Lesson Plan; Preparation & Transaction
Getting Started
Before designing a lesson plan it is desirable that a draft pre-plan is produced. A sketch of your ideas or perhaps a flow chart of procedures and/or set problems with important questions to be asked should be drafted.
Your Pre plan or brief
Elements to be considered in the pre-plan are as follows:
A statement of competence's) to be achieved by students, i.e., the lesson objective(s). Write these down.
Check the syllabus or scheme of work for accuracy of intention and scope of coverage
Before any lesson may be effectively planned, it is essential that the teacher states what he and she assumes to be the students' knowledge and understanding at the outset in relation to the lesson purpose. For example, in a lesson dealing with the application Pythagorean' Theorem, a teacher might assume that they already know what is meant by the following: horizontal, perpendicular, angle, right angle, square and square root, substitution. This is the 'known' from which the teacher leads the class to the 'unknown'. It is essential that this 'known' be checked by the teacher at the start of the actual lesson by questioning students.
If it is apparent from feedback that students do not possess this assumed knowledge, then before the designed lesson can proceed, it must be re-taught and consolidated. (Revision techniques).
Learning steps of the lesson
In a brief the learning steps should be listed i.e., enabling competencies or enabling objectives which must be achieved in order that the lesson purpose may be attained by all students.
Application and relevance
Under this heading the teacher must include a range of examples and problems which reveal the practical relevance of the lesson purpose. This is an important element in the motivation of students.
New words/Key terms
If words to be introduced are likely to be unfamiliar to students, they must be listed here. Their meaning should be explained to students in the early stages of the introduction to the lesson.
New concepts
New conceptsmust also be listed so that their meaning and relevance are included in the development ofthe lesson.
Teaching material and aids to be used
Teaching material and aids that might be used should be listed so that their preparation and use may be planned. They should be selected because they will give to the lesson impact, interest, memorability, and help clarify meaning and promote understanding.
Learning activities
A list of possible learning activities should be compiled so that they maybe considered for inclusion in the lesson plan.
Self preparation
At the pre-planning stage, the teacher must ensure that his/her knowledge of the subject matter to be taught is more than adequate and that he can explain and inform in a way that is suitable to the abilities and backgrounds of the students.
HERE IS AN EXAMPLE OF A PRELIMINARY DRAFT LESSON SKETCH
Setting the Lesson Objective
Use the Pythagorean' Theorem to calculate the length of a side of a right-angled triangle given the lengths of the other two sides in 40 minutes.
Assumed student knowledge and understanding
Horizontal, perpendicular, angle, right-angle, square and square root, equation, use of formulae, triangle.
Steps/Tasks (enabling objectives)
HOW The student should be able to
1. Identify a right-angled triangle (could draw, find, calculate etc.).
2. Apply standard notation to any triangle.
3. State Pythagoras's Theorem as an equation.
4. Apply Pythagoras's Theorem to calculate the unknown length of the hypotenuse of a right-angled triangle.
5. Apply Pythagoras's Theorem to determine the length of an unknown side of a right-angled triangle.
Notes on Motivation/ interest (How to involve students) Group work with paper squares, suggest a problem of trying to cross a river by felling a tree, finding the height of a building, dividing corn fields up for planting etc.
Application and relevance;
1. Checking for a square.
2. Making a right angle.
3. Two sides to make a direct line.
Problems to be solved:
Could become the theme of the lesson. (Interest, imagination and certainly lots of initiative here could be applied in a host of ways:-
Dressmaking
Woodwork
Building construction
Production engineering
Pipe layout
New words for consideration and development
Hypotenuse
Cube
Possible learning activities / approaches
Teacher centred
Student group work
Field work
Individual students' work
Discussion teacher/students models
TOTAL TIME FOR SESSION - depending on approach, say one hour
DESIGNING YOUR ACTUAL LESSON PLAN
The actual lesson plan used by teachers may be presented in many different kinds of formats and styles. Develop your own style sheet or plan structure. Whatever the format of your plan, it must have a clear structure. This structure is the same as that which should be used for a lecture, discussion, essay, project and dissertation. Namely one would look for an introduction, the development and a conclusion. The following essential elements should be included in each of these important development stages in your plan whether outline in scope or comprehensive in detail.
The Introduction Scope of the lesson
By this is meant the topic for consideration, what the lesson is about, e.g. 'our lesson today is concerned with safety in the home', or 'today we are going to consider teaching styles'. Be clear on what you will cover and make sure that it is not too much. Beginners cover far too much material in their first lesson designs. Do time your lesson script. Give a time value to each element.
Application and relevance
Unless students see the relevance of the lesson and the learning objectives that they are going to attempt then there is little chance that the lesson will be successful. Ways of making the lesson relevant are without limit. The indication of relevance is an essential component in the introduction of every effective lesson. Remember the four I's!!
Check on assumed previous knowledge of students
This assumed previous knowledge must be checked at the outset.
New words and terms
It is important that words and terms likely to be unfamiliar to students are introduced at relevant stages during the lesson. Do not introduce terms without explanation and relevance to the work in hand. Too many teachers spend their time explaining things which were introduced out of context! Do not teach by definitions and baffle students psychologically by flagging up issues that deter them from thinking and participating.
Lesson purpose or aim
The introduction should include a clear and unambiguous statement and explanation of the lesson purpose (teaching objective) and the learning objectives to be achieved by the students.
Tasks, steps and or objectives to achieved by the student to satisfy the purpose of the lesson
These steps are the enabling objectives, the achievement of which will ensure that students achieve the lesson purpose. The introduction to the lesson must emphasize and explain the significance of these steps.
Development
The development of the lesson is the period during which experiences are provided for students. Each step or enabling objective to be achieved by each student should be sequenced in order to achieve the best results. Remember we learn by practice, association and in small steps. This is where the HOW of learning is addressed. As a teacher you also need to recreate your own learning and understanding of the subject that you teach. You will probably realize that you know very little about the topic you have to teach as you begin to teach it! At least initially.
The attainment of each objective or enabling competency, must be recapped upon and confirmed before the lesson proceeds to the attainment, by students, of the next enabling objective.
Conclusion
The conclusion of the lesson must indicate to students that the purpose of the lesson has been achieved. What has been achieved must be summarized and consolidated at this point in the structure of the session. For this, there is no better way than for students to apply these newly acquired skills and learning to a practical situation or problem. This will exemplify the relevance and importance of the newly acquired learning objectives.
It is not suggested that the above sequence should be followed in rigid sequence. What is important is that all of the elements should be included. The effective teacher does not adopt this sequence but adapts it to suit the needs of his or her students.
QUESTIONING in all its forms, should take place continuously in a lesson. It is the basis for allowing and facilitating effective learning. Poor questioning skills = poor teachers and performers.
Important reminders
When planning a lesson do not take for granted that all your students:
