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Psychomotor DomainGuidelines for Implementing Lesson PlansQuestions to consider to avoid common mistakes in lesson planningLesson Plan Components By Authorities

PerceptionReflex MovementFundamental MovementPhysical abilitiesSkilled MovementsNo Discursive CommunicationsAdaptionthe ability to see, hear, or become aware of something through the senses.This pertains to an involuntary response to a stimulus.This involves the locomotion that can be carried out smoothly.These relate to endurance, strength, flexibility, ability and reaction response.These relate to games, sports, dances and the performing arts.These relate to expressive movements through posture, gesture, facial expressions and creative movement..This deals with motor activities that are altered to meet the demands of a new situation requiring physical response.Educational Objective LevelSkill LevelHarrow's Taxonomy of Psychomotor DomainAnita Harrow's taxonomy for the psychomotor domain is organized according to the degree of coordination including involuntary responses as well as learned capabilities.

LevelDefinitionPossible Verbs1. PerceptionThe ability to use sensory cues to guide physical activityDistinguish, identify, select2.SetThereadiness to act;requires the learner to demonstrate an awareness or knowledge of the behaviors needed to carry out the skillAssume a position,demonstrate,show3.Guided responseThe early stage of learning a complex skill; includesimitation;can complete the steps involved in the skill as directedAttempt,imitate,try4.MechanismThe ability to perform a complex motor skill;the intermediate stage of learning a complex skill5.Complex overt responseTheability to perform the complete psychomotor skill correctlyCarry out,operate,perform6.AdaptationCanmodify motor skills to fit a new situationAdapt,change,modify,revise7.OriginationTheability to develop an original skill that replaces the skill as initially learnedCreate,design,originate.Simpson Psychomotor Taxonomy

Perception The ability to use sensory cues to guide physical activity.Examples are: Distinguish, identify, select

Reflex movementsare actions elicited without learning in response to some stimuli. Examples include: flexion, extension, stretch, postural adjustments.

Basic fundamental movementare 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.

Perceptualrefers 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.

Physical activitiesrequire 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 jointsd) quick, precise movements.

Skilled movementsare 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-discursive communicationis 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.

Adaptation Canmodify motor skills to fit a new situation.Examples are: Adapt,change,modify,revise

Guidelines for Implementing Lesson PlansFactors to consider before teacher begins to move from planning to performance: Learners differences, length of period, flexibility, learner participation,Understanding and evaluation.Learner Differences in ability, age, background and reading level.Length of Period. 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 goingOver 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. Learner Participation. Teachers must encourage the participation of the greatest number ofStudents in each lesson.5. Learner Understanding. There is often a gap between what they understand and what teachersThink 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 PLANNINGHave you considered the course study and grade requirements?Did you consider the abilities and interests of the learners?Have you considered the knowledge already possessed by learners? Have you selected appropriate objectives?Did you tie the lesson with previous lessons? Did you include the best illustrative materials available?Are crucial or pivotal questions included?Are your instructional methods appropriate? Are the materials in the textbook appropriate?Have you considered supplementary materials in the library?Are your activities logically developed (in terms of your content)?Have you anticipated equipment needs? 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 youintend 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

Mastery Learning(Hunter)Instructional Design(Gagne)Lesson Planning(Slavin)Instructional Behaviors(Good & Grouws, Good and Brophy)1. Review. Focus on previous lesson; ask students to summarize main points1. 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 information1. 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 prerequisites3. 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.

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.LESSON PLAN COMPONETS BY AUTHORITIES