Philippine Normal University College of Education Department of Professional Education Principles and Methods of teaching Prof Ed 4 Worksheet #1 Lesson

Plans Submitted by: Percival Byron S. Bueser Submitted to: Dr. Ma. Corazon B. Sigua A. Objectives Evaluate the lesson plans based from the different principles learned Provide appropriate suggestions in the lesson plan

B. Topic: Evaluation of Lesson Plans C. Activity/Procedure 1. Have a copy of an implemented lesson plan (Copy is found at the back.) 2. Evaluate the lesson plan in terms of the following:
a. Statement of objectives

A standard way of checking whether the objectives are complete is the use of the mnemonic ABCD (Audience, Behavior, Condition, Degree). Note that for all the three objectives that follow, the A (Audience), Grade 1 pupils, is stated beforehand. Here are the specific objectives: i. Identify the animals presented by naming it. The behaviour (identify) is the only conspicuous feature of this objective. There is no condition stated (what should the students have mastered or

what should be there beforehand?) and the degree (by naming it) is somewhat bleak; it does not state the extent of mastery required. ii. Distinguish the physical characteristics of each animal by performing it in a class. Again, the behaviour (distinguish) is the only salient feature; there is no condition stated and the degree or extent of mastery is missing. iii. Appreciate the uniqueness of each animal by sharing it to the class. Again, there is the behaviour, but there is no condition stated and the degree of sharing needed to accomplish the objective is missing. No general objective is stated, though there are many lesson plans nowadays that do not include general objectives. All three domains cognitive, affective, and psychomotor are covered, and the activities support these objectives clearly. b. Scope of content The scope of content covers the names of animals and identification of physical characteristics of animals. This is appreciable for Grade 1 students who are practicing their curiosity about the world around them. The pupils will surely add to their stock of knowledge and have fun by knowing features of animals that they saw and that they havent seen yet. Also, because the grade 1 pupils may already have seen animals (by looking around or by having pets in their homes), their schemas are already ready to make room for more animals. The lessons, therefore, are related to childrens experiences. The lesson is tied up with the appreciation of the role of animals as Gods creation. With that, the grade 1 pupils will have an opportunity to develop their affective faculties early on. c. Instructional materials used The instructional materials used are: large illustration of animals, compact disc, CD player, and textbook. A large illustration of animals fit Grade 1 students because they can work with pictures well, as predicted by Piagets stages of cognitive development. Showing them features of animals makes them focus on the concrete, and that is consonant with their stage of cognitive development.

Compact discs and CD players are used for playing songs that makes the names of animals stick to the memories of children. The textbook, of course, is standard fare that children read and answer. d. Selection of methodology The methods used are the following: i. Discussion: Listening to a song then discussion of the animals mentioned in the song This method clearly fits the first objective because students identified the animals. It is not the teacher who identified the animals; rather, it is the students. And through discussion the teacher had the ability to lend direction; students will stick to the objective of identification and all other objectives for later. ii. Discussion: Students will be assigned animals and then each student will discuss the features of the animal he or she is assigned This method facilitates communication between one student and others. Students therefore, learn from each other. It would be better, though, if students also had the chance to discuss animals that werent assigned to them (the animal assigned to a student may not be so interesting, and thus will bore the student). Perhaps a student will discuss his or her assigned animal, and then a number of students will add their insights (depending on the class size). iii. Activity method: Students presentation of the song played This is good for students because they may already have seen animals which they are familiar with, and the activity calls for imitation of the animals. The activity also keeps students psychomotor skills running. At least here students will imitate the activities of all animals mentioned in the song while the song is playing, not just the activities of the assigned animal. e. Appropriateness of evaluation The evaluation strategy is for the students to write down 5 examples of animals that are mentioned in the song and to state their importance as Gods creation. That can indeed verify that the

students have learned the animals names, but the evaluation does not give information to the teacher regarding the mastery of physical characteristics. Also, as stated, the children should state their [animals] importance as a creation of God. Although the instruction reminded students to write their answers, more specifications for the answers should have been included. For example, how many sentences? Should the students answer a Why question (Why are animals important as creations of God?) or a How question (How can we show that animals are important as creations of God?) On a subtle note, writing down five animals makes the student search for generalized answers about their importance as a creation of God. My suggestion is: why not just let each student choose one animal, then state its characteristics, then state its importance as a creation of God? That can indeed verify that the student has accomplished all the objectives as well as makes the student choose an animal that he or she is deeply familiar with. That animal could be his pet! Or that animal could be the butterfly that fascinated him or her one time! With my proposal, the student will be more involved. (Also, given the amount of time that can be consumed during the presentation, the alternative proposal I have outlined makes the lesson more time-bound.)