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LESSON =

Journey

LESSON PLAN =

Map

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A teachers detailed description of the

course of instruction for an individual

lesson.

-- Wikipedia Dictionaries

A lesson plan is a written guide for

trainers plans in order to achieve the

intended learning outcomes. It provides

specific definition and direction on

learning objectives, equipment,

instructional media material requirements,

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Being clear on what you want toteach.

Being ready to cope with whateverhappens.

Give your teaching a framework, an

overall shape.A reminder for the teacher when theyget distracted.

It suggests a level of professionalism

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For the teacher

They dont have to

think on their feet.

They dont lose face infront of their learners.

They are clear on the

procedure to follow. They build on

previous teaching and

prepare for coming

lessons

For the learners

They realize that the

teacher cares for their

learning. They attend a

structured lesson:

easier to assimilate

They appreciate their

teachers work as a

model of well-

organized work to

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Objectives set out to be achieved.

Prior knowledge of learners.

Materials and didactic auxiliaries to beused.

Tasks and activities to select and

studentsgrouping patterns. Interaction modes.

Timing and time management

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1- Info rmat ion abou t

the learners:

Students

Who?

How old?

Quiet/Agitated?

Cooperative?

Howmany?

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2- OBJECTIVES:

Enable learners to

Objectives

OfficialProgram

Modulemap

Textbook

Studentsneeds

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3- Procedure

Procedure

What todo?

How todo?

Howmuchtime?

Who doeswhat?

Logicalsequencing

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4- A ids

Aids

Textbook+

Worksheets

BoardWall paper

Maps

Audio-visualaids

OHPLap top

Data show

Realia

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Gagnes Nine Events of Instruction

Madeline Hunter's Seven Step LessonPlan Model

The 5Es Model

http://localhost/var/www/apps/conversion/tmp/scratch_8/Lesson%20Plan%20model-Gagne's%20Nine%20Events.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/Lesson%20Plan%20model-Madeline%20Hunter's%207%20step%20lesson%20plan.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/Lesson%20Plan%20model-Madeline%20Hunter's%207%20step%20lesson%20plan.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/Lesson%20Plan%20model-The%205%20E's.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/Lesson%20Plan%20model-The%205%20E's.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/Lesson%20Plan%20model-Madeline%20Hunter's%207%20step%20lesson%20plan.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/Lesson%20Plan%20model-Madeline%20Hunter's%207%20step%20lesson%20plan.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_8/Lesson%20Plan%20model-Gagne's%20Nine%20Events.docx

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1. Gain attention

2. Inform learners of objectives

3. Stimulate recall of prior learning

4. Present the stimulus5. Provide learning guidance

6. Elicit performance (practice)

7. Provide feedback

8. Assess performance9. Enhance retention and transfer

Gagnes

Nine Events

of

Instruction

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Step 1. Review

Step 2. Anticipatory Set

Step 3. Objective

Step 4. Input and modeling

Step 5. Checking understanding

Step 6. Guided practice

Step 7. Independent practice

Madeline

Hunter's

Seven Step

Lesson Plan

Model

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Engage

Explore

Explain

Elaborate

Evaluate

The 5Es

Model

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1. Write clear and specific objectives that align with course objectives.

2. Inform students of lesson objectives.

3. Promote recall or prior learning.

4. Use activities and assessments to promote learning and to meet lesson

objectives.

5. Give students feedback on their progress.

6. Gauge your timing for each activity.

7. Keep a record of the materials needed to complete the lesson.

8. Incorporate student activity and interaction into the lesson.

9. Record your own reflections and yourstudentson the success of the class.

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1. Incorporate good teaching practices in every

lesson.

2. Efficiently prepare for the next time you offer the

course.

3. Be critically reflective in your teaching.

4. Share teaching ideas with your colleagues.

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Why is lesson planning important? How is lesson planning importantfor the teacher? For the learners?

What do you take into accountwhen you design a lesson plan?

What constant components are

there in your lesson plan?

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Specific statements of what learners will be able

to do (action verb) under what condition (by the

end of the lesson)

Concise measurement statement that specifieswhat students will know, be able to do or be able

to demonstrate when they have completed or

participated in a lesson. Outcomes normally

expressed as knowledge, skills or attitudes.

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Knowledge, skills and abilities that students

have attained as a result of their own

involvement in particular set of education. YCCD Academic Senate March 10, 2005.

Identify what the learner will know and be able

to do by the end of a lesson.

The ability demonstrate learning is the key

point.

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Outcomes-based education is thought to

provide greater :

a. consistency in course offerings acrossthe educational system

b. accountability expectations for learning

are clearly stated, and frequent

assessment processes help both teacher

and student identify progress toward

meeting the outcomes.

c. accessibility clearly defined outcomesenable learners to demonstrate

achievement of those outcomes through

prior learning assessment processes

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Tell students what they should be able to do at

the end of the course.

Basis for delivery of content, activities,

assessments Guide the planning of activities and assessments

that enable these outcomes to be accomplished.

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Know what to expect

Understand what the course requires

Recognize what they will be able to do at the end.

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Organize a lesson

Plan activities and worksheets

Plan assessments

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According to Blooms taxonomy

remember Define, list, describe, label, stateunderstan

d

Classify, describe, discuss, explain, identify, locate,

recognize, report, select, translate, paraphrase

apply Choose, demonstrate, dramatize, employ, illustrate,

interpret, operate, schedule, sketch , solve , use , write

analyze Appraise, compare, contrast, criticize, differentiate,discriminate, distinguish, examine, experiment, question,

test

evaluate Appraise, argue, defend, judge, select, support, value,

evaluate

create Assemble, construct, create, design, develop, formulate,write

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Practical

Measurable must be able to measure (to identify or

observe)

Meaningful

Specific

Consistent

Sensibleis this going to matter in the students life?

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Provides the information for on going lesson

improvement

Helps understand how to better facilitate student learning

Provides feedback on what skills are students learning?

Are these the skills we want them to learn? Are these the

skills we are teaching them?

Enable students to articulate what they are learning and

have learned from attending school, outside the

classroom and inside the classroom.

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Helps students be able to explain what they can do

and what they know

Enables student to better understand where they canlearn particular knowledge, skills and attitude.

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Three main components of learning outcome

statements.

- an action word that identifies the performance tobe demonstrated

- a learning statement that specifies what learning

will be demonstrated in the performance.

- a broad statement of the criterion or standardfor acceptable performance

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Learning outcomes concerned with the achievements of

the learner.

Means to ensure that assessment methods are

appropriate to outcomes

Means to ensure that teaching and learning methods are

appropriate to outcomes.

A method of reflection for curriculum designers on what

they want to achieve

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Example of a learning outcome for primary school

Pupils will be able to identify 4 out of 5 verbs in the

passage correctly.

correctly is the degree of what the pupils

should achieved in that particular lesson.

identify is the behavior what the pupils

can do and demonstrate to proof what they had

learned in that particular lesson.

condition/premise in the passage.

audience are the pupils that participate in

the particular lesson.

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Objective is what the teacher intend to teach in

classroom in a lesson.

Learning outcome is proof of what students had learned

from the lesson.

Learning outcome is the outcome of what they had

learned and they are able to demonstrate/proof it.

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Activities designed to help students learn information orskills

(OBJECTIVE)

VERSUS

Activities designed to allow students to demonstrate theextent to which they have learned the information and

skills

(LEARNING OUTCOMES)

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Learning objectives set the overall aim of a

lesson or sequence of lessons and how it fitsinto the bigger picture of the subject.

Learning outcomes inform pupils what theyneed to do by the end of the lesson or

sequence of lessons to prove that they have

achieved the learning objective. They tell

pupils what you expect from them as a high

quality outcome of each lesson or part of

lesson

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One way to help you select activities requiring higher-level thinking isto consider the VERBS that describe the activities.

The VERBS below represent LEARNING OUTCOMES, and arecategorized by the levels of thinking (in Bloom's Taxonomy) theyrequire. This list helps generate ideas for learning outcomes,particularly those requiring higher levels of thought. Before startingyour list of activities, consider ideas represented by the verbs on thelist provided. In particular, consider ideas from the categories that gobeyond literal-level thinking. These verbs are categorized accordingto the level of thinking (in Bloom's Taxonomy) required by each.

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1. Blooms Taxonomy provides teachers with a framework

for developing thinking skills through rewarding

questions using different verbs.

2. The main goal is to increase students application of

the higher order thinking skills

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Most

difficult

Easiest

Blooms Cognitive level Class activity Tasks in tests

Evaluation Making judgments Appraise, justify,

judge, discuss,

recommend,..Synthesis Produce something

original from components

Design, construct,

imagine, create,

change, write

Analysis Breaking materials into

components or parts to

seerelationships/hierarchy

Differentiate, relate

to, examine,

compare/contrast,

Application Use concepts or

principles to solve

problem

Solve, Use, Show,

demonstrate,

compute,

Comprehension Explain or interpret

meaning of materials

Explain, interpret,

predict, giveexample, illustrate

Knowledge Remembering facts,

terms, concepts

Define, list, state,

label, name,

who?....

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KNOWLEDGE

(Objectives)

SKILLS

(Learning Outcomes)

KNOWLEDGEKnow (recall of) common

terms, specific facts,

methods and basic concepts

& procedures

To know .

Cite label name define list quote pronounce

reproduce identify match recite state tell

remember repeat recognize memorize locate

draw write select

COMPREHENSIONUnderstand facts & principles by

explaining, interpreting

(explaining or summarizing), and

estimating future trends

(predicting consequences or

effects).

To understand

summarize explain rephrase restate convertsubstitute represent change depict translate

describe illustrate reword distinguish interpret

paraphrase transform infer generalize extend give

examples express predict compare

Lower Order Thinking Skills (LO

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KNOWLEDGE

OBJECTIVES

SKILLS (ACTION VERBS)

LEARNING OUTCOMES

APPLICATION- the ability to use learned material in new

and concrete situations.

- solves mathematical problems, constructs

charts and graphs, demonstrates correct

usage of procedures

Change, compute, demonstrate, discover,

manipulate, modify, operate, prepare, replicate

in a different situation, relate, show, solve, use

ANALYSISthe ability to break down material into its

component parts so that its organizational

structure may be understood.the identification of the parts, analysis of

the relationships between parts, and

recognition of the organizational principles

involved.

Break down, diagnose, diagram, differentiate,

discriminate, distinguish, examine, infer, select,

separate, subdivide, investigate, organize,construct, classify, compare and contrast,

dissect,

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KNOWLEDGE

(Objectives)

SKILLS

(Learning Outcomes)

SYNTHESIS/ CREATEthe ability to put parts together to form a

new whole. Writes a well organized theme,

gives a well organized speech, proposes a

plan for an experiment, integrates learning

from different areas into a plan for solving aproblem, formulates a new scheme for

classifying objects (or events, or ideas)

Categorize, combine, compile, compose,

create, devise, design, generate, modify,

organize, plan, rearrange, reconstruct,

reorganize, revise, rewrite, summarize, tell,

write, theorize, formulate, hypothesize

EVALUATIONthe ability to judge the value of material.

Judges the consistency of written material,the adequacy with which conclusions are

supported by data, the value of a work (art,

music, writing) by use of internal criteria,

the value of work (art, music, writing) by

use of external standards

Appraise, judge, conclude, , criticize,

discriminate, discuss, justify

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1. What is the difference between objectives and learning

outcomes?

2. What do you have to consider when making objectives

and learning outcomes to the students?