out wise decisions about the strategies and m eth move S| ‘ods they tacks of discarded envelopes. Regardless of the f 0 thers rely o1 rit lines: 0 ly on the briefest of notes itt ‘andwritten on scratch pads or o1 n the rmat, all teachers need to make rystematically toward learner goals, will employ to help students son planning is the teacher nt emotional visual n of the ‘p ig S mental and emotional vis ization of th classroom experience as he/she plans to for the teaching of concepts, skills and Sean elastic but systematic approach must be prepared for there is no fatal to a teacher's, oe LK Davis has said, “Lesson be effective, every intelligent worker plans out his eee as unpreparedness.” To aims to be realized by teaching a lesson, the methods to be lesson plan indicates the to be undertaken in the class so that it is kept engaged eee a oie ion of the aim. Definition of Lesson Planning Ll. 2. Daily lesson planning involves defining the objecti i the subject matter and determining th« leon selene and anenging t jing the method and procedure —Bini ins ‘A lesson plan is actually a plan of action. It includes: Workin, pueeiGers teacher, his information and understanding of lemnere, his Ee ot i objectives of education, his knowledge of the material to be taught, his ability to use effective methods of education —Lester B. Stands. ; : Lesson plan is the title given to a statement of the achievements to be realized and specific means by which these are to be attained as a result of the activities engaged in day-by-day under the guidance of the teacher —N.L. Bossing. Advantages of Lesson Planning 1. 2. au Sven 14, . Ittends to prevent wandering . Ithelps the teacher as well as . It provides an adequate checking . Helps the teacher . Helps to avoid duplication. . Enables the teacher to integrate ni ). Helps the teacher to develop confi |. Provides opportunities . Ensures a definite assignment for . Enhances teacher in prep’ . Provides an opportunity for teac As the goal is determined, the teacher gets impetus to realize'his/her goal. Itdelimits the field of work of the teacher as well as of the students and provides a definite objective for each day's work. from the subject and going off the way. It serves as tage of time and energy of teachers and students. the taught in fixing new learning by making adequate and revision. of outcomes of instruction. rocess whereby the continuity of accheck on the possible was! provision for drill work, practice in organizing the learning Pp! educative process is ensured. ew knowledge with the previous one. dence and overcome fear and insecurity. for the teacher to make the class interesting and produce a thought-provoking questions. " ist the class and availability of adequate resources ization, materials and activities. for the class. ivid audio-visual aids aration of a class in organiz her to provide variety of : : ‘ol Teevant 0 the 1B. op invidual ifferences in PIS Makes it possible to provide f° : Helps the teacher to render suitable summaries. ane A — : ‘Lesson planning is eg, ang: Bossing states, R sent} Nature of lesson planning: Bo js living through in advan cei ee reecipaiory teaching. 1t ie living Chrous it Sevens, me experience in anticips he teacher visualizes it. The ¢, e as tl See ea wil as oreertulis the pupils will encounter, the se", : Faun ‘ the questions that will arise, I these teachers will experience in imagination, 2° thes difficulties are to be met se tea aaa This is first essential of good planning. It is here that teacher can bring into play the : the first ess wnning. | power of well-developed imagina 5 tion, The more vivid, the better, as long ag jg; Me tinged with realism.” lly tally at aSitis fay + should possess to plan a class: ding ofthe subject matter, resource and learning acy Jeus for classroom experience. so as to accomplish the general and sping Qualities that a teacher + An in-depth understan that will provide the nuc! ‘ Selection in the method of teaching, objectives of a topic. + Thorough comprehension of psychology of the mental Process with ay understanding of the realization of the Jaws of learning leading to the anticipated classroom situation. « An-extensive knowledge of the environmental forces that have played upon the life of the class collectively and individually. Steps in Planning a Lesson RSchorling in “Student teaching” has suggested the following steps in planning a lesson: 1. Select the most appropriate aims. 2. Provide the illustrative materials available. 3. Include crucial questions. 4. Consider the level of ability and interests of the pupils. 5. Consult courses of study and grade requirement. 6. Select the best procedures. 7. Tie the lesson with previous ones. 8. Take into consideration the knowledge already possessed by pupils. 9. Include an appropriate assignment, . Consider supplementary materials in making the assignment. 11. Emphasize the main points of interest, - Arrange a logical order of activities that would lead towards a realization of ti aim of the lesson, 13. Provide for adequate summaries, 14, Make the plan flexible enou; : jly and igh to all jorarily follow pupil interests, low the teacher to leave it temp aaa the time devoted to Phases of the lesson. ‘ovide a means for evaluating the results of the lesson and the teaching- 15. 16. Chief Characteristics of a Good Lesson 1. It ‘itten: 0 = a be written: A lesson plan is always preferable to be writte” ie 1 at east ih ea erent stage. Panton states, “The teacher is strongly carly stages, to make a written note of his/her preparation. Mem10. sb 12. 13. 1. Pe 1 ww . It should be linked with previous knowled; ge: ould sh i i , It should show techniques of teaching: The plan should be explicit in stating . It should show the illustrative aids: The illustrative aids which the teacher sometimes proves a treacherous se; divided.’ There is no doubt aeae : same time care should be taken - eat ad: teaching from the notes which ee furthers to influence teaching and ia achievement of the objective, ‘Therefore. ip thoughts and concentration purposes, ME Ca” be used for clarity; Itshould have clear aims: The lesson jarifying and specific so that outcomes can be vantage in writi a po writing a lesson but at the ee ssive Teliance on the notes erase oe Of the teacher, This ind may result in lagging in ths plan should have clear obj jecti measured based on ir ves, general While planning, it should an isolated one; instead better understanding of the be considered that the topic taken should the principle of continuity and sequence hi eh b students. elps in the steps of a class and also it should i variot : include vari i pe ee is questions that a teacher wishes to use in the class should be mentioned in the plan. It should contain appropriate subject matter: Selection of the content materials should be carefully done and must be ensured that itis relevant to the topic and objectives and the content should be organized. It should be divided into units: The plan should be divided into units at the same time care should be taken that lesson remain an integrated whole and every units develops from with the principles of continuity, integration and sequence. It should provide for activity: The learners should be given adequate scope 10 be active rather passive listeners. It should provide for individual differences: to all level of students. It should show certain routine things: The plan should indicate the duration of the period, level of students, subject and class. It should be flexible: The plan is a means and not an end. The teacher should be prepared to change teaching methods or instructional ‘media from those as referred to the plan depending on the circumstances. It should indicate the summary: The lesson plan shoul of the whole lesson which is developed on the black bs students. It should refer to reference materi to other reading material. This activity is students to direct to independent activity. , It should include assignments for student”! oe which can be thought without appropriate assignments fon the different forms. y It should provide self-evaluation: A 200 ra for self-criticism. The teacher should duet oT in order to judge the effectiveness of the I. The plan take into considerations \d encompass summary joard with the help of mes more useful if it refers Jan beco! Rade mong intelligent to enhance motivation al sson plan cannot be given in an must have suitable plan dents and find out answerSee, BN I het Approaches to Lesson Planning ae ypproaches to lesson planning are the following: The main aj 1. The Herbartian approach 2. Gloverian approach 3. The Evaluation approach 4, Project approach 5. RCEM approach 1. Herbartian Approach J.FHerbart (1776-1841) and his disciples developed five steps approach to lesson planning. i. Preparation Presentation ‘Association and comparison iv. Generalization vy. Application i. Preparation: ‘The teacher should know what the students have already leamt, The students must be made to realize what they do not know which would create interest among them to learn. J.Welton writes, “‘let the teacher then-as briefly and concisely as possible, pick, up the thread of knowledge and get the students into the line of thought which leads from their present requirements to the new end.” The better the teacher knows his/her class, the more accurately and quickly can he/she do this. This starting point should be known before the planning of the lesson. To know where the pupils are and where they should try to be are the two essentials of good teaching. This step of preparation is called introduction. How to start a lesson? * Lesson can be started with a few interesting questions. * Lesson can be started with projecting some of the aids. * Lesson can be started with the questions related to the previous class. + Lesson can be started with a situation or a story related to the day’s topic. * Any of the above should be continued with the announcement of the statement o! the aim of the lesson in a clear, concise and specific form. It is necessary both for teacher and students to know the general and specific aims of the lesson. ii, Presentation and development: The ; : Rresen : The teach he following renee at Ge eee They ee Principle of selection and division: The lesson material should be presented aioatd so d eee It should be divided into different sections. The also decide how much 7 are to find out themmeclyen cat be Planned for a class and how much the stude' wisely teacher ents Principl i and oa eee The different sections should be well conne=t that the preceding clace avd see eonc. Us the responsibility of the teacher ens! g class and succeeding class has a sequence and is clear to studet"*ai 196 [dusing Communication and Educational Teennology 2. Gloverian Approach A.HT. Glover's approach is based on four points. They are: Questioning Discussion iii. Investigation iv. Pupil —activity he art of questioning an intelligent teacher can lead bi ns to a desired destination. The teacher shoulg lesson. Teacher should also encourage studeny i. Questioning: Through # J her students through unfamiliar regior ask questions at different stages of the to ask questions. ii. Discussion: It is better to divide the class into groups. The discussion should be directed in such a way as students are encouraged to express their ideas freely, Discussion should help the students to treat difficulties. iii, Investigation: It may be individual or group investigation. The students are required to investigate on the topic selected. iv. Expression: This is the last step. This should be in the form of practical activities, Glover classifies as: a) passive—emphasis is on observing and listening b) active— activities may take form of drawing, craft work ete c) artistic or recreative—this includes music, dance and acting d) organizational—this aspect may be present in the aforementioned activities. 3. The Evaluation Approach B.S.Bloom is the originator of this approach. According to this approach, teaching activities must be objective centered. Bloom considers education as a tripolar process, educational objectives, learning experiences and change of behavior. This approach is objective-centered rather content centered. Features of evaluation approach to lesson planning: + Education is an objective based process. + Teaching activities are objective centered ‘+ Evaluation includes all activities of teaching and not student’s performance alone. + It is not confined to the academic achievement of the student but includes total behavioral changes. It takes into consideration the learning objectives, methods and devices for providing learning experiences. Evaluation of student's performance is measured in terms of objectives and 10! achievement of the content. It includes cognitive, affective and psychomoto! learning outcomes. Steps in lesson planning: This approach includes: a. Formulation of objectives in behavioral terms. b. Providing learning experiences which i vs - includes iviti nt activi and teaching aids. ’s teacher activities, stude!Curriculum | 197 _ Evaluating learning outcomes, It is concerned wi midevices ion 4 s d_with the evaluation i techniques used in finding out the extent to which stipulated objectives ha’ ; b ve been realized. Strengths of Bloom’s approach: « It provides specific objectives in behavioral objectives. « Itclearly states the activities of the teachers and the students. It presents the learning experiences through the teaching points, The specific aid material, methods and strategies used for realization of th predetermined objectives are precisely stated. ee It emphasizes on the evaluation of the desired beh: é on of th avioral changes. Itis based on sound psychological principles and theories of teaching and learning. Limitations of Bloom’s approach: « The task of integration among behavioral objecti i i ; t f sjectives, learning ex, : evaluation devices places high demands on teachers and Pen en. pe + This approach does not take into account the mental for wri roc educational objectives. peter a « This is a highly structured approach and is dominated by the role of the teacher in the teaching-learning process. + This approach makes the task of lesson planning quite rigid and mechanical. 4, Project Approach This approach is develop‘ activity, social activities and real life activities. (This is of teaching). ed by W.H. Kilpatrick and John Dewey emphasizes self — discussed in detail in methods 5. RCEM Approach This approach to lesson Education, Mysore and is the concept of systems approach t are: Input, process and output. the identification and spe identification of the entering planning has been developed by Regional College of Known as RCEM approach. This approach makes use of 0 education. The three main steps of this approach Input step in concerned with .cification of the educational objectives. It also includes the behavior of the students. It resembles “introduction” step. step of Herbartian approach. It represents the Process resembles the “presentation” tar interaction process of the classroom. It includes activities of the teachers as well as students and teaching strategies. Output is concerned with the evaluation Strengths of RCEM approach: : * Itis more suitable to Indian system of education. — * Objectives are stated in terms of measurable abilities and mental processes. * Teaching-learning situations, strategies, aids and materials are clearly stated. Lt Evaluation aspect is adequately taken care of. phase of the lesson.Educational Technology nication and 198 fj Nursing Commu! Limitations of RCEM approach: ve Ttig very tedious to write lesson + Itis time consuming. ioe . ittle li js available on th ; : eanéd : Ce eet id ; ; much more than making arbitrary d a about tha Lesson planning involves og ot aria i Many activities prec 4 sing 7 ns a ie fee Smiles the job of systematic lesson planning ig i implementi . he learner’s attainment of complete until after the teacher has seen oo Ne eee earners < anticipated re and eae Sah i eiemred nd detailed plans ine teachers who fz aa ar nema lock-step fashion, Such rigidity would probably hinds rie than help, the teaching-learning process. The elements of your lesson p! lan ‘ : ought of as guiding principles to be applied as aids, but not blueprin ahs systematic instruction. Precise preparation must allow for flexible delivery. During actual classroom interaction, the instructor needs to make adaptations and to add artistry to each lesson plan and classroom delivery. plan of this type- Format of lesson plan: The format of lesson plan is given in Figure 6.14 Placement: Subject: Unit Topic: Level of Students: Date: Time: Place: Method of Instruction: Instructional Aids: General Objective: Specific Objectives: Time] Specific Content Teacher | Studer peel ac nt JAY. Ai Objective activities | activities i ee Assignment with Date of Submission: Teacher's References: Student's References: Fig. 6.14: Sample format of lesson plan