LESSON PLANNING

1.Planning a lesson entails ‘prediction, anticipation, sequencing and simplifying”. (Scrivener, 2005)

2.Planning lessons increases a teacher’s chances of carrying out a lesson.

3.Lesson planning allows teachers to reflect on the different strategies that work inside the classroom.

ELEMENTS OF A LESSON PLAN

What should be taught? How should it be taught? How should it be assessed?

KINDS OF PLANS: DLL- Daily Lesson Log DLP – Daily Lesson Plan

Daily Lesson Log (DLL) -is a template teachers use to log parts of their daily lesson. The DLL covers a day’s or a week’s
worth of lessons and contains the following
parts: Objectives, Content, Learning Resources, Procedures, Remarks and Reflection.

Detailed Lesson Plan (DLP) -is a teacher’s “roadmap” for a lesson. It contains a detailed description of the steps a
teacher will take to teach a particular topic. A typical DLP contains the following parts: Objectives, Content, Learning
Resources, Procedures, Remarks and Reflection.

Parts of Lesson Plan

I.OBJECTIVE II.SUBJECT MATTER III.LEARNING MATERIALS IV.PROCEDURE V.EVALUATION VI.ASSIGNMENT

a. reviewing previous lesson/s or presenting the new lesson. - This part connects the lesson with learners’ prior
knowledge. It explicitly teaches the learners how the new lesson connects to previous lessons. It also reviews
and presents new lessons in a systematic manner;

b. . establishing a purpose for the lesson - motivates the learner to learn the new lesson. It encourages them to
ask questions about the new topic and helps establish a reason for learning the new lesson;

c. Presenting examples/instances of the new lesson- shows instances of the content and competencies. This is
also where the concepts are clarified.

d. discussing new concepts- leads to the first formative assessment. Teachers shall prepare good questions for
this part. The teacher will listen to the answers of learners
to gauge if they understood the lesson. If not, then they re-teach. If the learners have understood the lesson,
the teacher shall proceed to deepening the lesson.
 e. continuation of the discussion of new concepts - leads to the second formative assessment that deepens the
lesson and shows learners new ways of applying learning.-May use pair, group or team to help learners
discuss the lesson

f. developing mastery - leads to the third formative assessment Individual work activities such as writing, quiz,
seat work, games, worksheets May add activities to ensure mastery

g. finding practical applications of concepts and skills in daily living- develop appreciation and valuing for
students’ learning by bridging the lesson to daily living. This will also establish relevance in the lesson.

h. making generalizations and abstractions about the lesson- will conclude the lesson by asking learners good
questions that will help them crystallize their learning so they can declare knowledge and demonstrate their
skills;

i. evaluating learning- is a way of assessing the learners and whether the learning objectives have been met.
Evaluation should tap into the three types of objectives

j. additional activities for application or remediation- provide children with enrichment or remedial activities.
The teacher should provide extra time for additional teaching activities to those learners demonstrating that
they have difficulties with the lesson.

GUIDING PRINCIPLES IN DETERMINING AND FORMULATING LEARNING OBJECTIVES

1. Begin with end in mind

2. Share lesson objective with students

3. Lesson objectives must be in the two of three domains knowledge (cognitive) skill, (psychomotor) and values
(affective).

5. Lesson objective must be aligned with the aims of education as embodied in the Philippines Constitution and other
laws and on the vision-mission statements of the educational institution of which you are a part.

6. Aim at the development of critical and creative thinking.

7. For accountability of learning, lesson objectives must be SMART, i.e., Specific Measurable, Attainable, Result
oriented and Relevant Time-bound and Terminal.

TAXONOMY OF OBJECTIVES

 Knowledge or recall  Receiving  Reflex movements

 Comprehension  Responding  Perceptual abilities
 Application  Valuing  Physical abilities
 Analysis  Organization  Skilled movements
 Synthesis  Characterization  Nondiscursive
 Evaluation communication
Key Words for the Taxonomy of Educational Objectives:

1.0 Knowledge  2.0 Comprehension

1.1 Knowledge of specifies  2.1 Translation
1.2 Knowledge of ways and means  2.2 Interpretation

of dealing with specifics  2.3 Extrapolation

1.3 Knowledge of universals and  Precision
abstractions in a field
TEACHING MATH IN PROMARY GRADES

Instructional Planning Methods

THINK -There are many instructional planning methods that mathematics educators have constructed, but the two
most widely used in the Philippines are the ADIDAS and the Five Es models.

-ADIDAS stands for Activity, Discussion, Input, Deepening, Activity and Summary.

Activity -The lesson begins with an activity that will later facilitate a meaningful discussion about the topic of the
session. In other words, the activity introduces the topic to the students. This activity must be motivating and
engaging to catch the attention of the students.

Discussion - The lesson proceeds with the processing of the activity. In this part, the students, as facilitated by the
teacher, talks about their experiences during the activity. Here, the questioning skills of the teacher is important
because he/she must be able to direct the discussion toward the targeted lesson.

Input - In a traditional classroom, the Input is where the teacher lectures. However, in a constructivist classroom, this
is the part where the students would share the concepts that they learned based on the activity and the discussion.
Nevertheless, no matter which learning theory is applied in the lesson, this is the part where the concepts are clearly
established.

Deepening- Here the teacher asks questions that will engage the students to critical and creative thinking. Non-
routine mathematical problems or real-life word problems may be given. The purpose is to give the students the
students to deepen their understanding of the concepts that they have just learned.

Activity In mathematics, this is the part where the students verify what they have just learned by solving
mathematical problems. Depending on the need, the students may be engaged in guided practice and/or individual
practice. Sometimes, the teacher facilitates games in this part of the lesson.

Synthesis The last part of the ADIDAS model is the Synthesis. Here the students are given the opportunity to express
what they have learned by verbally giving a summary of what transpired in class and what they have learned. The
students may also be given a short assessment to give the teacher feedback on what they have learned.

The Five Es are Engage, Explore, Explain, Elaborate, and Evaluate.

Engage- This part activates the student’s prior knowledge and engages them into new concepts by doing short
activities. The aim of this part is to arouse the student’s curiosity.

Explore In this part, the students are exposed to different experiences that will facilitate the discovery of new
concepts. Explore may involve observation exercises, simulations, or manipulations of instructional materials. The
goal here is for the students to discover something new.

Explain Here the students explain what they have experienced in explore. The role of the teacher is to facilitate the
discussion that should lead to students seeing patterns that will help them to describe the new concept in their own
words.

Elaborate The elaborate part of the lesson allows students to expand their understanding of the concept by applying
the concept that they have learned in solving mathematical problems.

Evaluate The last part of the Five Es model, evaluate, lets the teacher and the students evaluate their learning.
Though giving short exercises are usually the mode of evaluation, the teacher can be creative by implementing other
evaluation activities.
PLANNING THE WORK IN TEACHING MATHEMATICS

Before School Starts- Planning for instruction in mathematics should begin even before school starts. You should visit
the school and obtain a copy of the syllabus or course outline for each class you will be teaching. In fact, it would be a
good idea to obtain the school mathematics curriculum guides for each of the grades. This will enable you to see what
has preceded and what will follow your particular mathematics class.

Once School Starts - It is an excellent idea to ask the department chairperson (if the position exists) or experienced
teachers if they will allow you to sit in their classroom and observe them teach. If they agree, sit in regularly and take
careful notes. Notice the way topics are introduced, the motivational techniques that are used, and the “unusual”
ways to teach a topic.

The following eight considerations derive from learning theory and must be taken into account when developing a
lesson plan.

 Build your lesson on the previous knowledge your students bring to class.

 Make use of hands-on materials and manipulative.

 Involve your students as active participants.

 Your lessons must be developmental.

 Practice the art of asking good questions.

 Provide the opportunity for your students to practice their communication skills.

 Teach your students the art of metacognition.

 Evaluate your lesson afterward and identify ways to improve it.

The Lesson Plan- Purpose. While an overview of the work for the whole unit is necessary, it is equally essential to
plan the daily classroom activity; and this plan should be written out. This written phase of the teacher’s work is
usually termed the lesson plan. It enables the teacher to stick to her goal, and to carry out her activities within the
period. It prevents unnecessary waste of time. It is a written guide which the teacher follows in the discharge of her
duties in the classroom.

Objectives Subject Matter Materials Procedure

 Check-up Test

 Brief Written Test

 Oral Checking of the Assignment

Development of the New Lesson

 Drill

 Review

 Motivation

 Examples, Lecture, or Experiment based on the New Lesson

 Formulation of the New Principle or Rule Discovered by the Students

 Practice

 Summary
 Assignment

 Directed Study

The Aims of the Lesson Plan- may include the general and the specific, the remote or immediate. The general
aims may consist of the goals of education in general, and of secondary education in particular, which can be
realized through the Mathematics lesson on hand. The specific objective refers to the immediate purpose which
the lesson aims to achieve. Theses may be expressed from the teacher’s point of view or form the students’ point
of view.

The Subject Matter - refers to that phase of the course to be studied during the day. The materials include the
textbook, the apparatus (compass, ruler, protractor, etc.), exercise books, and audio-visual aids. The procedure,
which covers the most important phase of the plan, contains the different steps the teacher follows in performing
the activities for the day. These steps may be grouped into four major ones: the check-up of the assignment given
the previous day, the development of the new lesson, from which the assignment for the next day arises, and the
directed study.

The assignment is a distinct part of the lesson plan; however, in mathematics, it should emerge from the
development of the lesson, so that this part may be absorbed by the procedure. Similarly, the directed study is
also a part of the procedure since it is an activity which is essential in teaching mathematics. During this period,
individual doubts are clarified and individual guidance is given in studying the lesson.