LESSON PLANNING (2 HRS)

SPECIFIC OBJECTIVES
At the end of the session, the student will be able to:
• Define lesson planning
• State the purposes of lesson planning
• Enumerate the principles of lesson planning
• Elaborate on different approaches of lesson planning
• Explain the steps of lesson planning
• Identify the types of lesson plan
• Describe on daily plan
• Additional topics: Teaching skills: Questioning: Assignment
MEANING
• A plan prepared by a teacher to teach a lesson in an organized manner.
• A plan of action and calls for an understanding on the teacher’s part, about the students,
knowledge and expertise about the topic being taught and her ability to use effective
methods
DEFINITION
• A plan prepared by a teacher to teach a lesson in an organized manner.
• A plan of action and calls for an understanding on the teacher’s part, about the students,
knowledge and expertise about the topic being taught and her ability to use effective
methods
• Lesson plan is the title given to a statement of achievements to be realized and the
specific means by which these are to be attained as a result of the activities engaged
during the period of 45 minutes or one hour.
PURPOSES
• It demands adequate consideration of goals and objectives, the selection of subject
matter, the selection of teaching learning methods, planning of activities and planning of
evaluation devices
• Keeps the teacher on the track, ensures steady progress and a definite outcome of
teaching learning process
• Teacher looks ahead and plans a series of activities with an intention to modify
student’s attitudes, habits and abilities in desirable direction.
• Prevents wastage of resources
• Helps to carry out teaching activity in a systematic manner
• Encourage proper organization of subject matter
• Prevents haphazard teaching through eliminating disorder and other ills of thoughtless
teaching
• Provides confidence and self reliance to the teacher
• Ensure that the teacher does not “ dry up” or forget the vital point
• Serves as a check on unplanned curriculum
• Provides a framework to carry out the teaching at a suitable rate
• The hierarchy of lessons will be well-knit and interconnected
• Continuity assured in educative process
• Needless repetition is avoided
PRINCIPLES
• The lesson plan is to be used as a guide rather than as rule of thumb to be obeyed blindly
• The teacher must have mastery of and adequate training in the topic from which the
subject matter has been selected for a certain lesson.
• The teacher must be fully conversant with new methods and techniques of teaching
nursing The teacher must know her students thoroughly and organize the materials in a
psychological rather than merely a logical fashion.
• The teacher must ensure active student participation
• Different teaching learning methods have to be employed to avoid monotony
CHARACTERISTICS OF A GOOD LESSON PLAN
• It should be written
• It should have clear objectives
• It should be linked with previous knowledge
• It should show the techniques of teaching
• It should show the illustrative aids
• It should contain appropriate subject matter
• It should be divided into sections
• Provision for activity
• Provide for individual differences
• Flexible
 • Indicate the summary
• Refer to the resource material
• Include assignments for students
• Provide for self evaluation
APPROACHES TO LESSON PLANNING
1. The Herbartian approach
• This approach generally known as Herbartian five steps approach propagated by
J.F.Herbart (1776-1841) and his followers.
A. Preparation
• The teacher must prepare the students to receive new knowledge.
• Knowledge is to be linked with the previous knowledge of the students.
• Preparation in fact, means the exploration of the pupil’s knowledge, which leads to the
aim of the lesson.
• Teacher’s skill lies in leading the pupils to see that their knowledge is incomplete and
that to conquer lies before them.
How to start a lesson?
• By testing of the previous knowledge of pupils and introducing the lesson with projecting
some aids or telling some stories
• By asking questions that may reveal their ignorance, arouse interest and curiosity to
learn the new matter.
• Through the use of chart, maps or pictures.
• Through skillful conversation. It should be noted that this step should not in any case
take more than five minutes
B. Presentation and development
• The teacher will take the aid of various devices, e.g., questions, illustrations, explanation,
expositions, demonstration and sensory aids, etc.
• The following principles should be kept in mind:
• Principle of selection and division
• Principle of successive sequence
• Principle of absorption and integration
C Association and comparison
• New ideas or knowledge be associated to daily life situations by citing suitable examples.
 D. Generalization
• Comparison and contrast lead to generalization.
• An effort should be made to ensure that students draw the conclusions themselves.
• It should result in students' own thinking, reflection and experience.
E. Application
• apply the principles learned to new situations
2. Gloverian approach
• A. H. T. Glover proposed a four-step learner-centered approach:
Steps:
A. Questioning- Teacher or student asks question relating to a problem. Teacher
presents the problem in such a manner so that the students become curious to know the
answer.
B. Discussion -Various aspects related to question are discussed in the class and
interaction becomes meaningful.
C. Investigation -Teacher acts as helping hand and guides the students so that the
investigation becomes fruitful
D. Expression or Pupil activity
Students present the result of their efforts and teacher guides further if required
It is classified into

Passive-emphasis is on observing and listening

Active –activities may take form of drawing, craft work etc..

Artistic or Recreative -this includes music, dance and acting

Organizational-this aspect may be present in the above activities.
This implies individual , group or committee organization
3. The Evaluation approach
• Bloom’s evaluation approach involves the following systematic steps of the lesson
planning:
• Formulation of objectives in behavioral terms
• Learning experiences- teacher and student activities, teaching aids
• Evaluating learning outcomes
•
4. RCEM Approach
This approach to lesson planning has been developed at Regional College of Education,
Mysore
 • a) Input: In this step, the entry level behaviour of the students is examined. Instructional
objectives are specified in behavioural terms.
• b) Process: This step is concerned with the presentation of content matter. It corresponds
to interaction process of the classroom. Activities of teacher and students are involved in
this process.
• c) Output: This is the evaluation phase of the lesson. Teacher uses various evaluation
techniques to know the extent of achievement of instructional objectives.
STEPS IN LESSON PLANNING
1. Planning
 formulation of objectives
 selection of content
 selection of teaching learning methods
 selection of audiovisual aids

2. Preparation or introduction
 Introducing the lesson in an interesting manner and preparing to receive new knowledge
 Use different methods and techniques
 Awareness regarding the previous knowledge of students is essential

3. Presentation
• Teacher and student actively engage in teaching learning process
• Objectives largely attained at this stage
• Use various teaching aids
• Employ multitude of teaching skills
• Give importance for generalization and application
4 .Recapitulation or closing stage
• Planned repetition, giving assignments, evaluating pupil’s progress and diagnosing pupil
learning difficulties and taking remedial measures
TYPES OF LESSON PLAN
• Highly structured lesson plan
• Loosely structured lesson plan
DIFFERENCES BETWEEN COURSE PLAN, UNIT PLAN & LESSON PLAN
Course plan Unit plan Lesson plan
1. Refers to the 1. plan of organizing learning 1. A plan prepared by a
configuration of the course experiences and strategies to teacher to teach a lesson in
or a subject teach specific topics in a unit an organized manner.

2.developed based on the 2. developed based on course 2. Developed based on unit

syllabus plan plan
3. Consist of a course or 3. Consist of a unit that 3. Consist of a lesson to be
subject with many units contain many lessons dealt in one or two hours
4. More comprehensive and 4. comparatively narrower 4. comparatively narrower
wide in scope scope scope
5. Prepared by the faculty 5. Prepared by the faculty who 5. Prepared by the faculty
who co-ordinates the subject deals with the topic who takes the lesson in the
or course class
6. Less specific in relation to 6. More specific in relation to 6. Very specific in relation to
the content of the unit the content the content
7. Individual differences of 7. Individual differences of 7. Individual difference of
students are not much students are considered each student has to be
considered considered

DAILY PLANNING / TEACHING PLAN

•  A daily plan is the roadmap followed by the instructor to facilitate successful learning of
the program objectives.

• A daily plan should be completed for each scheduled date of training.

PURPOSES
• To guide the teacher in the pursuit of teaching objectives and activities.
ELEMENTS OF A GOOD DAILY PLANNING
1. Objectives
• state clearly the outcome to be achieved
• Student teacher centered objectives should be related to previous work.
• Relate each class session to the previous work of the course
2. Selection and organization of subject matter
• Appropriate teaching learning activities
 • A-V aids
• Assignments
• References
• types of evaluation
DEVELOPMENT OF DAILY PLAN
• Daily Plan should be used as a basis for continuous growth and development.
• Change daily class plan according to the learning situation.
• adapt the daily plan related to the student needs and abilities.
• Special work- daily plan should provide students who required special work.
• New teacher should use more detailed daily plans.
• Teacher should have enthusiasm for making a satisfactory presentation
TEACHING SKILLS
• A teaching skill can be defined as a set of teacher behaviors which are specially effective
in bringing about desired changes in students.
Teaching skills in different stages of lesson
1. Planning stage
• Writing instructional objectives
• Selecting the content
• Organizing the content
• Selection of audio- visual material
2. Introductory stage
• Creating set for introducing the lesson
• Introducing the lesson
3. Presentation stage
a) Presentational skills
• Pacing the lesson
• Lecturing
• Explaining
• Discussing
• Demonstrating
• Illustration with examples
• Using teaching aids
• Stimulus variation
• Silence & nonverbal cues
• Reinforcement
B) Managerial skills
• Promoting pupil participation
• Recognizing attending behavior
• Management of the class
4. Closing stage
• Achieving closure
• Planned repetition
• Giving assignments
• Evaluating pupil progress
• Diagnosing pupil learning difficulties and taking remedial measures
SPECIFIC TEACING SKILLS
1. Skill of stimulus variation
• Teacher movements
• Focusing behavior
• Changes in speech patterns
• Changing interaction
• Shifting sensory channels
2. Skill of explanation
• Continuity
• Simplicity
• Explicitness
3. Skill of reinforcement
4. Skill of promoting student participation
5. Skill of using examples
6. Skill of questioning
 QUESTIONING
• “ I keep six honest serving men,
They taught me all I know,
Their names are what and why and when,
And how and where and who.”
FUNCTIONS
• Social value
• Psychological value
• Educational value
• Teaching value
THREE LEVELS OF CLASS ROOM QUESTIONS
A. Lower order cognitive questions
• Recall- examples
•When was Jawaharlal Nehru born?
•Define force
•What are the laws of gravitation?
•Recognition
• Which words in this sentence are adjectives?
• What is this? ( showing a barometer in the class)

B. Middle order questions

• Translation
• What does this model represent?
• Define state in your own words?
• Comparison
• Compare city life and village life?
• Explaining relationships
• How is price related to demand and supply?
• Application
 • Considering natural sources and climatic conditions of this place, which industry can
come up here?
C. Higher order cognitive questions
• Analysis
• Does the evidence support the generalization that farmers in India are in debt?
• Synthesis
• What sort of life do you expect without printed materials?

CLASSIFICATION OF QUESTIONS
• Introductory or preliminary questions
• Developing questions
• Recapitulatory questions
• Evaluating or testing questions
FRAMING QUESTION
• Avoid these
• Questions inviting yes/no answer
• Questions having several equally good answers
• Do not use questions beginning- “who can tell me…….?” or “Does any one know…..?”
• General questions that are vague and aimless
• Leading questions / rhetorical questions
• Suggestive questions: “ Was Sardar Patel an iron man?”
• Leading questions: “ Do you know Subash Chandra Bose was the founder of the Indian
National Army?”
• Echo questions: “Gautam Budha was born at Lumbini. Where was Mahatma Budha
born?
• Avoid “ Can anyone answer this question?”
KEY FACTORS FOR EFFECTIVE QUESTIONING
• Structuring
• Pitching and putting clearly
• Directing and distributing
• Prompting and probing
 • Pausing and pacing
• Listening and responding
• Sequencing
• Be pleasant
COMMON ERRORS IN QUESTIONING
• Asking too many questioning at once
• Asking a question and answering yourself
• Asking questions only to the brightest or most likable students
• Asking a difficult question too early
• Always asking the same type of question
• Asking questions in a threatening way
• Not using probing questions
• Not giving students time to think
• Not correcting wrong answers
• Ignoring answers
• Questions given in regular order around the class
• Rapid fire questioning
CATEGORIZATION OF ANSWERS
• Right and correct answers
• Correct but incomplete
• Partially correct
• Wrong but intelligent
• Ridiculously wrong
• Mischievous
HOW TO DEAL WITH ANSWERS?
• Appreciation and respond based on the type of answer
• Analysis of wrong answer and correct it
• Encouragement of children
• Discourage answers given in unison
• Observance of courtesy
• Encouragement to shy and submissive students
• Repetition of good answers
• Never go near the student to hear the answer, make the student talk loudly
ASSIGNMENT
• A sort of self study which supplements class room teaching
• Success depends on amount of independent work done by student
GUIDELINES
• Suggest references and elaborate hints
• Should preferably arise out of activities, needs and interest of students
• Must motivate, remove doubts or misunderstanding and develop insight
• Task of assignment should be clear
• Not possible to achieve desired results by indefinite, vague and lengthy assignments.
• Date of submission should be intimated clearly
PRINCIPLES
• Should correlate with previous knowledge and experience
• Should motivate the students
• Should be relate to purpose
• Should challenge not threaten
• Should provide for individual difference
TYPES
• Preparatory assignments
• Study assignment
• Revisional assignment
• Remedial assignment
PLANNING ASSIGNMENTS
• Force student to use their analytical power and not just copy someone’s else ideas from
literature
• Creative
• Solve problems in the real world of nursing
• Keep the student’s workload in mind
 • Read all student work carefully
• Grades and comments
REFERENCES
 Sankaranarayanan,B.Sindhu B Learning and Teaching in Nursing,3RD edn Calicut
Brainfill ;2009:54-56
 Pramilaa R. Nursing communication and educational technology. I edn New Delhi
Jaypee. ;2010:188-190
 George AK, Nursing education- Foundations for practice, revised edition. Newdelhi: B I
publications, 52-53
 Ezhilarasu P, Educational technology- Integrating innovations in nursing education, 1
edn. Haryana. Wolters Kluwer Health;2017: 65-68
 Aggarwal LC, Principles, methods an dtechniques of teaching, 2nd edn, , New Delhi,
Vikas Publishers ;2005;322-340