL PROCESS (Airasian, 1994)
Assessment of Learning > Planning > Delivery of Instruction
ELEMENTS INSTRICTIONAL PLANNING FOR EFFECTIVE TEACHING (Stronge, 2007)

 Identify clear lesson and learning objectives while carefully linkng activities to them
 Create quality assignments, which is positively associated with quality instruction and
quality student work
 Plan lessons that have clear goals, are logically structured, and progress through the
content step-by-step
 Use advance organizers, graphic organizers, and the outlines to plan for effective
instructional delivery
 Consider student attention spans and learning styles when designing lessons
 Systematically develop objectives, questions, and activities that reflect higher-level and
lower-level cognitive skills as appropriate for the content and the student

WHAT SHOULD BE TAUGHT?

  Content Standards are the essential knowledge that students need to learn
 Performance Standards are the abilities and skills learners need to demonstrates in
relation to the knowledge they have learned
 Leaning Competencies are knowledge, skills, and attitudes learners need to
demonstrate in every lesson
STARTING WITH THE END IN MIND

 Teachers can set a long term vision of what learners need to be able to master in terms
of content and competencies at the end of the school year
 Lesson plans should have learner-centered objectives that are aligned with the
standards of the curriculum
HOW SHHOULD IT BE TAUGHT?

 Utilized instructional strategies that consider learners’ varying characteristics such as

o Cognitive ability
o Learning style
o Readiness level
o Socio-economic background
o Ethnicity
o Culture
o Physical ability
o Personality
o Special needs
o Different ways learners master the content of a particular learning area

HOW SHOULD IT BE ASSESSED?

 Effective teachers do not only prepare lesson plans, they also

prepare an Assessment Plan (Formative Assessment Plan)
 Formative Assessment refers to the ongoing forms of assessment
that are closely linked to the learning process. It is
characteristically informal and is intended to help students
identify strengths and weaknesses
 Assessment should be integrated into the lesson and aligned with
the lesson objectives
 A lesson plan should embody the unity of instruction and
assessment
 Teachers need to communicate to the learners what they are
expected to learn, involve them in assessing their own learning
at the beginning, during and end of every lesson
  They need to use data from the assessment to continually adjust
instruction to ensure attainment of learning
GOAL SETTER
“A good lesson plan is an important tool that focuses both the instructor and the learners on
the purpose of the lesson and, if carefully constructed and followed, enables learners to
efficiently meet their goals.”
ESSENTIAL COMPONENTS OF A LESSON PLAN
“A lesson plan identifies the enabling objectives necessary to meet the lesson objective, the
materials and equipment needed, and the activities appropriate to accomplish the objective
Enabling objectives are the basic skills (language skills such as vocabulary, grammar, and
pronunciation) and the life skills (including cultural information) that are necessary to
accomplish the objective

Materials and equipment should be identified and secured well before class time to ensure
that activities can be carried out as planned. These may include realia (real life materials like
bus schedules and children’s report cards), visual aids, teacher made handouts, textbooks, flip
chart and markers, overhead projector, tape recorder, etc.
Activities generally move from more controlled (e.g., repetition) to a less structured or free
format (e.g., interviewing each other) they should be varied in type (e.g., whole group, paired,
individual and modality (e.g., speaking, listening, writing).
STAGES OF A LESSON
Good lesson design begins with a preview of previously learned material. New material is then
introduced, followed by opportunities for learners to practice and be evaluated on what they
are learning.
In general, a lesson is composed of the following stages:

 Warm-up/Review- encourages learners to use what they have

been taught in previous lessons
 Introduction to a new lesson- focuses the learner’s attention on
the objective of the new lesson and relates the objective to their
lives
 Presentation- introduces new information, checks learner
comprehension of the new material, and models the tasks that
the learners will do in the practice stage
 Practice- provides opportunities to practice and apply the new
language information
  Evaluation- enables the instructor and learners to assess how well
they have grasped the lesson
INSTRUCTIONAL MODELS, STRATEGIES, AND METHODS

 Direct Instruction
 Indirect Instruction
 Interactive Instruction
 Experiential Instruction
 Independent Study
 ICT Integration
ICTs are basically information- handling tools that are used to produce,
store. Process, distribute and exchange information (UNDP 2010)
CONSIDER THESE…
A good lesson plan involves consideration on the following elements that need to be thought
about and planned for:

 Sequencing- do the activities move logically so learners are progressively building on

what they already know? Do the activities flow well? Are transitions between activities
smooth?
 Pacing- are activities the right length and varied so that learners remain engaged and
enthused?
 Gauging Difficulty- do the learners have enough skill and knowledge to do the planned
activities? Are the instructions clear?
 Accounting for individual differences- do the activities allow for learners of varying
proficiency levels to receive extra attention they might need, whether below or above
the norm? Are all students actively involved?
 Monitoring Learner versus teacher talk- what is the balance between learner to interact
producing and initiating language?
 Timing- was the amount of time allotted for each part of the lesson sufficient? If the
planned lesson finishes early, is there a backup activity ready? If the lesson wasn’t
completed as planned, how can the next class be adjusted to finish the material?”
APPLICATION ACTIVITY (OPTION A)

 Groupings according to specialization

o Divide the class into 5 groups ideally with 10 members only according
 Using the content and performance standards in SHS CGs
o Create an individual Detailed Lesson Plan (DLP) using the given template within
20 minutes
o Choose one DLP for each group for the presentation
APPLICATION ACTIVITY (OPTION B)

 Groupings according to specialization

o Divide the class into 5 groups ideally with 10 members only
 Using the content and performance standards in SHS CGs
o Create an individual Detailed Lesson Plan (DLP) using the given template within
20 minutes
o Present the group output for critiquing

REMEMBER
“Meticulous planning will enable everything a man does to appear spontaneous.”
-Mark Caine