EFFECTIVE LESSON PLANNING

Prof FH Mfidi
 INTRODUCTION

AIM OF THE PRESENTATION

To provide guidelines regarding effective lesson planning

and the criteria used to assess lesson plans.
 OUTCOMES
At the end of the presentation, the students should be
able to:
State the importance of planning a teaching session/lesson
Plan a lesson effectively and creatively, using a variety of
teaching strategies appropriate to student needs, desired
student outcomes, content and context
Incorporate information technologies/media effectively to
support the teaching-learning process
Use a variety of strategies to assess and evaluate learning in
the cognitive, psychomotor, and affective domains
 LESSON PLANNING
Important questions to ask
Why should I prepare a lesson before teaching?
Who am I preparing the lesson for?
What generally do I, as a teacher want to achieve from the
lesson?
Does this fit with what the learners have previously been
learning?
Does this fit with what the learners should be able to do?
How do I plan for assessment of the lesson?
 WHY SHOULD I PREPARE A LESSON
BEFORE TEACHING

THE IMPORTANCE OF LESSON PREPARATION

(Refer to your prescribed book: Killen & Hattingh 2022)

WHO AM I PREPARING THE LESSON FOR ?

Target group
an individual or a group of students for which a lesson is planned
Through target group analysis, you will receive a description of the
people for whom you are planning the lesson iro
the traits that characterise them.
their interests, habits and values.
the knowledge and experience they already have
their learning needs and learning styles
 TARGET GROUP
For which nursing programme am I preparing the lesson?
Diploma in nursing (general, psychiatric and community) and
Midwife (R425, 1985; paragraph (iii) as amended. This could
nursing programme in another country
Level of training: Second year
Subject: General Nursing Science and Art II
Theme: Peptic
Topic: Nursing care of a patient with Peptic ulcers
Duration: 40mins
 PHASES OF THE LESSON PLAN

 Introduction

 Outcomes

 Testing/ assessment of prior/pre-knowledge

 Exposition of new content

 Summary

 Evaluation

 Assignment
 INTRODUCTION OF THE LESSON
• Relevant to the topic, brief and concise,
stimulating/catching students attention
• Apply the following teaching-learning principles such as
teaching from:
– Known to unknown
– General to specific/specific to general
– Active participation
• Choose appropriate the media to use for the introduction
• Plan time to spend on the introduction
 OUTCOMES
What is to be learned as a result of the lesson?

 Should state what the learner should be able to do

 Relevant to the topic

 Measurable; use of action verbs

 Realistic/attainable within the allocated time

 Must have qualifiers

 Learning outcomes should be able to be assessed

 FORMULATING OUTCOMES
Levels of cognitive Appropriate action verbs
domain
Knowledge /Recall Define, list, name, identify
Comprehension Explain, describe, differentiate between, cite
/understanding examples
Application Illustrate, apply, locate, demonstrate, relate, in
own words

Analysis Analyse, calculate, categorize, compare,

conclude, deduce, diagnose, distinguish

Synthesis Choose, assess, revise

Evaluation Arrange, design , develop, formulate
 OUTCOMES
Guidelines: meaning of active verbs used in formulating outcomes

LEVELS

KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATION
 ASSESSSMENT OF PRE-KNOWLEDGE

Learning assumed to be in place

Assess previous , existing knowledge relevant to the topic

to act as anchor for the new knowledge

Teach from the known to the unknown

Plan realistic time to spend on this phase
Plan questions to use to test prior knowledge; using active
verbs
Plan appropriate media to use during this phase
 EXPOSITION OF NEW CONTENT
 Arrange content systematically using the framework for
content of a formal lecture
 Sequence : use the sequence of outcomes
 The content should be up-to-date & relevant to the topic
 Determine the aspects of the content/ concepts to be
explained and how should it be done
 Plan the time for delivery of the new content; 25 minutes for
a 40 minutes lecture & 6 minutes for a micro-lesson
 Formulate questions to ask, and indicate in the plan when
the questions will be asked
 Plan the appropriate media to use during this phase of the
lesson plan
 FRAMEWORK FOR CONTENT OF A
FORMAL LESSON
 Definition
 Classification/ aetiology
 Incidence
 Pathophysiology
 Clinical manifestations
 Diagnostic tests/studies
 Management : medical
 Nursing care plan
 SUMMARY

 Summary of main points

 Indicate the media you intend to use for the summary

NB! Summary is different from a conclusion

 PLANNED ASSESSMENT OF THE LESSON
Assessment is an integral part of the lesson
Pre/ before the lesson
What methods are you going to use
Media & technology : appropriate & proper function
During the lesson
Pre-knowledge, understanding
Methods used: question & answer technique
Media
Post lesson
Outcomes achieved?
 ASSIGNMENT

 Reason for an assignment : enrichment and NOT on the

work covered by the lesson
 Clear instructions given

 Sources given for the assignment

 Time frames
 RESOURCES / MEDIA

 Identify and design appropriate resources/ media to use

for the lesson
 Indicate where (during which phase of lesson) will it be
used
 Indicate how will it be used during the lesson (for
instance:- assessment of prior knowledge, testing the
understanding of content as the lesson proceed, explaining
the content, actively involving the learners or for
evaluation of the lesson at the end.
 EXAMPLES OF MEDIA

 Prescribed and recommended books

 Journal articles
 Worksheets/handouts
 Posters
 Models/Realia
 Writing board
 Audio/Video
 CD-ROM/Internet resources
 PCs; slides / Powerpoint presentations
 RESOURCES: MEDIA & TECHNOLOGY
Guidelines for Selection

 Guided by outcomes and teaching strategies

 Used to enhance understand / explain content

 Use a variety of them

 Integrated throughout all phases of the lesson

 Visible, neat and not crowded

 ADDITIONAL INFORMATION
Hunter’s 7 steps approach to lesson planning:
Getting Students Ready to Learn
Anticipatory Set - focus attention, gain interest - the "hook“; connect
new to known; Stating the outcomes
Instructional strategies
Input
Checking for Understanding
Check for understanding
Guided practice - provide feedback without grading
Independent Practice
Independent practice - usually for a graded assignment
 CONCLUSION

The effective teacher is one who teaches to an objective, at

the correct level of difficulty and then monitors and adjusts
instruction to maximize student learning (Hunter 1982)