Pedagogy of a School subject

Part – I
B.Ed., First Year
Unit – II
Planning for Instruction
Presented by:

Dr. K. Muthusamy
Principal,
Annai Fathima College of Education,
Kumbakonam
 Introduction
Planning means making decisions
about what information to present, how
to present the information, and how to
communicate realistic expectations to
students. Planning is an important part of
teaching and learning process. We can
be achieved the goal if planned in the
proper manner.
 Plan
- Plan refers to arrangement
for future action

Planning
- It is a continuous process
Methods of planning
 Year plan
• Planning for the whole year is called year
plan
• It helps to the teacher for formulate the
objectives
• To provide good teaching and learning
process.
• To adopt the best evaluation techniques
• It includes units to be taught in the subject,
objectives to be realised through units,
number of periods available to teaching and
test.
 UNIT plan
• Planning for a whole unit is called unit
plan
• It is a large subdivision of subject
matter.
• The has to reorganize the subject
matter into suitable units.
• It should organize similar type of
content
 STEPS IN UNIT plan
1. Content Analysis
- subject matter is an orderly sequential
manner
- simple to complex, abstract to concrete
level
- should select suitable method of teaching

2. Objectives and Specifications

- To find out the objectives and

specifications
3. Learning Activities
- Organize the activities to arrive the
listed objectives

4. Evaluation
- To know whether the listed objectives
are achieved or not.
- It is the evidence of achievement.
 LESSON plan
• Planning for a particular unit is known
as lesson plan
• Lesson plan is a teacher mental and
emotional visualization of classroom
activities.
• We should concentrate on the lesson
plan after the planning of the units.
• A teaching outline of the important
points of a lesson arranged in order.
 Lesson Plan
– Is a blue print
– Is a guide map for action
– Is a creative piece of
work
– Is a comprehensive chart
of classroom teaching
– Is a systematic approach
 Importance of Lesson Plan
• Utilize the available resources in the best
manner
• Teach the lesson in a logical sequence
• Can achieve the desired aims/objectives\
• Use the suitable methods and techniques.
• Lesson plan based on the objectives of
teaching.
• give the best learning experiences
• Definite aim for each days‟ work
Principles of Lesson Planning:
To make ones teaching successful and effectives a
teacher plans the lesson,
prepares it and puts down his plan in the form of lesson
note. In this process of
lesson planning, the following principles are to be
followed:
(i) Selection of suitable subject matter.
(ii) Presentation of the selected material in an organized,
orderly for effective learning.

(iii) Learner activities and participation in the teaching-

learning process.

(iv) Attainment of objectives and its evaluation.

 Origin of Lesson Plan
• The origin of lesson plan is from Gestalt psychology.
Gestalt theory of learning has a great influence on
human learning.
• There are two approaches of teaching plan.
• The first approach is propounded by Herbart. He
stresses on the content and information‟s in a plan.
• The second approach is given by John Dewey and
Kilpatrick. They have emphasized on the
experiences of learner rather than information.
• B.F. Skinner has provided a recent approach to the
teaching-learning plan. He stresses on the
modification of behavior
There are various forms of written
lesson plan in our country and abroad
but we are considering the following
concepts for using the lesson plan
writing

1. Herbartian approach to lesson

planning

2. Bloom‟s Taxonomy
• He was a German philosopher
and psychologist
• He believed that new ideas, when
properly presented to the
students become linked to
existing ideas and form a system
of associated ideas.
• He is also known as father of
scientific pedagogy.
 Herbartian Approach
Involves the following steps
1. Motivation or Preparation
- A process of relating
new material to be learned to
relevant past ideas or
memories in order to give
the pupil a vital interest in
the topic under
consideration.
- prepare the students to
get the new knowledge.
 2. Presentation/
Development of
the Lesson
It is the key step and only through
which the actual process of teaching is
going to take place. Here the aims of
the lesson should be stated clearly and
the heading should be written on the
blackboard. We have to provide
situation for both the teacher and the
students to participate in the process
of teaching and learning.
3.Comparison
or Association

Thorough assimilation of the new idea

through comparison with former ideas
and consideration of their similarities
and differences in order to implant the
new idea in the mind.
4.Generalization
This step is
concerned with
arriving at some
general ideas or
drawing out the
necessary
conclusions by
the students
 5. Application

In this stage, the teacher makes

the students to use the understood
knowledge in an unfamiliar
situation i.e applied in new
situations
6. Recapitulation (Sum up)
This stage is meant
for the teachers to
know whether
students have
grasped and
understood these
concepts taught or
not.
 Instructional
Objectives
• It is an end point of possible
achievement.
• Objectives help the teacher to know the
way in which he/she has proceed.
• Objective is very important in all the
fields including education.
• An objective is a part and parcel of an
aim
 Bloom‟s Taxonomy of
Educational Objectives
In 1956, Benjamin Bloom with
collaborators Max Englehart, Edward
Furst, Walter Hill, and David Krathwohl
published a framework for categorizing
educational goals: Taxonomy of
Educational Objectives. Familiarly
known as Bloom’s Taxonomy,
 What is it???
• Bloom‟s Taxonomy is a chart of ideas

A Taxonomy
is an
Named arrangement
after the of ideas
creator, or a way
Benjamin to group
Bloom things
together
Who is Dr. Benjamin Bloom??

• He was a teacher,
thinker, & inventor
• He worked at a
college
• He created a list
about how we think
about thinking… you
may want to read
that again!
 Classification of Bloom‟s
Taxonomy
I. Cognitive Domain
- it refers to thinking, knowing, problem
solving.
II. Affective Domain
- It includes objectives involving interest,
attitudes and appreciates.
III. Psycho Motor Domain
- It relates to actions and involves
physical and mental skills.
 I. Cognitive Domain
• There are six levels of Knowledge
learning according to
Dr. Bloom
Comprehension
• The levels build on one
another. The six levels
all have to do with Application
thinking.
• Level one is the lowest Analysis
level of thinking of
thinking
Synthesis
• Level six is the highest
level of thinking
Evaluation
 1. Knowledge
• Lowest level of • For e.g., Write a list
cognitive domain
of vegetables
• It includes recall
and recognize of
information such as
specifies, facts,
methods and
processes etc.,
• Described as
memory
 2. Comprehension or
Understanding
• understanding
information
• grasp meaning
• translate knowledge
into new context
• interpret facts,
compare, contrast
• Relates to use of
ideas
 3. Application

• use information and

applies his/her
knowledge and
understanding
• use methods,
concepts, theories
in new situations
• solve problems
using required skills
or knowledge
 4. Analysis
• It means break
down of the
materials into its
constituent parts
• seeing patterns
• organization of
parts
• identification of
components /
analysis of elements
or relationship
 5. Synthesis
• It is just the
opposite of
analysis
• Putting together
the elements and
parts
• use old ideas to
create new ones
• generalize from
given facts
 6. Evaluation
• It involves
judgments in terms
of internal evidence
as well as external
criteria.
• compare and
discriminate
between ideas
• assess value of
theories,
presentations
• It is complex stage
Revised Bloom‟s Taxonomy
II. Affective Domain
 II. Affective Domain
1 Receiving Awareness, willingness to hear,
selected attention.
2 Responding Active participation on the part of the
learners. Attend and react to a
particular phenomenon.
3 Valuing It implies perceiving them as having
worth or value and it includes
acceptance of value, preference for a
value and commitment.
4 Organizing It involves building up of organizes
system of values
5 Characterizing Has a value system that controls their
behavior. It becomes lifestyle with
him.
III. Psycho Motor Domain
 III. Psycho Motor Domain
1 Imitation It refers to skill of repeating the actions
and skills of reflective thinking

2 Manipulation Skill to operate specific

activities
3 Precision Skill of experimentation /
précised movements
4 Articulation Skill of logical thinking and
reflective thinking
5 Naturalization In due course it becomes in our habit.
Skill of attaining success and multiple
actions
 Steps of Lesson Plan as per
TNTEU
1. Instructional Objectives
2. Teaching Aids
3. Previsous Knowledge of learner/
Motivation
4. Development of the Lesson
i) Content ii) Specifications
ii) Learning Experiences. iv) Evaluation
5. Follow up work
• GIO (Instructional Objectives)
GIO‟s are derived from the terminal
behaviours of the students are
expected to displayed as a
consequence of receiving
instruction
• SIO (Specifications)
SIO‟s are derived from the learning
outcomes. Changes in the
behaviour of the students are called
SIO.
GIO‟s can be transformed into SIO‟s
Criteria for writing GIO’S & SIO’S
GIO‟S SIO‟S
1. It is stated in general 1. It is stated in specific
2. It contains non behavioural 2. It contains behavioral verb
verb 3. Reflect the terminal
3. We can't measure or observe behaviour of the learner in
directly specific terms.
4. GIO‟s should include content 4. Changes of behavour in
terms of content
5. GIO‟s should be based on 5. SIO‟s should be based on
students centered & not students achievement
teachers centered
6. It should be based on 6. It should be based individual
individual student students achievement
7. It should be based on one 7. It should be based on one
skill only ( one ability i.e., activity only ( i.e classify,
Knowledge, understanding, compare, explain …)
applies)
Four Columnar Lesson Plan
Content • What to teach

Specifications • Why to teach

Learning
Experiences • How to teach
• What students have
Evaluation achieved
• How for it is taught
 Structure of a Four Fold Lesson Plan
Content : What to teach
- teacher should elicit the content to be taught
Specification of Behavioural Outcomes : Why
to teach
- should be based on the students achievement
Learning Experience: How to teach
- Teacher provides various activities for teaching and
get active participation of the students
- Methods and learning activities
Evaluation: What students have achieved
How for it is taught
-Testing the achievement of the students
-measuring how for it is taught?
Format of Lesson Plan
 Test
• Tests are the tools, which
measure the quality and
quantity of performance of
the learners.
• A test is a systematic
procedure for measuring
an individual‟s behavior .It
is a formal and systematic
way of gathering
information about learners‟
behaviour.
Measurement
-is the process of assigning
symbols to dimensions or
phenomena
- is a quantitative description of
a phenomenon.

Evaluation
- it takes into consideration
both quantitative and
qualitative changes
 Achievement Test
- used to measure the achievement
of the students in a subject.
- It measure the quality and quantity
of learning attained in a subject
after a certain period of instruction
- to analyse individual‟s
performance
- An achievement test is a test of
developed skill or knowledge.
 Definition of
Achievement Test
“A systematic procedure for determining
the amount a student has learned
through instructions” – Groulund
Types of Achievement Test
 Standardized Test
- carefully
constructed by the
experts which have
uniformity
procedure in
scoring,
administering and
interpreting the test
results
 Teacher Made Test
-They are made by the
teacher himself/herself to
measure the achievement
of his/her pupil from time
to time.
-Teachers can assess the
strengths and
weaknesses of the
students.
 Oral Test
• To measure the subject matter
achievement daily and continuously
• To attract the attention of the students.
Practical Test
• To develop appropriate professional
skills over a period of time with
consistent practice.
• Practical Test is conducted to assess
practical knowledge of the candidate.
There are various ways to assess
candidate knowledge.
 Written Test
Essay Type Test
- Students are expected to
answer for the
questions in the form of
essay, i.e., free response
test item.
- To find out whether the
students know
information clearly.
- To find out able to
present and explain
 Merits of Essay Type Test
• Easy to prepare
• Largely eliminate guessing
• It refers to recognize, recall, organize
and express ideas

Limitations of Essay Type Test

• Can‟t identify and distinction the slow
learners, average learner and talented
• Lack of reliability and objectivity
• Chance to memorize and write
Short Answer Type Test
• Students are expected to answer for
the questions in the form of few
sentences or words
• Questions can be framed to ask what
we actually want to ask.
• It has less reliability and objectivity
 Merits of SATT
• Quick and easy to write
• No opportunity for guessing
• Easy to construct

Limitations of SATT
- it leads to rote learning.
- There can be time management issues
when answering Short Answer Questions
Objective Type Test
- Questions are to be
written in one or two
words , underlining,
putting a tick
- Evaluated very easy
and objectivity
- There is only one
correct answer
 Merits of OTT
• Can be asked from nook and corner.
• More reliable and valid
• Can easily scored
• Higher diagnostic value
Limitations of OTT
• Difficult to prepare
• Guessing is possible
• Measure factual knowledge only
 Types of OTT
Recall Type
Simple Recall
Answer in a word
Completion Type
Fill in the blanks
Recognition
Type
Multiple Choice Type

Matching Type

True or False Type

Grouping Test
 Construction of Test
Formative
- to improve the learning of the students
- is typically conducted during the
development or improvement of a program
or course.
Summative
- involves making judgments about
the efficacy of a program or course at
its conclusion.
 Steps for construction of Test

1. Planning the Test

- achievement of the students in terms of

the objectives viz., knowledge,
understanding, application and skill
- Specifying the content
- Types of test items should be decided
- Marks and duration should be finalized
2. Preparing the Test

- Weightage must be given t the

objectives, content, type of
questions in terms of marks
and difficulty level.
3. Preparation of
the Blue Print

Blue print is a three

dimensional chart - weightage
to objectives, content and type
of questions.
4. Preparing the
Question Paper
• Prepare the question
paper on the basis of
the blue print.
5. Administrating
the Test
It should be
administered to the
particular students.
6. Scoring key of the Test
• To prepare scoring key and marking
scheme for the question paper
• It contains the answer for objective and
short answer type of question and in
case of E.T state the point,
explanations, equations and diagrams.
etc.,
 7. Evaluation of the Test
• Result should be interpreted and
evaluated.
• Result should be compared with the
blue print
 CONCLUSION
The planning aspects of teaching is
so important that it alone can
determine the failure or success of
teacher.
Achievement tests include providing
a snapshot of student performance,
serving as a tool to determine needed
educational resources and providing a
convenient method to measure
progress.
References:

Mangal S.K.,(2002). Teaching of Physical and Life Science. New Delhi:Arya

Book Depot
Kochhar.S.K. (2006). Teaching of Social Science, New Delhi: Sterling
Publishers.
Mangal.S.K. and Uma Mangal. (2008). Teaching of social studies, New Delhi:
PHI Learning Pvt. Ltd.
Anderson, L.W.(2001). A Taxonomy for Learning, Teaching, and Assessing: A
revision of Bloom's Taxonomy of Educational Objectives.New York: Pearson,
Allyn & Bacon.
http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/math
.pdf
Aggarwal, J.C. (1996). Principles, methods and techniques of teaching, Vikas
Publishing House Pvt. Ltd., New Delhi.
Bloom, B.S. & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives:
The Classificationof Educational Goals, Handbook I: Cognitive Domain. NY:
Longmans, Green.
Panneerselvam. A. Teaching of Physical Science, Shantha Publishers, (2005)
Bhatia,K.K.(1985), „Measurement and Evaluation in Education, Prakash
Brothers, Ludhiana.
https://www.slideshare.net/athirarajan94/ppt-achievement-test