Welcome readers, in this article, I am going to discuss with you the parts of Lesson plan I.e the important sub-headings and aub-titles that every lesson plan must have if it is to be considered a good one. Do have a nice time reading this wonderful article.
Some competent teachers has always made it a point of duty to write out a detailed plan as a means of getting themselves prepared and then reduce it to a few notes and a time schedule fie use in the classroom.
Other Teachers however, prefer to teach from a detailed outline. In any event as a teacher, the plan should be designed to fit your own needs for each lesson you are planning to teach. Lesson plans that are actually planned or plans prepared by someone else may be of value, but they are being taking hook-line and sinker without even a little modification.
Points in lesson plan
There are certain number of points to be considered in lesson planning;
- The objective or reason for the lesson .i.e what you expect the learners to know and be able to do during and after the lesson as a result of the lesson
- Tools and or equipment
- Publication and instructional aids or the devices
- The contents or relevant subjects to be included
- The method to be used in presenting each part of the lesson
- The points where you as a teacher should check for understanding on the part of the learners
- The time schedule must be included
- The appropriate tests and of course
- Ways of providing for students’ application of the content presented.
Typical parts of lesson plan or you can say lesson plan elements
Most good lesson plans will contain the following parts;
The exact title of the lesson should be giving without either adding or removing anything. Take for instance the title “Micrometre” is not a good title as the title “How to read a micrometer” if how to read a micrometer is the real objective of the lesson. The tittle of a lesson plan is usually chosen from the list of knowing and doing content elements. The length of the school period and the content being taught must be put into consideration.
You are to state the objectives or reasons from the students’ point of view. The objective of the lesson should be directed. The lesson objective is best described as “outcome” rather than a description or summary of content. Another important part of lesson plan is;
Instructional aids otherwise known as instructional materials
As the lesson is planned, the teacher should list the charts, models, films and other aid that will facilitate the learning. This list serves as an inventory when preparing to teach and it will be of great help to the students and you as a teacher the next time the lesson is taught.
Text and references
References to text materials that has been used for information in the preparation of the lesson should also be listed for reference purposes. If the plan is to be used over a period of time , space should be creates to facilitate adding new references as they become available.
Instructional or entering behaviour
Some still call it instructional behavior. An enthusiastic and well planned introduction will help to develop interests and motivate students. A good introduction may include the following;
- What the lesson is about
- Where and when the students can apply what they will learn in the lesson
- How the lesson with be taught
- What will be expected from the student during and after the class
- A review of previous lesson
You may find it helpful to go through previous lessons and jot down in your plan certain key points that need be re emphasized or re teaching before the current point can proceed smoothly. The review should not be long but should be very involving, do not waste time. The question and answer approach may be the most effective for a certain lesson, or you may simply remind students of key points that were discussed previously.
This is the core of the lesson. It contains two interwoven elements thus:
- An outline complete enough to reveal the exact content to be taught and the order in which it will be taught
- Notes to yourself about ways to teach the various parts of the lesson. For example:
- Ask them questions
- Through discussion develop the reason for…..
- Introduce the film and run first 11 minutes only
- Discuss the points displayed before showing the remaining part of the film.
In planning for the presentation step, you draw on the analysis for content to be taught and on the techniques for learning, discussing, demonstrating and questioning as ways to teach each step or part of the lesson.
Summary and Tests
The summary of the lesson may be organised in several ways. One good way is to review the main point or emphasize them and to help students organize the content in their own understanding. Short tests covering the points in the lesson are valuable teaching devices because they motivate students to learn and analyze the content being learned. They are also as valuable as an indication of the parts of the lesson that have been taught well and the parts needing clarification or re-emphasis. Marks or grades may be given if desired; however, it is more important to use the test as a teaching device than for the purpose of giving grades.
Application occurs whenever, either mentally or both mentally and physically, the students apply the learning content to some to some type of problems. Application occurs all through the lesson if the students understand and mentally apply the content being presented.
Questions, illustrations, problems, examples and exercises, when they are properly used can provoke the students to apply abstract concepts to specific and practical situations. Application is essential for full understanding of basic concepts and for learning to transfer the basic theory to a variety of a specific task.
When an assignment to be done outside the class period is to be made, it is not enough to say “for tomorrow, read parts of lesson plan. It pays to tell the students what to looks for, what to read, general understanding, which part to study, and what questions to answer and how.
Characteristics of a good assessment
The following are characteristics of a good Assignment;
- It is thought out and planned in advance so that when given, it is easy to understand
- It contains specific instructions regarding the method of approach; anticipated difficulties and problems should be discussed. Specific problems, questions and methods should be listed and emphasized
- It is given slowly So that notes may be taken
- It involves questions by the teacher to make sure everyone understands the assignment, and time for the students to ask questions.
- In some cases, the teacher may allow time to start the work on the assignment during the class period, so that misconceptions nay be corrected.
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