GENERAL METHODS OF

TEACHING
CODE: 8601
UNIT-2
LESSON PLANNING
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
Contents
1. Introduction
2. Objectives
3. Need of Lesson Planning
4. Approaches to Lesson Planning
5. Course and Unit Planning
6. Daily and Weekly Planning
7. Steps in Lesson Planning
8. The Lesson Plan Format
1. Introduction

A lesson plan is a teacher’s guide

With the help of it;
• The teachers discover the system that works best with them.
• It ideally facilitates student learning.
A detailed plan of teaching has;
Objectives
Teaching goals
Teaching methods; method of delivery and procedure
Activities
Assessment forms
It reflects;
what a teacher wants to achieve in each class? and
how?
Planning a lesson
• helps a teacher to control class time, its effective use
A road map of the instructions
what will be taught and how it?
What will be done during the class time
guide the instruction.
to describe the preferences of the, subject being covered,
activities
ensure the progress of the students
reflects the interests and needs of students.
formulate in behavioral terms (indicate the change in behavior).
teaching methodology and
Teaching techniques to achieve the objectives
The evaluation procedures
Lesson planning is beneficial as;
to get rid of problems or avoid them.
a reality check of everyday performance.
improves the teaching skills.
teacher is organized during teaching.
include the interesting facts to attract the students’ attention.
4. Process of lesson planning
Pre-Planning Stage
According to The Center of Excellence in teaching (1999) recommends
that the answers to the following;
1. What are my objectives for this class?
2. Why is this material important?
3. What content will be covered in the particular class?
4. What content needs to be conveyed?
5. What will students need to know to meet the goals and objectives laid
down in the course?
6. What content is most essential for them to understand?
5. Designing a Lesson Plan
There are three main elements to a lesson plan that most of the
teachers use;
1. Introduction: warm-up, outline, summarize previous lesson,
questions,
2. Development: instructional methods as; lectures, discussions, labs,
collaborative learning, etc.
3. Conclusion: Summarize the main points and explain how they relate
to the course, Next lesson, Recapitalize
6. Approaches to Lesson Planning
The common style of lesson planning contains the following basic
elements:
• lesson objectives (3-5)
• Content to be covered
• Activities (lecture, group work, problem-solving, etc.)
• Resources and materials needed (including technology)
• Timing
• Out of class work and assessment
7. lesson planning models
Three lesson planning models are most popular in lesson
planning
1. Gagne’s frame work for instructional development,
2. Hunter’s seven steps of lesson planning and
3. The 5 E's lesson planning model
i. Gagne’s framework
Gagne’s an educational psychologist identified nine instructional events
1. Gaining attention:- Students attention is gained towards the lesson.
2. Informing learners of the objective
3. Stimulating recall of prior learning:-
4. Presenting the content
5. Providing learning guidance
6. Providing opportunities to practice
7. Providing feedback (information about how to improve)
8. Assessing performance (exam, tests, papers)
9. Enhancing retention and transfer
ii. Madeline Hunter’s Seven
Steps Lesson Plan
Hunter developed a seven steps
1. Getting Students Ready to Learn
• Review:- prior learning
• Protective Set:- focus attention, gain interest, knowledge, experiences
of the students
• teacher connects the previous knowledge and experience of the
students to the new topic/concept.
• Stating the objective
2. Instruction: Input and modeling
3. Checking for Understanding; Check for understanding, Guided
practice
4. Independent Practice; Independent practice (usually for a graded
assignment
iii. 5 E’s of Lesson Planning
This model is based on the ideas of constructive learning.
Learning theory of Constructivism states that learners construct new
ideas or concepts on the basis of their current/past knowledge.
The 5 E's Lesson Planning Model;
1. Engage: connection between learned and new knowledge
2. Explore - go through the learning process to solve the problems.
3. Explain – the student gets an opportunity to explain the learned
concepts
4. Elaborate – the teachers can enhance students’ knowledge, expand,
concepts, and asking them to apply it to other situations.
5. Evaluate – evaluation of learning is an on-going (continuous) process,
teacher and learner, evaluation techniques learning outputs, and
assessments results.
8. Course and Unit Planning
There are steps to design course units;
1. determine the needs of learners,
2. consider designing and planning the course
3. Decide a topic
4. Determine objectives
5. Identify learning outcomes- (the desirable results)
6. Determine assessment
7. Design learning experiences
8. organize material- the content
9. evaluation mechanism-evaluation
Deciding on a Topic; Consult students
• What topics?
• What is students' interests?
• past works and why?
• Developing courses or modification
• Needed activities, exercises, problems,
• Appropriate mode of assessment
Planning Backwards; Steven Covey said, Begin with the end in mind
while planning a course, the best place to start is at the end.
• what students expected to achieve from a course
• how material can be organized and
• delivered to reach this end.
• Overarching Goals; When my students leave my class at the end of
this course, what are the essential understandings that I want them to
take away? p-59
Learning Outcomes; goal break this into identifiable and manageable
units of achievement, i.e. learning outcomes.
what a learner is expected to know, understand and/or be able
to demonstrate after completion of a process of learning.
Levels of Abstraction; In the 1950's Benjamin Bloom created taxonomy
for categorizing;
• levels of thinking
• categorised learning outcomes and,
• assessment questions.
Later on 1990's, Anderson and Krathwohl (2001) revised the taxonomy
made more relevant to the twenty-first century. P-60
Bloom’s taxonomy
Writing up Outcomes; At the end of this course students should be
able to:
• Define...
• Summarise...
• Demonstrate...
• Analyse...
• Critique...
• Integrate... p-61
Discussion of Outcomes; At the beginning of a course, learning
outcomes should be discussed with students
Check of Understanding;
Assessment
Planning Content
Evaluation; the collection of feedback on a course to determine
• how the course content and presentation has been received.
Evaluation is essential in ensuring quality control.
• Feedback received in this way provides information on the:
• Standards of the course
• Materials distributed
• Delivery methodologies used
• Nature of the group dynamics
• Ability of students to transfer/apply knowledge gained p-63
Course Descriptions
• to write up a course description.
• information and/or marketing purposes.
• The language used in course brochures should be clear and concise
and free of jargon or terminology which might confuse or intimidate
the learner. p-64
9. Daily and Weekly Planning
• create enough time for meeting multiple responsibilities.
• time for teaching exercises, such as collecting and organizing material,
writing questions, preparing class assignments, and managing
activities of different nature.
• allows creating a clear path for teacher that maintains a healthy
balance between teaching and preparation.
Strategies for daily and weekly planning
• reduce your stress quotient.
• helps you to be prepared for obstacles
• serves as a way to evaluate your progress as you work
tips to provide with strategies
• clearly define your objectives
• brainstorm on the tasks that are required to complete your project.
P-65
• define the roles that you will take in fulfilling your goal
• help you to track your progress and determine whether or not you are
on schedule.
• continually evaluate your performance to determine whether you are
on track or need to adjust your schedule.
• After completion review planning to determine how successful it was.
10. Steps in Lesson Planning
Each step is comprised by a set of questions:
Outline learning objectives
• The lesson objectives are usefully to achieve at the end of the lesson.
• The first step is to determine you want students to learn
answer the following questions what is the;
• topic of the lesson?
• students want to learn?
• be able to do at the end of class?
 Once you outline the learning objectives for the class meeting,
rank them in terms of their importance.
This step will prepare you for managing class time and
completing the learning objectives. Consider the following questions:
• What are the most important concepts, ideas, or skills I want students
to be able to grasp and apply?
• Why are they important?
• If I ran out of time, which ones could not be omitted?
• Which ones could be skipped?
Develop the introduction
After determining learning objectives,
• order the importance,
• design activities
• gather background information from the students
• start with a question or activity
• as“How many of you have heard about this?
P-67
• a creative introduction to the topic
• variety of approaches as;
• personal anecdote,
• historical event,
• short video clip,
• practical application,
• probing question, etc.
• questions may help in planning your introduction
The main body of the lesson
• Prepare several examples to explain the topic/concept (real-life
examples, similarities, visuals, etc.)
• estimate how much time you will spend on each.
The following questions would help to use in the class:
• What will I do to explain the topic?
• What will I do to illustrate the topic in a different way?
• How can I engage students in the topic?
P-68
 Develop a conclusion and a preview
• summarizing the main points of the lesson.
• you can ask a student to help you summarize them,
Create a realistic timeline
• Estimate how much time for each activity
• a few minutes to answer any remaining questions and
to sum up the key points
• Be flexible –
• focus on what seems to be more productive rather
than sticking to your original plan p-69
11. The Lesson Plan Format
the following elements, in this order:
• Title of the lesson
• Time required to complete the lesson
• List of required materials
• List of objectives:
1. behavioral objectives
2. knowledge objectives p-70
• Instructional component-
• Independent practice
• A summary
• An evaluation component
• Analysis component- the teacher reflects on the lesson—such as
what has been achieved/learned, or what needs improvement
• A continuity component reviews and relates to the content from the
previous lesson.
Why lesson planning??????
Planning a lesson
Steps of lesson plan
Activity
Prepare a lesson plan by following the lesson plan format
Summary
Components of lesson plan
1. Introduction
2. Materials
3. Objectives
4. Background Knowledge
5. Direct Instruction
6. Student Practice
7. Closure
8. Demonstration of Learning (Quick Assessment)