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Essential Components of Lesson Plan
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Method of writing E-lesson Plan, Sequence of Essential Components required for writing lesson plan, Easy way to write Lesson Plan, steps for writing E-Lesson Plan
ESSENTIAL COMPONENTS OF
LESSON PLAN Applicable to all subjects |
There were different techniques of writing lesson plan. This technique may vary from teacher to teacher and from subject to subject. Following are the best possible points which can be used for making lesson plan for all subjects.
Before start writing the lesson plan a teacher
should kept the following points in their mind.
- Planning
- What is a lesson plan?
- What to consider when writing a lesson plan?
- Three key components for thinking
- The steps for preparation of lesson plan
1)
Planning
It is both the most time consuming and the most
important work we do. It is the foundation of our interactions with the
students.
Planning are of two types: Poor Planning and Good Planning
Poor Planning Results in the following ways
Frustration for the teacher and the student Aimless wandering. No connections to prior learning's Disorganization Lack of needed materials A waste of time. Poor Management |
Good Planning Results in the following ways
Keeps the teacher and students on track Achieve the objectives Help teachers to avoid "unpleasant" surprise Provides the road map and visuals in a
logical sequence Encourage reflection, refinement and improvement Enhances students achievement |
2) What is a lesson plan?
A lesson plan is a written guide for the
teacher's plan in order to achieve the intended learning outcomes. It provides
specific definition and direction on learning objectives, equipment,
instructional media, material requirements and conduct of the lesson.
3) What to consider when writing a lesson plan?
a) Know your students
b) Know the content
c) Know the instructional Material.
4) Three key components for thinking
a) What do I want students to learn
b) What teaching and learning activities will I use.
c) How will I check for understanding.
5)
The steps for preparation of lesson plan
·
Selection of the content
area
·
Identification of key
concept and connectors.
·
Exploration and filtering
of varied resources.
·
Design of teaching/learning
strategy.
·
Preparation of the presentation
(questions, explanations, illustrations)
·
Design of the assessment
/ preparation of assessments.
·
Review and remediation.
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Essential components of a lesson plan |
Profile Objective Brainstorming Procedure and presentation Written work / Practice Closure Assessment |
1 Profile: It include the following points
- Name of the lesson
- Subject
- Grade/Level
- General Description of the lesson
- Standard
a) Determine what you want students to learn and be able to do.
b) Focus on the concept or skill which you intend to teach.
c) Use of S.M.A.R.T. Technique (Specific, Measurable, attainable, result oriented and time bound.
The ABCDs of Learning Outcomes should be kept in mind while deciding the learning outcomes. These are as follows
a) Audience : Who is learning ?
b) Behavior : What do we want learners to do ?
c) Condition : Understand what conditions will learners be assessed?
d) Degree: What level of performance we expect?
3. Brainstorming:( Grab the attention of the students)
It include the following points
Provides the Interest / Motivation factor
Set the tone for the lesson connected to the objective which include, a question, a story, an activity or a discussion starter not more than 5 minutes.
Intelligence means the ability to learn.
Multiple Intelligence explains how we learn.
4) Procedure and presentation: It include the following points
a) Set up a step by step plan
b) Provides specific activities to assist students in developing the new knowledge.
5) Written work / Practice: It include the following points
- Applying what is learned
- Guided practice (Teacher controlled)
- Independent Practice.
Assess the outcome and to what extent the objective were achieved.
Ensure the assessment activity is directly and explicitly tied to the stated objectives.
Take time to reflect upon the result, and revise the lesson plan accordingly.
Some commonly used assessment activities
- Quizzes, Independently performed worksheets (H.W.)
- Cooperative learning activities
- Hands- on experiments
- Oral Discussion
- Question and answer session
- Written work / Practice:
Lesson Goals/ Objectives:
What will students experience and be able to do as a result of this lesson or project?
Curriculum Addressed:
What specific curriculum learning outcomes will be addressed in this lesson or project?
Technology Addressed:
What technology skills and/or goals will be addressed in this lesson or project?
Technology Required:
What software programs and hardware are needed for this lesson or project?
Other Materials/ Resources:
What other materials will be needed to carry out the lesson objectives? What resources will be needed including books, web page links and/or outside speakers, etc.?
5E’s Model of Lesson Plan |
Engage
This lesson mentally engage students with an activity or question. It captures their interest, provides an opportunity for them to express what they know the concept or skill being developed, and helps them to make connections between what they know and the new ideas.
STUDENT ENGAGEMENT
What the student does that is consistent with this model:
Shows interest in the topic by asking questions, such as:
- "Why did this happen?"
- "What do I already know about this?"
- "What can I find out about this?"
Explore
Students carry out hands
on activities in which they can explore the concept or skill. They grapple with
the problem or phenomenon and describe it in their own words. This phase allows
students to acquire a common set of experiences that they can use to help each
other make sense of the new concepts or skill.
STUDENT EXPLORATION
What the student does that is consistent with this model:
- Uses inquiry to explore and investigate; to satisfy his/her curiosity about the chosen concept/topic.
- Thinks freely, but within the limits of the activity.
- Tests predictions and hypotheses.
- Forms new predictions and hypotheses.
- Experiments with alternatives and discusses then with others.
- Records observations and ideas.
- Suspends judgments’.
Explain
Only after students have
explored the concept or skill does the teacher provide the concepts and terms
used by the students to develop explanations for the phenomenon they have
experienced. The significant aspect of this face is that explanation follows
experience.
EXPLANATION
What the student does that is consistent with this model:
- Uses various informational resources, group discussions, and teacher interaction to derive definitions and explanations of the chosen concept.
- Explains possible solutions or answers to others' explanations.
- Listens critically to others' explanations.
- Questions others' explanations.
- Listens to and tries to comprehend explanations the teacher offers.
- Refers to previous activities.
- Uses recorded observations in explanations.
Elaborate
This phase provide opportunities
for students to apply what they have learnt to new situations and so develop a
deeper understanding of the concept or greater use of the skill. It is
important for students to discuss and compare their ideas with each other
during this phase.
ELABORATION
What the student does that is consistent with this model:
- Makes connections and sees relationships of the concept/topic in other content areas.
- Forms expanded understanding of original concepts/topics.
- Makes connections of concept/topic to real world situations.
Evaluate
The final phase provides
an opportunity for students to review and reflect on their own learning and new
understanding skills. It is also when student provide evidence for changes to
their understanding, believes and skills.
EVALUATION
What the student does that is consistent with this model
- Answers open-ended questions by using observations, evidence, and previously accepted explanations.
- Demonstrates an understanding or knowledge of the concept or skill.
- Evaluates his or her own progress and knowledge.
- Uses alternative assessments to demonstrate their understanding of the concept/topic.
Teacher Self-Assessment:
How well did the lesson work overall? What were the strengths of the lesson? What were the weaknesses of the lesson? How can I improve the lesson for next time?
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Technology Integration Lesson Plan (CBSE Guidelines)
(with Constructivism Elements)
SAMPLE LESSON PLAN FORMAT
Download Editable word file here
Format
for Making E-Lesson Plan |
|
Teacher
: XYZ |
School : XYZ |
Subject Area(s)
: XYZ |
Grade Level /
Class : XYZ |
Lesson Title/Topic :
XYZ |
Estimated Duration : XYZ |
KEY
POINTS |
EXPLANATION |
Lesson Goals/ Objectives: |
|
Curriculum Addressed: |
|
Technology Addressed: |
|
Technology Required: |
|
Other Materials/ Resources: |
|
STUDENT ENGAGEMENT
|
|
STUDENT EXPLORATION
|
|
EXPLANATION
|
|
ELABORATION
|
|
EVALUATION
|
|
Teacher Self-Assessment: |
|
Never use others lesson plan. Your lesson plan is unique for
your class and your students. Write the lesson plan only when you are relatively free. Check the additional resources provided in the teacher resource
material Keep your e resources checked well in advance. Mention the links that you are using in the Lesson Plan The lesson plan has to be flexible. Decide on the rubrics well in advance. See your own performance as a teacher See what are the improvements that you can do. |
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Comments
Very nice tips.. could you please send it for social
ReplyDeleteWonderful and well planned .
ReplyDeleteThanks for your true guidance
Wonderful and well planned,highly effective
ReplyDelete