CHAPTER III

LESSON PLANNING

• Process of determining

– Objectives

– Subject matter

– References and materials

– Methods, strategies, techniques

– Tools to be used

– Measurement and evaluation of results

LESSON PLANNING

• Process of deciding what and how the

students should learn

– How much lecturing, questioning, discussing,

and testing are you going to do?

– How much material will you cover for a

specific topic?

– How in-depth will instruction is?

INPUTS TO THE PLANNING

PROCESS

KNOWLEDGE OF THE

LEARNER

• 1986, Clark and Peterson: teachers spend

more time on learners’ characteristics

• Planning with respect

– Intelligence and achievement

– Personality

– Peer-group influence

KNOWLEDGE OF THE

LEARNER

• Windows through which you “see” special

learning needs

• Considered as psychological

characteristics

– Readiness to learn

– Giving signal to where to begin

KNOWLEDGE OF SUBJECT

MATTER

• Knowledge in academic discipline

• Content organization or learning structure

– Textbooks, instructional materials, curriculum

guides

• Ability in selecting, sequencing, allocating

time

KNOWLEDGE OF THE

TEACHING METHODS

• Awareness of different strategies that can

be implemented

– Reflections

– Observations

– Data collection

INSTRUCTIONAL OBJECTIVES

OBJECTIVES

• Help plan and organize instruction

– Save time

– Avoid redundancy

– Ensure critical learning

• Set a clear course and level of

performance

• Fundamental communication

– “simply tells everyone what to expect”

OBJECTIVES

• Two practical purposes

– To tie general aims and goals to specific

classroom strategies

– To express teaching strategies allowing to

measure students’ performance

• Must cover the three domains of learning

OBJECTIVES

• BEHAVIORAL OBJECTIVE

– Allows measurement of learning

– Learning outcomes expressed directly, concretely and

observably

• Purpose

– Focus instruction on a specific goal

– Identify conditions under which learning can be

expected

– Specify the criterion level

• Amount of behavior that can be expected from the instruction

under specified conditions

THE THREE LEARNING

DOMAINS

THE COGNITIVE DOMAIN

• 1956, Bloom, Englehart, Hill, Furst, Krathwohl: TAXONOMY OF

EDUCATIONAL OBJECTIVES

EVALUATION

SYNTHESIS

ANALYSIS

APPLICATION

COMPREHENSION

KNOWLEDGE

KNOWLEDGE

• Remember or recall information

• Facts, terminology, rules

define name list

match outline describe

COMPREHENSION

• Require some degree of understanding

• Change the form of communication

• Translate; restate; see connections; draw

conclusions; see consequences

convert discriminate estimate

defend distinguish explain

APPLICATION

• Use previously acquired information

• Requires presentation of a problem in an

applied context

change demonstrate modify

compute develop operate

ANALYSIS

• Identify logical errors; compare and contrast

• Differentiate among fact, opinions, assumptions,

hypotheses, conclusions

• Relationship among ideas

Point out Diagram Illustrate

Deduce Distinguish Separate

out

SYNTHESIS

• Produce something unique or original

• Unfamiliar problem

• Combine parts to form a unique solution

Formulate Compile Devise

Compose Create Design

EVALUATION

• Form judgment and state the bases

• Make decisions

– Methods, ideas, people, products with specific

purpose

validate compare criticize

appraise judge defend

THE AFFECTIVE DOMAIN

• 1964, Krathwohl, Bloom, Masia: TAXONOMY OF

EDUCATIONAL OBJECTIVES

Receiving

Responding

Valuing

Organization

Characterization

RECEIVING

• Requires students to be aware of, to

passively attend to (phenomena and

stimuli)

• To listen and be attentive

attend control discern

be aware

hear listen

RESPONDING

• To comply with given expectations

– By attending or reacting to certain stimuli

• To obey or participate willingly

applaud discuss obey

comply follow participate

VALUING

• To display behavior consistently

– Single belief/attitude (if neither forced nor

asked to comply)

• Certainty and conviction

act convince display

argue debate express

ORGANIZATION

• Require a commitment to a set of values

• Reason why one values certain thing

• Making appropriate choices

• Organize likes and preference

abstract compare define

balance decide formulate

CHARACTERIZATION

• Behavior be consistent with values

• Integrated values

– Complete and pervasive philosophy of life

avoid exhibit manage

display internalize require

THE PSYCHOMOTOR

DOMAIN

• 1969, Harrow: TAXONOMY OF EDUCATIONAL

OBJECTIVES

Naturalization

Articulation

Precision

Manipulation

Imitation

IMITATION

• Be exposed to an observable action then

imitate

• May lack neuromuscular coordination

• Behavior is crude and imperfect

align follow hold

balance grasp place

MANIPULATION

• To perform selected actions from written or

verbal (without visual model)

• Complete action from reading or listening

• Crudely and without neuromuscular coordination

Based on the picture provided in the textbook,

type a salutation to a prospective employer

using the format shown.

PRECISION

• To perform action independent of visual

model or written directions

• Proficiency in reproducing the action

– With control; reduced error

accurately independently errorlessly

proficiently

ARTICULATION

• To display coordination of a series of related

acts

– Establishing appropriate sequence

– Performing acts accurately

– With control; speed; timing

confidence harmony proportion

coordination integration smoothness

NATURALIZATION

• Require a high level of proficiency

• Performed with the least expenditure of energy

– Becomes routine, automatic, spontaneous

• To repeat naturally and effortlessly time and again

automatically naturally routinely

effortlessly professionally spontaneously

TO DO:

Activity No. 8