Lesson Planning

Objectives:At the end of 1 ½ hours lesson, the

students should be able to: Identify the types , classifications, and parts of lesson plan accordingly; Differentiate Traditional and UBD lesson plans in details;

Appreciate planning or preparation of lessons for better instruction.

It is the process of determining the objectives, subject matter, references and materials, methods, strategies, techniques, and tools to be used in teaching and measurement and evaluation of the results of instruction.

Types of Lesson Plan

Plan for the whole semester or year

Unit Plan

Daily Plan

Classifications of Daily

Lesson Plan

Detailed

Semi-detailed

Brief

Parts of Daily Lesson Plan

I. ObjectivesII. Subject Matter• References• Materials

III. ProcedureA. Preparation

a) Drillb) Reviewc) Motivation

B. PresentationC. GeneralizationD. Application

IV. EvaluationV. Assignment

I. Objectives Make sure that you are describing the behavior of the student and not the teacher’s. A behavior can be described as observable in the form of an outcome verb. Ex. Identify, arrange, measure

Describe the criterion for evaluating an acceptable performance of the behavior. Ex. Classify the fruits as to color. Remember to measure only one outcome

verb for each objective.

Principles in Determining and Formulating Learning Objectives:

Begin with the end in mind Share lesson objective with students. Lesson objectives must be in the 2 or 3 domains: knowledge(Cognitive), skill(Psychomotor), and values(Affective).

Work on significant and relevant lesson objectives.

Principles in Determining and Formulating Learning Objectives:

Lesson objective must be aligned with aims of education as embodied in the Philippine Constitution and other laws and on the vision-mission statements of the educational institution of which you are a part. Aim at the development of critical and creative thinking.

It must be S - pecific M - easurable A - ttainable R – esource-oriented & relevant T – ime-bound & terminal

Cognitive(Benjamin Bloom)

Affective(Krathwohl)

Psychomotor(Harrow & Hurlock)

1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

1. Receiving2. Responding3. Valuing4. Organization5. Characterization

1. Reflex Movements2. Fundamental Movements3. Perceptual Abilities4. Physical Abilities5. Skilled Movements6. Non-discursive

Communication

Taxonomy of Objectives

1. Remembering2. Understanding3. Applying4. Analyzing5. Evaluating6. Creating

A. Trial & ErrorB. ImitationC. Training

Robert Mager’s Elements of an Objective

Audience Performance behavior Condition Criterion

II. Subject Matter• References• Materials

III. ProcedureA. Preparation

a) Drillb) Reviewc) Motivation

A. PresentationB. GeneralizationC. Application

IV. Evaluation

V. Assignment

Understanding By Design

(UBD)

Jay McTighe & Grant Wiggins

Southridge School(2003)

DepEd order no. 76

RSEC(2010)

Stages/Parts:1. Desired results2. Assessment evidence3. Learning activities

Facets:1. Explain2. Interpret3. Apply4. Perspective5. Empathy6. Self-knowledge

TRADITIONAL VS. UBD

3 Classifications Traditional design Boxed Learning Product-oriented

Behaviorist

1 Classification Backward design Looks at the big

Picture Process-oriented Constructivist

K+12