EFFECTIVE LESSON PLANNING
Prof FH Mfidi
INTRODUCTION
AIM OF THE PRESENTATION
To provide guidelines regarding effective lesson planning
and the criteria used to assess lesson plans.
OUTCOMES
At the end of the presentation, the students should be
able to:
State the importance of planning a teaching session/lesson
Plan a lesson effectively and creatively, using a variety of
teaching strategies appropriate to student needs, desired
student outcomes, content and context
Incorporate information technologies/media effectively to
support the teaching-learning process
Use a variety of strategies to assess and evaluate learning in
the cognitive, psychomotor, and affective domains
LESSON PLANNING
Important questions to ask
Why should I prepare a lesson before teaching?
Who am I preparing the lesson for?
What generally do I, as a teacher want to achieve from the
lesson?
Does this fit with what the learners have previously been
learning?
Does this fit with what the learners should be able to do?
How do I plan for assessment of the lesson?
WHY SHOULD I PREPARE A LESSON
BEFORE TEACHING
THE IMPORTANCE OF LESSON PREPARATION
(Refer to your prescribed book: Killen & Hattingh 2022)
WHO AM I PREPARING THE LESSON FOR ?
Target group
an individual or a group of students for which a lesson is planned
Through target group analysis, you will receive a description of the
people for whom you are planning the lesson iro
the traits that characterise them.
their interests, habits and values.
the knowledge and experience they already have
their learning needs and learning styles
TARGET GROUP
For which nursing programme am I preparing the lesson?
Diploma in nursing (general, psychiatric and community) and
Midwife (R425, 1985; paragraph (iii) as amended. This could
nursing programme in another country
Level of training: Second year
Subject: General Nursing Science and Art II
Theme: Peptic
Topic: Nursing care of a patient with Peptic ulcers
Duration: 40mins
PHASES OF THE LESSON PLAN
Introduction
Outcomes
Testing/ assessment of prior/pre-knowledge
Exposition of new content
Summary
Evaluation
Assignment
INTRODUCTION OF THE LESSON
• Relevant to the topic, brief and concise,
stimulating/catching students attention
• Apply the following teaching-learning principles such as
teaching from:
– Known to unknown
– General to specific/specific to general
– Active participation
• Choose appropriate the media to use for the introduction
• Plan time to spend on the introduction
OUTCOMES
What is to be learned as a result of the lesson?
Should state what the learner should be able to do
Relevant to the topic
Measurable; use of action verbs
Realistic/attainable within the allocated time
Must have qualifiers
Learning outcomes should be able to be assessed
FORMULATING OUTCOMES
Levels of cognitive Appropriate action verbs
domain
Knowledge /Recall Define, list, name, identify
Comprehension Explain, describe, differentiate between, cite
/understanding examples
Application Illustrate, apply, locate, demonstrate, relate, in
own words
Analysis Analyse, calculate, categorize, compare,
conclude, deduce, diagnose, distinguish
Synthesis Choose, assess, revise
Evaluation Arrange, design , develop, formulate
OUTCOMES
Guidelines: meaning of active verbs used in formulating outcomes
LEVELS
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
ASSESSSMENT OF PRE-KNOWLEDGE
Learning assumed to be in place
Assess previous , existing knowledge relevant to the topic
to act as anchor for the new knowledge
Teach from the known to the unknown
Plan realistic time to spend on this phase
Plan questions to use to test prior knowledge; using active
verbs
Plan appropriate media to use during this phase
EXPOSITION OF NEW CONTENT
Arrange content systematically using the framework for
content of a formal lecture
Sequence : use the sequence of outcomes
The content should be up-to-date & relevant to the topic
Determine the aspects of the content/ concepts to be
explained and how should it be done
Plan the time for delivery of the new content; 25 minutes for
a 40 minutes lecture & 6 minutes for a micro-lesson
Formulate questions to ask, and indicate in the plan when
the questions will be asked
Plan the appropriate media to use during this phase of the
lesson plan
FRAMEWORK FOR CONTENT OF A
FORMAL LESSON
Definition
Classification/ aetiology
Incidence
Pathophysiology
Clinical manifestations
Diagnostic tests/studies
Management : medical
Nursing care plan
SUMMARY
Summary of main points
Indicate the media you intend to use for the summary
NB! Summary is different from a conclusion
PLANNED ASSESSMENT OF THE LESSON
Assessment is an integral part of the lesson
Pre/ before the lesson
What methods are you going to use
Media & technology : appropriate & proper function
During the lesson
Pre-knowledge, understanding
Methods used: question & answer technique
Media
Post lesson
Outcomes achieved?
ASSIGNMENT
Reason for an assignment : enrichment and NOT on the
work covered by the lesson
Clear instructions given
Sources given for the assignment
Time frames
RESOURCES / MEDIA
Identify and design appropriate resources/ media to use
for the lesson
Indicate where (during which phase of lesson) will it be
used
Indicate how will it be used during the lesson (for
instance:- assessment of prior knowledge, testing the
understanding of content as the lesson proceed, explaining
the content, actively involving the learners or for
evaluation of the lesson at the end.
EXAMPLES OF MEDIA
Prescribed and recommended books
Journal articles
Worksheets/handouts
Posters
Models/Realia
Writing board
Audio/Video
CD-ROM/Internet resources
PCs; slides / Powerpoint presentations
RESOURCES: MEDIA & TECHNOLOGY
Guidelines for Selection
Guided by outcomes and teaching strategies
Used to enhance understand / explain content
Use a variety of them
Integrated throughout all phases of the lesson
Visible, neat and not crowded
ADDITIONAL INFORMATION
Hunter’s 7 steps approach to lesson planning:
Getting Students Ready to Learn
Anticipatory Set - focus attention, gain interest - the "hook“; connect
new to known; Stating the outcomes
Instructional strategies
Input
Checking for Understanding
Check for understanding
Guided practice - provide feedback without grading
Independent Practice
Independent practice - usually for a graded assignment
CONCLUSION
The effective teacher is one who teaches to an objective, at
the correct level of difficulty and then monitors and adjusts
instruction to maximize student learning (Hunter 1982)
