Lesson planning

When shall we start?

Planning Lessons is fundamental in
ensuring the delivery of quality teaching and
learning in schools.
A lesson is a unified set of activities that
focuses on one teaching objectives at a time.
A teaching objectives states what the
learners will be able to do at the end of the lesson.
Instruction refers to the methods of
processes used to direct learning.
Teachers can plan students’ learning for a
year, a semester, a unit, or a lesson and secure the
coverage of the curriculum.
Daily Lesson Preparation is part of the
teacher’s core function as a facilitator of learning
inside the classroom.
Starting it right

Instructional Planning is the process of Stating the objectives up front, telling

systematically planning, developing evaluating
and managing the instructional process by using
principles of teaching and learning.
Daily Lesson Log (DLL) is a temple
teachers uses to log parts of their daily lesson. The
DLL covers a week’s worth of lessons and
contains the following parts:
- Weekly objectives
- Topics
- Materials
- Procedures
- Remarks
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.
- Objectives
- Topic
- Materials
- Procedures
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 quality learning. (Tileston, 2004).
Three-step Process in Instructional Planning
(Wiggins and McTighe, 1998)
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
they can use the information provided.

What’s in it?
Content of instruction.
Selecting teaching materials.
Instructional Process (Airaisian – 1994)
Designing the learning activities and
grouping methods.
Deciding on the pacing and allocation of Increases a teacher’s chances of carrying a
instructional time. lesson/teaching a course successfully.
 Allows teachers to be more confident
before starting a lesson.
Inculcates reflective practice as it allows
teachers to think about their teaching.
Gives opportunities for teachers to reflect
on different strategies that work inside the
classroom including research-based strategies.
Ensures that teachers truly facilitate
learning and respond to learners’ needs inside the
classroom.
Helps teachers master learning area
content and help them teach what students need to
learn.
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.
Elements Instructional Planning for Effective
Teaching (Stronge, 2007)
Identify clear lesson and learning
objectives while carefully linking 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 structures, and progress through the
content step-by-step.
Plan the instructional strategies to be used
in the classroom and the timing of these strategies.
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 demonstrate in relation
to the knowledge they have learned.
Learning Competencies are knowledge,
skills, and attitudes learners need to demonstrate
in every lesson.
How should it be taught?
Utilize instructional strategies that
consider learners’ varying characteristics such as
Cognitive ability
Learning style
Readiness level
Socio-economic background
Ethnicity
Cultures
Physical Ability
Personality
Special needs
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 on-
going forms of assessment that are closely linked
to the learning process. It is characteristically
informal and is intended to help the 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.

Before
Warm-up or Review – encourages
learners to use what they have been taught in
previous lessons.
Introduction to a new lesson – focuses
the learners’ attention on the objective of the new
lesson and relates the objective to their lives. ICT Integration
ICTs are basically information – handling
During tools that are used to produce, store, and process,
distribute and exchange information. (UNDP
Presentation – introduces new 2010)
information, checks learner comprehension of the
new material, and models the tasks that the
learners will do in the practice stage. After
Practice – provides opportunities to Wrap up
practice and apply the new language or
information. Summarize

Evaluation – enables the instructor and Reinforce

learners to assess how well they have grasped the
lesson.
Consider these Qs
Sequencing – Do the activities move
Instructional Models, Strategies, and Methods
logically so learners are progressively building on
Direct Instruction what they already know? Do the activities flow
well? Are transitions between activities smooth?
Indirect Instruction
Pacing - Are activities the right length and
Interactive Instruction varied so that learners remain a engaged and
Experiential Instruction enthused?

Independent Study Gauging Difficulty – Do the learners have

enough skill and knowledge to do the planned
activities? Are the instruction clear?
Instructional Approaches 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 involves?
Monitoring learner versus teacher talk –
What is the balance between learner talk and
teacher talk? Does the lesson allow time for
learners 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?

“Meticulous planning will enable

everything a man does to appear
spontaneous”
- Mark Caine

“We are born and then we study for

many years. In other words – genes is only
a part. The rest is development. People
who do not develop themselves stop
growing and they become irrelevant. But
for those who continue to learn and grow,
their lives are full of wonder and
excitement. Try to be GOOD, BETTER
and BEST, BUT NEVER REST until your
good gets better, and your better gets best.”