Elements of Lesson Plan

By Iyus Rustandi, M.Pd

What is a lesson plan ?

• A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time

The Purpose of Lesson Plan

• Is to simplify the process of teaching the classroom. • This lesson plan can make the

process of teaching in the classroom more effectively than the teacher didn’t make a lesson plan.

Most lesson plans contain some or all of these elements, typically in this order:

• Title of the lesson• Time required to complete the lesson• List of required materials• List of objectives, which may be behavioral

objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion)

• The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts—these include showing pictures or models, asking leading questions, or reviewing previous lessons

• An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas

• Independent practice that allows students to extend skills or knowledge on their own

• A summary, where the teacher wraps up the discussion and answers questions

• An evaluation component, a test for mastery of the instructed skills or concepts—such as a set of questions to answer or a set of instructions to follow

• A risk assessment where the lesson's risks and the steps taken to minimize them are documented.

• Analysis component the teacher uses to reflect on the lesson itself —such as what worked, what needs improving

• A continuity component reviews and reflects on content from the previous lesson

A well-developed lesson plan

• A well-developed lesson plan reflects the interests and needs of students. It incorporates best practices for the educational field. The lesson plan correlates with the teacher's philosophy of education, which is what the teacher feels is the purpose of educating the students

Kutipan Stephen Covey • “Mengawali dengan tujuan akhir dalam pikiran berarti

memulai dengan pemahaman yang jelas tentang tujuan perjalanan Anda. Itu berarti mengetahui ke mana Anda ingin pergi sehingga Anda memahami lebih baik di mana Anda sekarang dan dengan demikian langkah-langkah yang Anda ambil selalu menurut arah yang benar.”

• (“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now and so that the steps you take are always in the right direction.”)

Setting objectives

• The first thing a teacher does is create an objective, a statement of purpose for the whole lesson. An objective statement itself should answer what students will be able to do by the end of the lesson

Harry Wong states that:

• “Each [objective] must begin with a verb that states the action to be taken to show accomplishment. The most important word to use in an assignment is a verb, because verbs state how to demonstrate if accomplishment has taken place or not.”

• The objective drives the whole lesson, it is the reason the lesson exists.

• Care is taken when creating the objective for each day’s lesson, as it will determine the activities the students engage in.

• The teacher also ensures that lesson plan goals are compatible with the developmental level of the students.

• The teacher ensures as well that their student achievement expectations are reasonable.

Selecting lesson plan material

• A lesson plan must correlate with the text book the class uses.

• The school usually selects the text books or provides teachers with a limited text book choice for a particular unit.

• The teacher must take great care and select the most appropriate book for the students

Types of Assignments

• Whole-class—the teacher lectures to the class as a whole and has the class collectively participate in classroom discussions.

• Small groups—students work on assignments in groups of three or four.

• Workshops—students perform various tasks simultaneously. Workshop activities must be tailored to the lesson plan.

Types of Assignments

• Independent work—students complete assignments individually.

• Peer learning—students work together, face to face, so they can learn from one another.

• Contractual work—teacher and student establish an agreement that the student must perform a certain amount of work by a deadline

• These assignment categories (e.g. peer learning, independent, small groups) can also be used to guide the instructor’s choice of assessment measures that can provide information about student and class comprehension of the material.

• As discussed by Biggs (1999), there are additional questions an instructor can consider when choosing which type of assignment would provide the most benefit to students. These include:

• What level of learning do the students need to attain before choosing assignments with varying difficulty levels?

• What is the amount of time the instructor wants the students to use to complete the assignment?

• How much time and effort does the instructor have to provide student grading and feedback?

• What is the purpose of the assignment? (e.g. to track student learning; to provide students with time to practice concepts; to practice incidental skills such as group process or independent research)

• How does the assignment fit with the rest of the lesson plan? Does the assignment test content knowledge or does it require application in a new context?

Komponen RPP

• (1) identitas, • (2) standar kompetensi (kompetensi inti),• (3) kompetensi dasar,• (4) indikator, • (5) materi ajar, • (6) metode pembelajaran, • (7) prosedur pembelajaran, • (8) media pembelajaran, • (9) sumber belajar, dan • (10) penilaian.

Identitas

• Identitas RPP meliputi: satuan pendidikan, kelas, semester, mata pela jaran, keterampilan berbahasa, genre, topik, pertemun ke-, dan alokasi waktu.

• Pencantuman unsur keterampilan berbahasa, genre, dan topik adalah pilihan (optional) – boleh dicantumkan dan boleh tidak dicantumkan

Standar Kompetensi(Kompetensi Inti)

• Standar kompetensi (SK) merupakan kualifikasi kemam puan minimal peserta didik yang menggambarkan penguasaan pengetahuan, sikap, dan keterampilan yang diharapkan dicapai pada setiap kelas dan/atau semester pada suatu mata pelajaran. SK diambil dari SI yang terdapat dalam Permendiknas Nomor 22 Tahun 2006.

Kompetensi Dasar

• Kompetensi dasar (KD) adalah sejumlah kemampuan yang harus dikuasai peserta didik dalam mata pelajaran ter tentu sebagai rujukan penyusunan indikator kompetensi dalam suatu pelajaran. Sebagaimana SK, KD juga diambil dari SI yang terdapat dalam Permendiknas Nomor 22 Tahun 2006.

Indikator

• Indikator kompetensi adalah perilaku yang dapat diukur dan/atau diobservasi untuk menunjukkan ketercapaian kompetensi dasar tertentu yang menjadi acuan pengembangan materi ajar dan penilai an mata pelajaran. Indikator pencapaian kompetensi dirumuskan dengan menggunakan kata kerja operasional yang dapat diamati dan diukur.

Dalam merumuskan indikator perlu diperhatikan beberapa ketentuan sebagai berikut:

• Rumusan indikator harus relevan dengan KD-nya;• Indikator harus dirumuskan dalam jumlah yang

cukup untuk menunjukkan ketercapaian kompetensi minimal dalam KD;

• Indikator dirumuskan dengan menggunakan kata kerja operasional yang dapat diamati dan diukur;

• Setiap satu rumusan indikator hanya memuat satu perilaku;

• Rumusan indikator dibedakan dengan rumusan dalam penilaian.

Kesalahan umum yang sering dibuat oleh guru dalam merumuskan indikator (dari suatu KD)

• Rumusan indikator tidak relevan dengan rumusan kompetensi dasarnya;

• Indikator dirumuskan secara tidak memadai dalam jumlah;• Rumusan indikator tidak terkait dengan kegiatan

pembelajaran bahasa;• Terdapat lebih dari satu perilaku dalam satu rumusan

indikator;• Indikator dirumuskan dengan menggunakan kata kerja yang

tidak terukur;• Guru tidak dapat membedakan antara rumusan indikator

dan bahasa evaluasi

Berikut ini diberikan beberapa contoh indikator yang kurang tepat, yang dirumuskan oleh guru

• Memahami makna teks bacaan naratif (kata kerja yang tidak operasional dan tidak terukur);

• Mengisi titik-titik dengan kata atau frasa yang tepat (bahasa evaluasi);

• Menyebutkan dan menjelaskan makna ungkapan (mengandung dua perilaku);

• Menyebutkan langkah-langkah membuat nasi goreng (di luar kegiatan bahasa);

• Menjelaskan fungsi sosial teks deskriptif (kognitif teoretik).

contoh rumusan indikator yang benar untuk empat keterampilan berbahasa, khususnya untuk teks monolog yang panjang (longer monologue texts

1. Listening• Menunjukkan gagasan utama (main idea) suatu teks;• Menentukan tujuan teks;• Menyebutkan informasi rinci dalam teks, baik yang tersirat

maupun tersurat;• Menjelaskan makna kata atau ungkapan tertentu dalam

teks;• Menunjukkan respons yang tepat sesuai dengan tuntutan

dalam teks;• Memanfaatkan peranti kohesi (cohesive devices) untuk

menjelaskan hubungan antar elemen dalam teks

2. Reading• Menunjukkan gagasan utama (main idea) suatu teks;• Menentukan tujuan teks atau penulis;• Menyebutkan informasi rinci dalam teks, baik yang

tersirat maupun tersurat;• Menjelaskan makna kata atau ungkapan tertentu

dalam teks;• Menjelaskan rujukan (reference) yang ada dalam teks;• Memanfaatkan peranti kohesi (cohesive devices)

untuk menjelaskan hubungan antar elemen dalam teks.

3. Speaking• State the main idea of the speech;• Provide supporting details of the topic/idea;• Use appropriate words, phrases, or utterences to

express the idea;• Use certain language system (grammar) to make well-

formed utterances;• Make use of appropriate cohesive devices to cretae a

well-organized speech;• Use appropriate gestures to accomplish the purpose of

the speech;• Perform acceptable pronunciation to express

understandable utterences.

4. Writing• Express the main idea of the text;• Provide supporting details of the topic/idea;• Use appropriate words and phrases to express

the idea;• Use certain language system (grammar) to

make well-formed sentences;• Make use of appropriate cohesive devices to

create a well-organized text;• Use appropriate mechanics to accomplish the

purpose of the speech.

Ide-ide besar Bermakna dilakukan

dengan pemahaman

Penting diketahui & dilakukan

Bermakna jika dikenal

Jenis penilaian

Kuis & tes tradisional• paper/pencil• Pilihan jawaban• Jawaban

terkonstruksi

Tugas unjuk kerja (performance) & proyek

• jawaban terbuka• kompleks• otentik

Contoh yang lain

Fokus ke transfer

Bagaimana saya melatih Anda agar mendapatkan SIM untuk mengemudi?

Copyright © 2008 Mississippi Department of Education

Transfer = ‘melepaskan tanggung jawab secara gradual’

1. Saya lakukan, kamu amati.

2. Saya lakukan, kamu tolong.

3. Kamu lakukan, saya bantu.

4. Kamu lakukan, saya amati.

Copyright © 2008 Mississippi Department of Education

Guru tradisional hanya sampai langkah No. 2 sedangkan guru belajar aktif sampai ke langkah No. 4

Copyright © 2008 Mississippi Department of Education

Strategi penilaian kelas

•Pilihan ganda•Benar-salah•Menjodohkan

Jawaban terpilih

• Isian titik-titik (kata, ungkapan)

•Esai• Jawaban

singkat (kalimat, paragraf)

•Diagram• Jaringan•Peta konsep•Bagan alir•Grafik•Tabel•Matriks• Ilustrasi

•Presentasi•Gerakan•Lab IPA•Keterampilan

atletik•Dramatisasi•Bermain peran•Projek•Debat•Model•Pameran•Pertunjukan

•Pertanyaan lisan

•Observasi•Wawancara•Konfrensi•Deskripsi proses•Daftar cek•Skala rating•Berbagi jurnal•Penjelasan

proses•Penilaian diri

siswa•Kaji ulang

dengan teman

Jawaban terkonstruksi

Penilaian unjuk kerja

Penilaian informal