Lesson Planning By Dr SC Li

1. Lesson PlanningBy Dr SC Li

2. Things to consider: Whom When What How Where How much they have learned? Learning difficulties; Daily experience; etc. Scheme of work, sequencing, etc. Objectives; content; resources; linkage among key concepts; key conceptual questions, etc. Teaching strategies: direct teaching; deductive approach; inductive approach; activities approach; etc. Resources & learning environment: Classroom; MMLC; Computer Lab, Lesson Planning

3. Scheme of Work • Before teaching each topic, a plan that breaks the content and activities of the topic into individual lessons should first be drawn up. This is called a scheme of work.

4. Planning Individual Lessons • Setting objectives • Setting the knowledge structure, concepts and the subject matter • Determining the approaches and methods • Planning key questions • Planning the introduction and summary • Method for arousing interests • Considering the timing for the different parts • Considering appropriate aids and resources

5. Planning Individual Lessons • Writing worksheets and.or handouts • Designing the homework or follow-up activities • Objective check, linkages and ways to explain • Methods for evaluating learning outcomes • Making a list of things to bring or to prepare

6. Lesson Plan Template

7. Objectives Cognitive Affective Psychomotor Setting up Objectives

8. Behavioural Objectives • This involves spelling out the expected learning in the form of changes in behaviour at the end the lesson.

9. Behavioural Objectives • Examples: • By the end of the lesson, students should be able to: • Create simple webpages with hyperlinks, icons and tables, etc. • Create animated layers with linear and curved trajectories • Upload the file onto the web server through FTP • Locate their webpages with correct URL

10. Behavioural Objectives Advantages: • Observables • List, point out, describe, express, analyse, construct, use, show respect towards and show interest in … etc • Useful for assessment • Student centre • What we wish students to acquire, rather than simply what we want to teach

11. Behavioural Objectives Bloom’s Taxonomy • Recall • Comprehension • Application • Analysis • Synthesis • Evaluation

12. How to structure of the content of the lesson? Concept Mapping (Example: teaching of the properties of water):

13. How to structure of the content of the lesson? Concept Mapping (Example: teaching of the Use of Internet): DNS Protocol FTP TCP/IP Client Routers World Wide Web IP address HTML Switch Internet Server HTTP

14. Concept mapping for Lesson Planning? • Five Steps: • Selection of concepts • Ranking concepts • Clustering cocnepts • Rearrange into two-dimensional array • Linking concepts

15. Concept mapping for Lesson Planning? • Advantages: • Identifying students’s misconceptions • Probing into students’ prior knowledge before teaching a topic • Helping in determining the scheme of work and sequencing of the lesson

16. Selection of teaching methods • Deductive approach, • Inductive approach, • Task-based approach, • Problem-based approach, • Project-based approach, etc

17. Questioning Questioning has many functions: • Task developing students’ thinking; • Maintaining interactions with students; • Gaining attention; • Providing encouragement; • Keeping disciplines, etc

18. Key Questions • Key questions refer to the major questions that a teacher will ask in class. • Questions for the SET • Overall or key question to be investigated in the lesson • Major questions to guide pupils’ thinking along a particular line during the lesson • Major questions for discussion or other activities • Further questions for pupils to think about at the end of the lesson

19. The SET • SETS are short, interesting activities conducted at the beginning of a lesson or a topic to arouse students’ interest. The activity is something that is usually related to students’ everyday life, or something that has intrinsic interest. • Differences in the SET induction affects learning outcomes.

20. The Introduction/ Summary • Generally, each lesson has three phases: • Introduction • Development • Summary

21. Introduction • A quick revision of the main points of the last lesson • Probing prior knowledge • Linkage sentences to the topic of the lesson or the SET • Revealing the objectives/structure of the lesson (advanced organizer)

22. Summary • A summary of the main points of the lesson must be given at the end • This will help to reinforce learning • Summary is especially important when inductive approach is used

23. Questions to consider • Did you consider the abilities and interests of the students? • Have you consider the knowledge already possessed by students? • Have you selected appropriate objectives? • Are the objectives attainable? • Did you tie the lesson with previous lessons?

24. Questions to consider • Are crucial and pivotal questions included? • Are your teaching methods appropriate? • Are your activities logically developed? • Are the procedures likely to encourage learning? Are they interesting? Boring?

25. Questions to consider • Have you provided adequate summary? • Is your planning flexible enough to permit students to follow their own interests? • Have you budgeted time to coincide with various phases of the lesson?