Psychomotor Domain

Guidelines for Implementing

Lesson Plans
Questions to consider to
avoid common mistakes in
lesson planning
Lesson Plan Components
By
Authorities

Educational Objective Level

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Harrow's Taxonomy of Psychomotor Domain

Anita Harrow's taxonomy for the psychomotor domain is organized according to the degree of
coordination including involuntary responses as well as learned capabilities.

SimpsonPsychomotorTaxonomy
Level

Definition

PossibleVerbs

1.Perception

The ability to use sensory cues to guide physical activity

Distinguish, identify, select

2.Set

The readiness to act; requires the learner to demonstrate an

Assume a
awareness or knowledge of the behaviors needed to carry out
position, demonstrate,show
the skill

3.Guidedresponse

The early stage of learning a complex skill;

includes imitation;can complete the steps involved in the
skill as directed

4.Mechanism

The ability to perform a complex motor skill; the

intermediate stage of learning a complex skill

5.Complexovertresponse

The ability to perform the complete psychomotor skill

correctly

Carry out, operate, perform

6.Adaptation

Can modify motor skills to fit a new situation

Adapt, change, modify, revise

7.Origination

The ability to develop an original skill that replaces the skill

Create, design, originate.
as initially learned

Attempt, imitate, try

PerceptionThe ability to use sensory cues to guide physical activity.

Examples are:

Distinguish,

identify,

select

Reflexmovements are actions elicited without learning in response to some stimuli.

Examples include:

flexion,

extension,

stretch,

postural adjustments.

Basicfundamentalmovement are inherent movement patterns which are formed by combining of reflex movements and are the
basis for complex skilled movements.
Examples are:

walking,

running,

pushing,

twisting,

gripping, grasping, manipulating.

Perceptual refers to interpretation of various stimuli that enable one to make adjustments to the environment. Visual, auditory,
kinesthetic, or tactile discrimination. Suggests cognitive as well as psychomotor behavior.
Examples include: coordinated movements such as

jumping rope,

punting, or catching.

Physicalactivities require endurance, strength, vigor, and agility which produces a sound, efficiently functioning body.
Examples are: all activities which require
a) strenuous effort for long periods of time;
b) muscular exertion;
c) a quick, wide range of motion at the hip joints
d) quick, precise movements.

Skilledmovements are the result of the acquisition of a degree of efficiency when performing a
complex task.
Examples are:

all skilled activities obvious in

sports,

recreation,

and dance.

Non-discursivecommunication is communication through bodily movements ranging from facial

expressions through sophisticated choreographic.
Examples include: body postures, gestures, and facial expressions efficiently executed in skilled
dance movement and choreographic.
AdaptationCan modify motor skills to fit a new situation.
Examples are:

Adapt,

change,

modify,

revise

Guidelines for Implementing Lesson

Plans
Factors
to consider before teacher begins to move from planning to performance: Learners
differences, length of period, flexibility, learner participation,
Understanding and evaluation.
1. LearnerDifferences in ability, age, background and reading level.
2. LengthofPeriod. One of the major problems beginning teachers have is planning a lesson that
will coincide with time allotted (the 30, 40 or 50 min. of each period).
If during a lesson a teacher realizes too little has been planned, he can:
1. Pose additional questions to explore various facets of the content.
2. Drill the learners on the major points of the lesson.
3. Set up a short panel in which learners take a position on the issues or topics discussed.
4. Spend additional time on the new assignment, discussing problems that may arise and going
Over sample questions.
If during a lesson a teacher realizes too much has been planned, he can:
1. Select a major subheading or breakpoint in the development to end the lesson.
2. End the lesson with a brief summary.
3. Conclude the lesson the next day by including in the new lesson the content that was not
covered the previous period.

3.Flexibility. The teacher must be flexible, Learner reactions may make it necessary or
desirable to elaborate on something included in the plan, or to pursue something unexpected that
arises as the lesson proceeds.
4.LearnerParticipation.Teachers must encourage the participation of the greatest number of
Students in each lesson.
5.LearnerUnderstanding.There is often a gap between what they understand and what teachers
Think they understand.
6.Evaluation.The lesson plan must be evaluated so that it can be modified and improved.

QUESTIONS TO CONSIDER TO AVOID COMMON MISTAKES IN LESSON

PLANNING
1. Have you considered the course study and grade requirements?
2. Did you consider the abilities and interests of the learners?
3. Have you considered the knowledge already possessed by learners?
4.

Have you selected appropriate objectives?

5. Did you tie the lesson with previous lessons?

6.

Did you include the best illustrative materials available?

7. Are crucial or pivotal questions included?

8. Are your instructional methods appropriate?
9.

Are the materials in the textbook appropriate?

10. Have you considered supplementary materials in the library?

11. Are your activities logically developed (in terms of your content)?
12. Have you anticipated equipment needs?
13. Have you provided adequate summaries?

14. Did you include an appropriate assignment?

15. Did you include a method for evaluating the results of the lesson?
16. Is your plan flexible enough to permit learners to follow their own interests?
17. Have you budgeted time to coincide with the various phases of the lesson?
18. The objectives clear and concise?
19. Are the objectives attainable?
20. Have you included test items to see whether the objectives have been achieved?
21. Are your procedures outlined to meet the objectives?
22. Are your procedures detailed enough so that another person would know what you
intend to do? Can a substitute teacher follow you lesson plan?
23. Are your procedures likely to encourage learning? Are they interesting? Boring?
24. Do your activities allow differences in learner abilities, interests, and learning styles?
25. Are your materials and equipment readily available?

LESSON PLAN COMPONETS BY AUTHORITIES

MasteryLearning
(Hunter)

InstructionalDesign
(Gagne)

LessonPlanning
(Slavin)

InstructionalBehaviors
(Good&Grouws,Goodand
Brophy)

1. Review. Focus on previous

lesson; ask students to summarize
main points

1. Gain attention. Alert students to

what to expect; get students started
on a routine or warm-up-drill.

1. State learning objectives.

Explain what students are expected
to learn; provide background
information

1. Review concepts and skills

related to homework; provide
review exercises.

2. Anticipatory set. Focus students

attention on lesson to be presented;
stimulate interest in new material.

2. Inform learner of objective.

Activate the learners motivation by
informing them of the objective to
be achieved.

2. Review prerequisites. Have

students recall major points of
previous lesson.

2. Development. Promote student

understanding of new material;
provide samples, explanations,
demonstrations.

3. Objective. State explicitly what

will be learned; state rationale or
how it will be useful.

3. Recall to prior knowledge.

Remind Students of previously
learned knowledge or concepts
germane to new material; recall
relevant prerequisites

3. Present new material. Teach the

lesson; present new information;
provide examples; illustrate
concepts.

3. Assess student comprehension.

Ask questions; provide controlled
practice.

4. Input. Identify needed

knowledge and skills for learning
new lesson; present material in
logical and sequenced steps.

4. Present the stimulus material.

Present new knowledge or skills;
indicate distinctive properties of
the concepts to be learned.

4. Conduct learning probes. Pose

questions to assess student
understanding, provide corrective
instruction or assistance when
necessary.

4. Seatwork. Provide uninterrupted

seatwork; get everyone involved;
sustain momentum.

LESSON PLAN COMPONETS BY AUTHORITIES

5. Modeling. Provide several
examples or demonstrations
throughout the lesson.

5. Provide learning guidance.

Elaborate on directions, provide
assistance; integrate new
information with previous (long
term memory) information.

5. Provide independent practice.

Give students practice exercises or
problems; permit student to apply
new information on their own.

5. Accountability. Check the

students work.

6.Check for understanding.

Monitor students work before they
become involved in lesson
activities; check to see they
understand the directions or tasks.

6. Elicit performance. Suggest do

not specify, methods for
performing tasks or problems;
provide cues or directions, not
answers; students are to provide
answers.

6. Assess performance and provide

feedback. Review independent
practice; provide feedback reteach
what ever is necessary.

6. Homework. Assign homework

regularly; provide review
problems.

7. Guide practice. Periodically ask

student questions or problems and
check their answers. The same
type of monitoring and response
formats are involved in checking
for understanding as in guided
practice.

7. Provide feedback. Reinforce

learning by checking students
work and providing frequent
feedback, especially during the
acquisition stage of the new
material. Use feedback to adapt
instruction to individual students.

7. Provide practice and review.

Assign homework; review material
in next lesson; integrate material in
later lessons, understanding,
provide corrective instruction or
assistance when necessary.

7. Special reviews. Provide weekly

reviews (exercises, quizzes) each
Monday to enhance and maintain
learning; provide monthly reviews
every fourth Monday to further
enhance and maintain learning.

8. Independent practice. As sign

independent work or practice when
it is reasonably sure that students
can work on their own with
minimal effort.

8. Assess performance inform

students of their performance in
terms of outcomes; establish an
expectancy level.
9. Ensure retention and transfer.
Utilize various instructional
techniques to ensure retention.