Lesson planning

Lesson planning

1. The term lesson is popularly considered to be a unified set of procedures that cover a period of classroom time, usually ranging from 45 to 90 minutes.

   • Format of a lesson plan
     • 2.Objectives
       • It’s important to state clearly what you want students to gain from the lesson. Objectives are most clearly captured in terms of stating what students will do—that is, what they will perform.
       • In stating objectives, you should be able to identify an overall purpose that you will attempt to accomplish by the end of the class period.
       • “Meaningful learning outcomes” includes helping students to develop positive attitudes toward learning and, as much as possible, to take control of their own learning.
       • Terminal objectives are final learning outcomes that you will be responsible for assessing. Enabling objectives are interim steps within a lesson that build upon each other and ultimately lead to a terminal objective.
     • 3.Materials and Equipment
       • Good planning includes knowing what you need to take with you or to arrange to have in your classroom.
     • 4.Procedures
       • a. An opening statement or activity as a warm-up and ascertaining appropriate background knowledge on the part of the students.
       • b. A set of activities and techniques in which you have considered appropriate proportions of time for whole class work, small group and pair work, teacher talk, and student talk.
       • c. Closure—a brief “wind-down” time so the class hour doesn’t end abruptly.
     • 5.Assessment
       • After students have sufficient opportunities for learning, that you have appropriately considered how you will (a) assess the success of your students, and possibly (b) make appropriate adjustments in your lesson plan for the next day
     • 6.Extra-Class Work
       • Extra-class work needs to be planned carefully and communicated clearly to the students.
     • 1.Goal
       • A well-designed course will specify a number of goals. Each lesson in the course will in some way address those “big” overall purposes.
   • Guidelines for Lesson Planning
     • 1.How to begin planning
       • Choosing what to teach.
     • 2.Variety, pacing, and timing
       • b. Sequencing. elements of a lesson will build progressively toward accomplishing the ultimate goals. Easier aspects usually will be placed at the beginning of a lesson; tasks that require knowledge gained from previous exercises will be sequenced appropriately.
       • d. Timming. it means you have given some time to students for genuine interaction and creative use of language
       • c. Pacing. It means that activities are neither too long nor too short. You need to anticipate how well your various techniques “flow” together. Good pacing also is a factor of how well you provide a transition from one activity to the next.
       • a. Variety. Most successful lessons give students a number of different activities during the class hour, keeping minds alert and enthusiasm high.
     • 3.Contingency planning.
       • flexibility consists in understanding that a “plan” is just that, not a certainty
     • 4.Gauging difficulty.
       • It takes a good deal of cognitive empathy to put yourself in your students’ shoes and anticipate their problem areas.
     • 5.Individual Differences
       • Your lesson plan should also take into account the variation of ability in your students, especially those who are well below or well above the classroom norm.
     • 8.Classroom lesson notes
       • By reducing your plans to such a physically manageable minimum, you will reduce the chances of getting bogged down in all the details that went into the planning phase, yet you will have enough in writing to provide order and clarity as you proceed.
     • 7.Adapting to an established curriculum
       • The primary task is not to write a new curriculum or to revise an existing one, but to follow an established curriculum and adapt it to your particular group of students, their needs, and their goals, as well as your own philosophy of teaching
     • 6.Student talk and Teacher talk
       • Give careful consideration in your lesson plan to the balance between student talk and teacher talk.