Lesson plan: Difference between revisions

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Revision as of 01:07, 30 June 2019

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{{Howto|date=May 2010}}

{{Howto|date=May 2010}}A '''lesson plan''' is a [[teacher]]'s detailed description of the course of instruction or "learning trajectory" for a [[lesson]]. A daily lesson plan is developed by a teacher to guide [[Class (education)|class]] learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the [[Student|students]]. There may be requirements mandated by the [[school]] system regarding the plan.<ref name="ITC">{{Cite web | last =O'Bannon | first =B. | authorlink = | title = What is a Lesson Plan? | work = | publisher = Innovative Technology Center * The University of Tennessee | year =2008 | url = http://itc.utk.edu/~bobannon/lesson_plan.html | doi = | accessdate = May 17, 2011 }}</ref> A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached ([[Test (assessment)|test]], worksheet, [[homework]] etc.).<ref>{{cite web|title=What Is A Lesson Plan?|url=https://www.englishclub.com/esl-lesson-plans/what-is-a-lesson-plan.htm|website=English Club|accessdate=15 October 2014}}</ref>

==Development==

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* A ''continuity'' component reviews and reflects on content from the previous lesson<ref name="Writing">"[http://www.huntington.edu/dept_interior.aspx?id=2217 Writing Lesson Plans] {{webarchive|url=https://web.archive.org/web/20110722140554/http://www.huntington.edu/dept_interior.aspx?id=2217 |date=2011-07-22 }}." [[Huntington University (United States)|Huntington University]]: a Christian college ranked among America's best colleges. 15 Mar. 2009.</ref>

=== Herbartian Approachapproach: Fredrick Herbart (1776-1841) ===

=== Lesson Plan Phases ===

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|date=|website=ASCD|language=en-US|access-date=2018-02-15}}</ref>

=== Herbartian Approach: Fredrick Herbart (1776-1841) ===

# 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 curiosity of the children and by making 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, explanation, expositions, demonstration 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.

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# 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.

===Lesson plans and Unitunit plans===

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>

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Unit Planning is the proper selection of learning activities which 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 achieve 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

1. #Needs, capabilities, interest of the learner should be considered.

2. #Prepared on the sound psychological knowledge of the learner.

3. #Provide a new learning experience; systematic but flexible.

2. Prepared on the sound psychological knowledge of the learner.

4. #Sustain the attention of the learner til the end.

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

3. Provide a new learning experience; systematic but flexible.

6. #Development of learner's personality.

4. Sustain the attention of the learner til the end.

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

6. 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 blue print, guide map for action, a comprehensive chart of classroom teaching-learning activities, an elastic but systematic approach for the teaching of concepts, skills and attitudes.

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* 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 Plansplans and Classroomclassroom Management'''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 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 efficient 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. Keeping the students engaged, attentive, and intrigued is a must in order to have a successful classroom. Considering each teacher has a unique teaching style, it is important to focus on the students for each academic school year and make yourself flexible to their needs. Lesson planning is a critical influence on classroom management. <supref>[[User{{Cite web|url=https:Allierose17/sandbox#cite%20note/journals.sagepub.com/doi/abs/10.1177/1053451218767905?journalCode=iscc|title=Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction|last=|first=|date=|website=|doi=|archive-1url=|[1]]]archive-date=|dead-url=|access-date=2019-05-14}}</supref>

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 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 efficient 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. Keeping the students engaged, attentive, and intrigued is a must in order to have a successful classroom. Considering each teacher has a unique teaching style, it is important to focus on the students for each academic school year and make yourself flexible to their needs. Lesson planning is a critical influence on classroom management. ^{[[User:Allierose17/sandbox#cite%20note-1|[1]]]}

====Assignments====