Lesson plan: Difference between revisions

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=== 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/[e-mail]|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 appealingmaking an appeal 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, explanationsexplanation, expositions, demonstrationsdemonstration and 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 withto 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 concludedraw the conclusions 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 makeupmake-up.

# 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.

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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.<ref name=Mitchell>Mitchell, Diana, and Stephen Tchudi, "Exploring and Teaching the English Language Arts" (4th Ed.). Boston, MA: Allyn & Bacon, 1999.</ref>

Secondary [[English studies|English]] program lesson plans, for example, usually center around four topics. They are [[literary theme]], elements of language and [[Composition (language)|composition]], [[literary history]], and [[literary genre]]. A broad, thematic lesson plan is preferable, because it allows a teacher to create various research, writing, speaking, and reading assignments. It helps an instructor teach different literature genres and incorporate videotapes, films, and [[television]] programs. Also, it facilitates teaching [[literature]] and English together.<ref name=Mitchell/> Similarly, [[history]] lesson plans focus on content (historical accuracy and background information), analytic thinking, [[Instructional scaffolding|scaffolding]], and the practicality of lesson structure and meeting of educational goals.<ref>[http://teachinghistory.org/lesson-plan-reviews-intro Lesson Plan Reviews Introduction]. Teachinghistory.org. Accessed 15 June 2011.</ref> School requirements and a teacher's personal tastes, in that order, determine the exact requirements for a lesson plan.

''Unit plans'' follow much the same format as a lesson plan, but cover an entire unit of work, which may span several days or weeks. Modern [[Constructivism (learning theory)|constructivist]] teaching styles may not require individual lesson plans. The unit plan may include specific objectives and timelines, but lesson plans can be more fluid as they adapt to student needs and [[learning styles]].

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Unit Planning is the proper selection of learning activities thatwhich presents a complete picture. Unit planning is a systematic arrangement of subject matter. "A unit plan is one which involves a series of learning experiences that are linked to achievingachieve the aims composed by methodology and contents," (Samford). "A unit is an organization of various activities, experiences, and types of learning around a central problem or purpose developed cooperatively by a group of pupils under a teacher leadership involving planning, execution of plans and evaluation of results," (Dictionary of Education).

Criteria of a Unit Plan

#Needs, capabilities, and interestsinterest of the learner should be considered.

#Prepared on the sound psychological knowledge of the learner.

#Provide a new learning experience; systematic but flexible.

#Sustain the attention of the learner tilltil the end.

#Related to the social and physical environment of the learner.

#Development of learner's personality.

It is important to note that lesson planning is a thinking process, not the filling in of a lesson plan template. A lesson plan is envisaged as a blueprintblue print, a guide map for action, a comprehensive chart of classroom teaching-learning activities, and an elastic but systematic approach for the teaching of concepts, skills, and attitudes.

The first thing for setting a lesson plan is to create an objective, that is, 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. The objective drives the whole lesson plan; it is the reason the lesson plan exists. The teacher should ensure 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.<ref name=Mitchell/>

===Delivery of lesson plans===

The following guidelines were set by the Canadian Council on Learning to enhance the effectiveness of the teaching process:

* At the start of teaching, provide the students with an overall picture of the material to be presented. When presenting material, use as many visual aids as possible and a variety of familiar examples. Organize the material so that it is presented in a logical manner and in meaningful units. Try to use terms and concepts that are already familiar to the students.

* Maximize the similarity between the learning situation and the assessment situation and provide adequate training practice. Give students the chance to use their new skills immediately on their return home through assignments. Communicate the message about the importance of the lesson, increase their motivation level, and control side-liningsidelining behaviors by planning rewards for students who successfully complete and integrate the new content. To sustain learning performance, the assessments must be fair and attainable.

* Motivation affects teaching outcomes independently of any increase in cognitive ability. Learning motivation is affected by individual characteristics like conscientiousness and by the learning climate. Therefore, it is important to try to provide as manymuch realistic assignments as possible. Students learn best at their own pace and when correct responses are immediately reinforced, perhaps with a quick “Well done.” For many [[Generation Z]] students, the use of technology can motivate learning. Simulations, games, virtual worlds, and online networking are already revolutionizing how students learn and how learning experiences are designed and delivered. Learners who are immersed in deep experiential learning in highly visual and interactive environments become intellectually engaged in the experience.

* Research shows that it is important to create a perceived need for learning (Why should I learn, the realistic relatable objective) in the minds of students. Then only students can perceive the transferred "how and what to learn" part from the educator. Also, provide ample information that will help to set the students' expectations about the events and consequences of actions that are likely to occur in the learning environment. For example, students learning to become adept on [[differential equation]]s may face stressful situations, high loads of study, and a difficult environment. Studies suggest that the negative impact of such conditions can be reduced by letting students know ahead of time what might occur and equipping them with skills to manage.

====Lesson plans and classroom management====

Creating a reliable lesson plan is an important part of classroom management. Doing so requires the ability to incorporate effective strategies into the classroom, the students and the overall environment. There are many different types of lesson plans and ways of creating them. Teachers can encourage critical thinking in a group setting by creating plans that include the students participating collectively. Visual strategies are another component tied into lesson plans that help with classroom management. These visual strategies help a wide variety of students to increase their learning structure and possibly their overall comprehension of the material or what is in the lesson plan itself. These strategies also give students with disabilities the option to learn in a possible more efficientlyefficient way. Teachers need to realize the wide range of strategies that can be used to maintain classroom management and students. They should find the best strategies to incorporate in their lesson planning for their specific grade, student type, teaching style, etc., and utilize them to their advantage. The classroom tends to flow better when the teacher has a proper lesson planned, as it provides structure for the students. Being able to utilize class time efficiently comes with creating lesson plans at their core.<ref>{{Cite journal|title=Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction|journal = [[Intervention in School and Clinic]]|volume = 54|issue = 3|pages = 131–140|doi=10.1177/1053451218767905|year = 2019|last1 = Nagro|first1 = Sarah A.|last2 = Fraser|first2 = Dawn W.|last3 = Hooks|first3 = Sara D.| s2cid=149859982 }}</ref>

====Assignments====

Assignments are either in-class or take-home tasks to be completed for the next class period.<ref>{{Cite book|title=Effective Instructional Strategies: From Theory to Practice|last=Moore|first=Kenneth|publisher=SAGE Publications|year=2014|isbn=9781483306582|___location=Los Angeles, CA|pages=218}}</ref> These tasks are important because they help ensure that the instruction provides the students with a goal, the power to get there, and the interest to be engaged in rigorous academic contexts as they acquire content and skills necessary to be able to participate in academic coursework.<ref>{{Cite book|title=Assignments Matter: How to Transform Urban Schools Through Fearless Leadership|last=Dougherty|first=Eleanor|publisher=ASCD|year=2012|isbn=9781416614401|___location=Alexandria, VA|pages=9}}</ref>

Experts cite that, in order to be effective and achieve objectives, the development of these assignment tasks must take into consideration the perceptions of the students because they are different from those of the teacher's.<ref name=":0">{{Cite book|title=Teaching about the religious values of Europeans: critical reflections from the second student exchange of the EVE-project|last=Uhlenwinkel|first=Anke|publisher=Universitatsverlag Potsdam|year=2012|isbn=9783869561752|___location=Berlin|pages=103}}</ref> This challenge can be addressed by providing examples instead of [[Abstraction|abstract concepts]] or instructions. Another strategy involves the development of tasks that are specifically related to the learners' needs, interests, and age ranges.<ref name=":0" /> There are also experts who cite the importance of teaching learners about assignment planning.<ref name=":1">{{Cite book|title=Improving Students' Web Use and Information Literacy: A Guide for Teachers and Teacher Librarians|last=Herring|first=James|publisher=Facet Publishing|year=2011|isbn=9781856047432|___location=London|pages=8}}</ref> This is said to facilitate the students' engagement and interest in their assignment. Some strategies include brainstorming about the assignment process and the creation of a learning environment wherein students feel engaged and willing to reflect on their prior learning and to discuss specific or new topics.<ref name=":1" />

There are several assignment types so the instructor must decide whether class assignments are whole-class, small groups, workshops, independent work, [[peer learning]], or contractual:

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* 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?<ref>Biggs, J. (1999) Teaching Learning at University (pp. 165-203). Buckingham, UK: SRHE and Open University Press.</ref>

* Does the lesson plan fit a particular framework? For example, a [httpshttp://bedindelhicommoncore.comsite/bcategory/common-edcore-lesson-plan/ how to make a Mega-template &Common MicroCore Lesson Plan].

==See also==