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Lesson Planning - Thomas S.C. Farrell: by Umama Shah

Lesson planning is the process where teachers design their daily lessons to achieve specific learning objectives. It involves determining content, sequencing activities, timing, and materials to guide student learning. Teachers plan lessons for internal reasons like feeling more prepared and learning the content better, and external reasons such as satisfying administrative requirements. Common lesson planning models include Tyler's rational-linear model and Yinger's three stage model of problem conception, formulation, and implementation. Teachers evaluate lessons based on student learning and engagement.

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Farrah Arsenia Lucas
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331 views

Lesson Planning - Thomas S.C. Farrell: by Umama Shah

Lesson planning is the process where teachers design their daily lessons to achieve specific learning objectives. It involves determining content, sequencing activities, timing, and materials to guide student learning. Teachers plan lessons for internal reasons like feeling more prepared and learning the content better, and external reasons such as satisfying administrative requirements. Common lesson planning models include Tyler's rational-linear model and Yinger's three stage model of problem conception, formulation, and implementation. Teachers evaluate lessons based on student learning and engagement.

Uploaded by

Farrah Arsenia Lucas
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Lesson Planning

-Thomas S.C. Farrell


By Umama Shah
Lesson planning is defined as
the daily decisions a teacher
makes for the successful
outcome of a lesson.
A daily lesson plan is a
written description of how
students will move toward
attaining specific objectives.
It describe the teaching
behavior that will result in
student learning.
* Why plan?

*Models Of lesson planning

*How to plan a lesson


Why plan?
•Lesson plans are systematic records of a
teacher’s thoughts about what will be
covered during the lesson.
•Lesson plans helps teachers to think
about the lesson in advance.
•It resolve problems and difficulties.
•It provides a structure for a lesson.
•It provides a map for a teacher to follow.
•It provides a record for what has been
taught.
Internal Reasons for Lesson
Planning

Teachers plan for internal reasons


in order to:

•Feel more confident

•Learn the subject matter better

•Enable lessons to run more smoothly

•Anticipate problems before they


External Reasons for Lesson Planning

Teachers plan for external


reasons in order to:

•Satisfy the expectations of principal


or supervisor

•To guide a substitute teacher in case


the class needs one
Daily Lesson Plan can benefit the
English teachers in the following ways:

•A plan can help the teacher think about


content, materials, sequencing, timing
and activities.
•A plan provides security (in the form of a
map) in the sometimes unpredictable
atmosphere of a classroom.
•A plan is a log of what has been taught.
•A plan can help a substitute to smoothly
take over a class when the teacher
Models of
Lesson
Planning
Tyler’s Rational-Linear
Framework

•Specify objectives

•Select learning activities

•Organize learning activities

•Specify models of evaluation


Yinger’s Model
Planning takes place in Three stages:
1.Problem conception:
Planning starts with a discovery cycle
of the integration of the teacher’s
goals, knowledge, and experience.
2. Problem formulation:
In which problem is formulated and a
solution is achieved.
3. Implementing the plan:
It involves implementing the plan
along with its evaluation.
Why teachers deviate from the
original plan?
•Serve the common good

•Teach to the moment

•Further the lesson

•Accommodate students’ learning


styles

•Promote students’ involvement


How to plan a
lesson
Developing the plan
Clear well written objectives are the
first step in daily lesson planning.

•They help state precisely what we want


our students to learn
•Help guide the selection of appropriate
activities
•Help provide overall lesson focus and
direction
•Give teachers a way to evaluate what their
students have learned at the end of the
Generic components of a Lesson
plan
Lesson Phase Role of teacher Role of Student
1. Perspective Asks what students have Tell what they’ve learned
(opening) learned in previous lesson. previously.
Previews new lesson. Respond to the preview.
2. Stimulation Prepares students for new Relate activity to their
activity. lives. Respond to attention
Presents attention grabber grabber.
3. Instruction/part Presents activity. Do activity
icipation Checks for Show understanding
understanding. Interact with others
Encourages involvement.
4. Closure Asks what students have Tell what they’ve learned.
learned. Give input on future
Previews future lessons. lessons.
5. Follow up Presents other activities to Do new activities.
reinforce same concepts. Interact with others.
Presents opportunities for
interaction.
Implementing the plan
•Teacher may need to make certain
adjustment to the lesson at the
implementation phase.
•When implementing their lesson
plan, teachers may try to monitor
two important issues:
Lesson Variety
&
Lesson Pacing
Variety in lesson delivery and
choice of activity will keep the class
lively and interested. To vary a
lesson, teachers should frequently
change the tempo of activities from
the fast moving to slow. They can
also change the class organization
by giving individual tasks, pair
work, group work, or full class
interaction. Activities should also
vary in level of difficulty, some
easy and others more demanding.
Pace is linked to the speed at
which a lesson progresses, as
well as to lesson timing.
Activities should not be too
long or too short.
Various techniques for
delivering the activities should
“Flow together.
There should be clear
transitions between each
activity.
Evaluating the plan
•Brown (1994) defines evaluation in
lesson planning as an assessment
that is “formal or informal, that you
make after students have sufficient
opportunities for learning.

•Ur (1996) says that when evaluating


a lesson, the first and more important
criterion is student learning because
that is why we have a lesson in the
Ur’s criteria for evaluating
lesson effectiveness
•The class seemed to be learning the
material well.
•The learners were engaging with the
foreign language throughout.
•The learners were attentive all the
time.
•The learners enjoyed the lesson and
were motivated.
•The learners were active all the time.
•The lesson went according to the
plan.
For further clarification of the
success of a lesson, the teachers
can ask their students the following
four questions:

What do you think today’s lesson


was about?

What part was easy?

What part was difficult?

What changes would you suggest

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