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LESSON PLANNING. DR.HUSNIAH SAHAMID FACULTY OF EDUCATIONAL STUDIES UPM. Points to consider. Different stages of the lesson plan Clear , specific objectives - learning outcomes Appropriate activities at each stage Adapting of lesson plans for mixed ability learners. - PowerPoint PPT Presentation



  • Points to considerDifferent stages of the lesson planClear , specific objectives - learning outcomes Appropriate activities at each stageAdapting of lesson plans for mixed ability learners

  • Format: Lesson PlanStages:Set inductionPresentation StageClosure

  • Set induction Set induction = Pre-presentational stageLead in before the lesson beginsArouse interest Focus attention to presentUse students background knowledgebrief but effective

  • Presentation stageLesson Plan :Set Induction/Pre-presentational

    3 main Stages: Pre- reading While reading Post reading


  • ClosureImportant stageConclusion, wrapping-upT : opportunity to reinforcebrief and effective

  • General Objectivebroad objectives : more like goals General Objective: Discuss about characters and events in the storySpecific objectives: At the end of the lesson students should be able to:talk about people, they know or events in their own life similar to characters or events depicted in the text

  • Specific Objective

    BehaviourialMeasurableavoid vague verbs: Understand, appreciate, experience

  • Specific objectivesSkills based approach:IdentifyListSequenceRankPresent/express a viewpointState reasonsDrwa conclusionsdescribe

  • Setting objectivesWhat do you want to teach?content of lessonSyllabus for Level (Form 1-5?)Proficiency (Provision for Mixed ability class)

  • Mixed ability classT needs to put in effortDifferentiation in ESL (look this up)

    Eg: Gap-filling activity:Good students no clues, words to help SAverage/Poor clues : deleted words are adjectivesOther measures?

  • Other points to considerTeaching aidsClassroom managementa time estimate for your lesson planHow are students organised for different activities?

  • QuestioningQuestioning strategies?Types of questions?Lower, Higher orderConvergent, DivergentBloomsSocratic

  • VoicePacing (speed)Use of silence, pausesVolume and pitchIntonation etc

  • Assessment and evaluationTeaching (self) Learning (students)How do you check for students understanding?What have you learnt about yourself?Self questioning/refelective teaching

  • MISTAKES: 1. The objective does not specify what the student will actually do that can be observed. Remember, an objective is a description of what a student does basis for making an inference about learning. Poorly written objectives lead = BAD inferences.

  • 2. The lesson assessment disconnected from the behavior indicated in the objective. Assessment: description of how T will determine whether objective has been accomplished.must be based on the same behavior that is In the objective. Anything else is WRONG

  • 3. The materials relevant to actual described learning activitiesMeaning: keep list of materials in line with what you actually plan to do. LOADS of materials does not necessarily make an outstanding Lesson

  • 4. The instruction inefficient for level student learningTimeMaterials

  • 5. The student activities does not contribute in a direct and effective way to lesson objective. (don't engage students in in activities just to keep them busy) should contribute accomplishing lesson objective.

  • The end