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
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