CPS 02b PEDAGOGY (TEACHING OF SUBJECT) Unit- 2 DEVELOPING LESSON PLANS LESSON PLANNING: A lesson plan is a teachers’ detailed description of the course of instruction, or ‘learning trajectory’ for a lesson. Lesson plan is a written account of what a teacher would like to have during a certain lesson or cla objective, the time period in which teacher has to deliver the chapter, teaching-learning method/ procedure, techniques and the instructional materials. s period. It contains the concept or A lesson is defined as a blueprint, a guide map, a plan for action in the near future. Lesson planning refers to sequencing of teaching acts or events or episodes, that we plan, organize and carry out in order to generate a learning environment for our learners. The Dictionary of Education defines a lesson plan as a “teaching outline of the important points of a lesson arranged in the order in which they are to be presented; it may include objectives, questions to be asked, references to materials, evaluation, assignments etc.” Now it must be clear in your mind that lesson planning is a product of short term or micro level planning involving: © identification of specific objectives; ¢ selection of an appropriate content and activities; 1selection of procedures and methods for presentation of the content; © selection of assessment exercises; and ¢ selection of follow up activities; etc. Characteristics of a Lesson Plan: You may plan your lesson based on any format, but a good lesson plan must have following characteristics: i) must be flexible; ii) organized content in the light of attainable objectives; iii) rich with respect to learners’ activities and evaluation exercises; iv) has link with the previous and future lesson; and v) must include relevant home assignment and activities for learners. Factors Affecting Lesson Planning: There is no certainty that a lesson plan developed by a teacher for his/her use will be a success at every place and any time. The reason is simple. Many factors influence lesson planning such as: location of a school © size of the class age-wise composition of the class availability of teaching-learning aids the nature of the topic, etc. This list is not ex! own experiences. stive. You may add few other factors from your HERBARTIAN APPROACH (BEHAVIOURIST LESSON PLANNING): Herbartian approach is based on perceptive mass theory of learning. The learner is considered to be a clean slate and all the knowledge is 2to be given from outside. If new knowledge is based on old knowledge of the learner (his previous knowledge or experiences), it may be acquired easily and retained for a longer period. Herbart has given five steps: Introduction, Presentation, Organization, Comparison and Evaluation. The main focus is on content presentation. The steps of the Herbartian approach are given below: i) General information regarding the subject, topic, class, age level of children, estimated time. ii) Teaching-learning Objectives © General Objectives © Specific objectives You are aware that different subjects at different grade levels have some general objectives whereas specific objectives are written in behavioural terms as they focus on the expected outcomes of our teaching the topic over a given period of time. These specific objectives, also known as teaching learning objectives must be measurable and observable. You are required to identify your behavioural objectives and state them in a clear and unambiguous language. iii) Teaching-learning aids: Select teaching-learning aids which you think are proper for clarifying the concepts to be learnt: List all such teaching aids used in the form of charts, static or dynamic model, real specimens etc. iv) Assessing the previous knowledge: Development of the lesson is based on the previous knowledge of your learners. We have to assume the previous knowledge/entry level behavior of learnersrelated to the content to be taught and assess it through a single direct question. v) Introduction: This step mainly concerns with introducing a topic through introductory questions or by creating the appropriate situation. The focus is on preparing our learners to receive new knowledge by linking it with their previous knowledge. vi) Presentation: Presentation comprises of ways in which relevant content is presented. Most of the teachers develop lessons with the help of developing questions and using learners’ responses for further presentation of the content. This presentation or development stage is interactive in the real classroom situation; it depends on teachers’ communication skills and teaching skills like questioning, explaining, giving demonstration and providing reinforcement on desirable learner behaviour. vii) Recapitulation: Recapitulation of the lesson helps the teacher to find out the extent of learning that occurs during the period of instruction. It can be done by asking several questions. This stage provides feedback to the teacher about his/her teaching-learning proce viii) Black Board Summary: Teacher writes the summary of his teaching points and explanations. It is developed simultaneously when lesson is being developed. ix) Home Assignment: At the end of the session, thought provoking questions or activities must be planned and given to the learners. It gives a chance of repetition or practice to the learners. It also gives an opportunity to them to assimilate, whatever they have learned.5E APPROACH (CONSTRUCTIVIST LESSON PLANNING): This is a constructivist model of teaching—learning. The (fve) SEs are — Engage, Explore, Explain, Elaborate and Evaluate. In this model, conceptual change can be achieved by using five distinet, but interconnected phases. (i) Engage: Students need to be engaged and focused on the learning tasks by asking questions, defining a problem and drawing their attention to an interesting event. This is the process of motivating to learn. i) Explore: Students get opportunity to explore through all senses. They are allowed to work together and build a base of common experience which assists them in the process of sharing and communicating. During exploration the students’ inquiry process drives the teaching learning. i) Explain: Teacher interacts with students to discover their ideas. The communication among the peers and with the facilitator may be observed to notice their questions, writing, drawing; and their performance of activities and experiments. This can help the teacher to facilitate progress in students’ learning and integrating assessment with the teaching-learning process. (iv) Elaborate: Students are allowed to expand the concept they have learned, make connections to other related concepts and apply their understanding to real life situations. The teacher who acts as the facilitator, helps the students to develop their understanding through additional hands-on work and minds-on activities. (v) Evaluate: In this stage the teacher sees if the students have attained understanding of concept and knowledge. During the teaching-learning process the teacher adopts continuous and comprehensive assessment of teaching-learning.