Presenter – Dick Imara

• Learning Objective
• By the end of 1 hour session Students Should
be able to
• Arrange into PGT Groups
• identify 4 Different Parts of a Lesson Plan
(LP)
• Describe 6 steps to deliver a lesson in a class
• What is a Lesson Plan
• A lesson plan is a teacher's detailed
description of the course of instruction for
a lesson.
• Lesson plans are developed by a teacher to
guide class learning daily.
• Details will vary depending on the
preference of the teacher, subject being
covered, and the needs of the students.
• How to write a Lesson Plan
• Making an effective lesson plans takes time,
diligence, and an understanding of your
students' goals and abilities
• The goal, as with all teaching, is to motivate
the students to take in what you are teaching
and to retain as much as possible.
• 1 Know your objective.
• At the beginning of every lesson, write your
lesson plan goal at the top. It should be
simple.
• Something like, "Students will be able to
identify different engine parts.
• Basically, it's what your students can do
after you're done with them!
• 2 Write your overview.
• Use broad strokes to outline the big ideas for
the class.
• For example, if your class is about “parts of
an engine” you might start with definition,
purpose, history, importance, the different
parts, etch.
• Its depends on the length of your class.
• 3 Plan your timeline.
• If there's a lot to cover in a fixed amount of
time, break your plan into sections that you
can speed up or slow down to accommodate
changes as they happen.
• We'll use a 1-hour class as an example.
• 1.10 Introduce
• 1.20 get the students into group etc..
• 4 Get to know your students.
• Identify clearly who you are going to educate.
• What is their learning style (visual, auditory, tactile or
a combination)?
• What might they already know, and where might they
be deficient?
• Focus your plan to fit the overall group of students
you have in class, and then make modifications as
necessary to account for students with disabilities,
those who are struggling or unmotivated, and those
who are gifted.
• Odds are you'll be working with a pile of
extroverts and introverts.
• Some students will benefit more from working alone
while others will thrive in pair work or in groups.
• Knowing this will help you format activities to
different interaction preferences.
• You'll also wind up having a few students that know
just about as much as you do on the topic
(unfortunately!) and some that, while smart, look at
you like you're speaking Neptunian/dragon
• If you know who these kids are, you'll know how to
pair them up and divide them (to conquer!).
• 5 Use multiple student interaction patterns.
• Some students do well on their own, others in pairs, and yet
others in big groups.
• So long as you're letting them interact and build off each other,
you're doing your job.
• But since each student is different, try to allow opportunities for
all types of interactions.
• Your students (and the cohesion of the class) is important.
• Any activity can be manipulated to be done separately, in pairs, or
in groups.
• If you have ideas already mapped out, see if you can revamp
them at all to mix it up.
• 6 Address a variety of learning styles.
• You're bound to have some students that can't sit through a 25-
minute video and others who can't be bothered to read a two-
page excerpt from a book.
• Neither is dumber than the other, so do them a service by
switching up your activities to utilize every student's abilities.
• Every student learns differently.
• Some need to see the info, some need to hear it, and others
need to literally get their hands on it.
• If you've spent a great while talking, stop and let them talk about
it.
• If they've been reading, come up with a hands-on activity to put
their knowledge to use. They'll get less bored, too!
• Parts of a Lesson Plan
• This section tries to dissect the “lesson plan”
and builds an understanding of a workable plan
for students.
• There are different types of lesson plan formats
teachers can use. For the purpose of this study,
different formats will be studied. But let me
concentrate on the linear format used here.
• Teachers can use any format that suites their
need and one that is comfortable. The following
are samples of different types of lesson plans.
• Parts of a Lesson Plan
• Lesson plans (LP) are an essential component
of a successful teaching experience. These plans
help ensure that all standards and materials are
covered, providing a teacher and students with
structure for each class day.
• Many schools and institutions require that
teachers submit lesson plans in a specific format
on a daily, weekly or monthly basis.
• Others, institutions such as colleges, will need
LP and teaching skills for effective classroom
teaching.
• Tyler's Linear Model
• Tyler's Linear Model
• Ralph W. Tyler was an American educator who is
thought to be the “father” of curriculum came
up with “linear” model which is popularly used.
• The “model” is designed to measure the degree
to which pre-defined objectives have been
attained.
• It focuses primarily on the product rather than
the process for achieving the goals
and objectives of the curriculum.
• Therefore, Tyler's model is product focused.
• Tyler's Linear Model
• The “model” identifies” the educational
objective, or purpose the teacher intends to
achieve in a given period of time, the
learning activities to fulfill the objective,
organization, and assessment to evaluate
whether learning has taken place.
• A simple linear model
School class Teacher Date

Unit/Theme
Topic:
Lesson Objectives

Introduction Teacher Time Student Resources

Engagement Engagement

Body

Conclusion

Evaluations/Comments
• UOG Model
Name Date: Time:
School Class : Grade:
Subject Unit
Learning
OBJ

Time Content Teacher Activity Student Activity Resources

Introduction

Body

Conclusion

Reflection
• All lesson plans have certain components in common. The main
component all Lesson Plans should feature is - an Introduction,
The Body, Conclusion, Evaluation and Reflection.
• 1 Introduction
• The introduction arouses the interest and motivation at the
beginning of a lesson to the students.
• Student’s attention is gained on the lesson and its purposes
explained and identified to the audience.
• It convinces students the expectations of the objective of the
lesson.
• It is an important aspect of any lessons, and if introduction is
NOT done well, the teacher will lose focus, thus disadvantaging
the learning process.
• Careful use of questions and inspiring motivation is needed here.
• 2 Body of the Lesson
• In the “body” part of the lesson plan, the
teacher designs series of student oriented
activities to deliver the content of the
knowledge or skill to be muted to students.
• A lot of time is needed here. General
supervision, mentoring, coaching and classroom
management skills come into play.
• Teachers should not lose focus on the objective.
• All activities must revolve around the objective
of the lesson plan.
• 3 Conclusion
• The closure or often referred as the conclusion is the time
when you wrap up a lesson plan and help students
organize the information in a meaningful context in their
minds.
• This helps students better understand what they have
learned and provides a way in which they can apply it to
the world around them.
• Reinforcing what students have learned, closure
activities also serve as an assessment tool with which to
evaluate your students retention level—Did they get it?—
as well as your own effectiveness.
• Including a closure activity with a SET Activity in every
lesson is an effective classroom management strategy.
• 4 Evaluation
• According to Patton 1987, evaluation is a process of
critically examining a program of activity that
involves, collecting and analyzing information about
a, characteristics, and objective.
• Its purpose is to make judgments about the activity,
to improve its effectiveness (Patton, 1987).
• Traditional methods of evaluating learning usually
occur at the end of term, when it is too late.
• Evaluation can and should be carried out both during
and after instruction. It may be both formal and
informal.
• Reference
• DTTVE Course Guide by Dick Imara
• 4 The ADDIE Model