PRESENTATION ON LESSON NOTE PLAN

CORE COMPETENCIES
Critical Thinking and Problem Solving (CP)
Creativity and Innovation (CI).
Communication and Collaboration (CC)
Cultural Identity and Global Citizenship (CG)
Personal Development and Leadership (PL)
Digital Literacy (DL)

MAJOR PARTS
Strands are the broad learning areas or domains of the subject content to be
studied.
Sub-strands are the sub-divisions of the broad learning areas or strands.
Content standard refers to the pre-determined level of knowledge, skill and/or
attitude that a learner attains by a set stage of education.
Indicators are clear outcomes or milestones that learners have to exhibit in each
year to meet the content standard expectation. The indicators
represent the minimum expected standard in a year.
Exemplars clearly explain the expected outcomes of indicators and serve as support
and guidance to the facilitator/teacher in the delivery of the
curriculum.

Every effective curriculum needs a

particular date for reference
• Example: 6th October 2022
1PERIODiod
• A period is a division of time in an event of
fixed length.
• Example: week one
DURATION
• Duration is the time during which something
continues.
• In a curriculum, a duration is assigned to
ensure:
Order
Guidance
Regulation
Example: 60 minutes
SUBJECT
• In education, subjects may be English
Language, mathematics, etc
CLASS SIZE
• Defining and stating class size is
important so that you will be able to
group and manage them.
• Example: Class size – 30
STRAND

The broad area/subject to be considered/

• Sub-topic is a topic that is part of a broader
or more general topic.
• Example: ADDITION OF FRACTIONS [which is
a sub-topic of Fractions]

PERFORMANCE INDICATOR
• They indicate the desirable knowledge,
skills, or attitudes to be
gained within specific time frame.
• Objectives are the foundation upon which
you can build lessons and
assessments and instruction that you can
meet your overall course or
lesson goals.p
• There should be a specific thing you want
your learners to achieve
within the specific time (eg. two hours).
• All stated objectives may not be achieved at
a go.
• The stated objective should be measurable
with the specific time
frame so abstract verbs should not be used,
because it cannot be
measured.
• Example of the abstract verbs: Understand,
recognize, appreciate,
love, like, acknowledge etc.
Action verbs should be used instead
Examples of Action verbs: Explain,
demonstrate, mention, state, name
simplify, identify with a particular number,
describe. Differences and
similarities etc.
• The stated objective should be achievable
within the specific time frame.
• Do not bring in so many things that cannot
be achieved else learning
does not take place and production will be
zero.
• The stated objective should be relevant
within the context of the learner.
• Consider the following things:
 the learners’ environment,
the educational level of the learners,
their background and
how meaningful the objective will be to
them
• Every stated objective needs a specific
time frame and period of ending.
• Every stated objective has a starting time
and a finish time.
• Now let’s consider these two: “At the
end of the lesson” & “By the end of the
lesson”; Which one is more appropriate
and why?
• When stating objectives words like SHOULD;
SHALL; MUST are NOT
used. It is not compulsory that every learner
will fully grasp the
concept or content.
• “WILL” should be used instead. At least a
certain percentage of
learners will grasp some concept.
• Again, do not use “MAY” because it may
mean that there is no
confidence in the learners or what is being
taught.ES
• Another thing also is that in stating an
objective, the words “the learner” should
be used instead of “learners” or “a learner”
• Example: By the end of the lesson, the
learner (NOT learners or a learner)….
• It is not obligatory that all the learners
present at that particular time will grasp the
concept. THE SOWER
• Relevant Previous Knowledge is the
information and
educational context a learner already has
before they learn new information.
• A learner's understanding of educational
material can be
improved by taking advantage of their prior
knowledge
before dealing with the new material.vi
• The teacher is a facilitator, a
guide or an Instructor who opens
a way for the learners to
participate fully in the lesson.
• All the teachings are centered on
the learner so do not use lecture
method where the learner may
not grasp the content.
• The learners are the pivots on
which everything centers.
• Demonstration, narration, role
play, questions and answers
should be done by the learners
not the teacher.
• The teacher is to guide, facilitate,
coach, or instruct, etcActivities
• The Activities have phases.
• Phase 1: Starter – Introduction, Preparing
the
brain or the mind for learning.
• The lesson can be introduced by
questioning, role play, demonstration,
narration, picture walk etc.
• Phase 2: Main/ New Learning including
assessment and lesson development.
• As mentioned earlier, stated objectives “by the
end” means a process(it has
beginning and an end time)
• Questions could be asked in initial, middle and
the end stages.
• Here also, you develop the activities you take
the learners through.
• This is in stages or steps till you reach where
you want to end the lesson.
ethodology/T
• Assessment/ Evaluation:
• Here is where an evaluation or assessment
takes place.
• Learners are to answer questions, do
experiments, demonstrate activities to verify
if the stated objectives were achieved.
ities/Learner’s Activities
• Phase 3: Plenary/Reflections
• (Closure – the concluding activities
like recap and assessing if the standard or
indicator has been attained)
13
• Ask questions to find out what
they have learnt during the
lesson
• Take feedback from learners and
summarize the lesson.
• Ask leaners to answer the self-assessment
questions at the page
of the lesson learnt as a home work.
• Remarks:
• After assessing and evaluating the learners,
write remarks for the lesson.
• Quantify it in a percentage form based on
your stated objectives
• Example: The lesson was successfully
taught, about 85% of the learners were
able to explain what Church
Government means and identify at
least three attributes of Christ as the
Head of All Church Government.
• The rest of the 15% needs remediation
Teaching/Learning urces
TLMs
• They are the materials or resources that the
learner can see, touch, feel, taste,
experiment, draw, describe, demonstrate,
etc.
• These resources can be:
In real objects form
pictures
improvised
ote when facilitating
THINGS TO NOTE AS A TEACHER
1. You need to ask questions or allow the
learners to ask questions from introduction to
assessment.
2. Do not attempt to answer all questions.
Throw back some questions to the learners.
3. Do not ask “who can” type of questions
Things to note when facilitating
4. Do not make too many close-ended
questions.
5. Make most of your questions open-ended
so that the learners will think critically and
come out with diverse views.
6. When you ask questions pause for about 15
seconds for learners to digest analyze,
synthesize and come out with medication.
7. Do not mention the learner’s name before
you ask the question.
8. Do not rush the learners; give them space
to operate.
9. Encourage peer teaching and group work.
10. Prepare remediation activities for the
slow learners.
11. Do not talk to the board when writing.
12. Let your voice be heard within your space.
13. Classroom management – check the
sitting arrangement, support the
slow learners, encourage inclusive education
or learning, make your classroom very lively.
14. Make the effort to avoid mannerism.
Types of Questions
• Literal question: A question that has its
basis or the direct answer in the
passage.
• Inferential question: A question that does
not have direct answer from the passage but
can be inferred from the passage.
• Critical Thinking/Application question: A
question that has no bases or
the answer in the passage but can make
formal request to have a real life