|
=== Herbartian approach: Fredrick Herbart (1776-1841) ===
According to Herbart, there are eight lesson plan phases that are designed to provide "many opportunities for teachers to recognize and correct students' misconceptions while extending understanding for future lessons." These phases are: Introduction, Foundation, Brain Activation, Body of New Information, Clarification, Practice and Review, Independent Practice, and Closure.<ref>{{Cite web|url=http://www.ascd.org/publications/books/109051/chapters/Lesson-Plans-and-Unit-Plans@-The-Basis-for-Instruction.aspx|title=Lesson Plans and Unit Plans: The Basis for Instruction|last=Cunningham|first=Gini|website=ASCD|language=en-US|access-date=2018-02-15}}</ref>
# Preparation/Instruction: It pertains to preparing and motivating children to the lesson content by linking it to the previous knowledge of the student, by arousing the curiosity of the children, and by making an appealappealing to their senses. This prepares the child's mind to receive new knowledge. "To know where the pupils are and where they should try to be are the two essentials of good teaching." Lessons may be started in the following manner: a. Two or three interesting but relevant questions b. Showing a picture/s, a chart, or a model c. A situation Statement of Aim: Announcement of the focus of the lesson in a clear, concise statement such as "Today, we shall study the..."
# Presentation/Development: The actual lesson commences here. This step should involve a good deal of activity on the part of the students. The teacher will take the aid of various devices, e.g., questions, illustrations, explanationexplanations, expositions, demonstration anddemonstrations sensory aids, etc. Information and knowledge can be given, explained, revealed, or suggested. The following principles should be kept in mind. a. Principle of selection and division: This subject matter should be divided into different sections. The teacher should also decide as to how much he is to tell and how much the pupils are to find out for themselves. b. Principle of successive sequence: The teacher should ensure that the succeeding as well as preceding knowledge is clear to the students. c. Principle of absorption and integration: In the end separation of the parts must be followed by their combination to promote understanding of the whole.
# Association comparison: It is always desirable that new ideas or knowledge be associated towith daily life situations by citing suitable examples and by drawing comparisons with the related concepts. This step is important when we are establishing principles or generalizing definitions.
# Generalizing: This concept is concerned with the systematizing of the knowledge learned. Comparison and contrast lead to generalization. An effort should be made to ensure that students draw the conclusionsconclude themselves. It should result in students' own thinking, reflection, and experience.
# Application: It requires a good deal of mental activity to think and apply the principles learned to new situations. Knowledge, when it is put to use and verified, becomes clear and a part of the student's mental make-upmakeup.
# Recapitulation: Last step of the lesson plan, the teacher tries to ascertain whether the students have understood or grasped the subject matter or not. This is used for assessing/evaluating the effectiveness of the lesson by asking students questions on the contents of the lesson or by giving short objectives to test the student's level of understanding; for example, to label different parts on a diagram, etc.
| 