LESSON PLANNING

DR.HUSNIAH SAHAMIDFACULTY 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

Format: Lesson Plan

Stages:– Set induction– Presentation Stage– Closure

Set induction

Set induction = Pre-presentational stage• Lead in before the lesson begins• Arouse interest • Focus attention to present• Use students’ background knowledge• brief but effective

Presentation stage

Lesson Plan :• Set Induction/Pre-presentational

• 3 main Stages: Pre- reading While reading Post reading

• Closure

Closure

Important stage• Conclusion, wrapping-up• T : opportunity to reinforce• brief 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

– Behaviourial– Measurable– avoid vague verbs: Understand, appreciate,

experience

Specific objectives

• Skills based approach:– Identify– List– Sequence– Rank– Present/express a viewpoint– State reasons– Drwa conclusions– describe

Setting objectives

What do you want to teach?• content of lesson• Syllabus for Level (Form 1-5?)• Proficiency • (Provision for Mixed ability class)

Mixed ability class

• T needs to put in effort• Differentiation in ESL (look this up)

Eg: Gap-filling activity:• Good students – no clues, words to help S• Average/Poor – clues : deleted words are

adjectives• Other measures?

Other points to consider

• Teaching aids• Classroom management– a time estimate for your lesson plan– How are students organised for different

activities?

Questioning

• Questioning strategies?• Types of questions?– Lower, Higher order– Convergent, Divergent– Bloom’s– Socratic

Voice

• Pacing – (speed)• Use of silence, pauses• Volume and pitch• Intonation etc

Assessment and evaluation

• Teaching (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 activities• Meaning: 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 learning– Time– Materials

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