LESSON PLANNING

Lesson Plan
 Contains a specific activities that will direct & lead learners to reaching their ultimate destination-achieving competency in all the 3
domains of learning
 Answers:
- Where are the students going?
- How are they going to get there?
- How will I know when they have arrived?
 Provide direction to the attainment of the selected learning objectives
 A guide not as a blueprint to systematic instruction
- Precise preparation must allow for flexible delivery.
- The teacher needs to make adaptations & must add artistry to each lesson plan & classroom delivery.

Types of Lesson Plan

 Detailed Lesson Plan
 Semi-detailed Lesson Plan
 Syllabus

Parts of a Lesson Plan

1. Objectives
 Focuses on what students will do to acquire further knowledge & skills
 Learning domains/categories by Benjamin Bloom
- Cognitive
- Psychomotor
- Affective
 Must be measurable & time-bound
 Should be written starting with a verb
 Should have one main action/task per objective. Avoid double-barrelled objectives.
 Must be short & concise.
 As much as possible, should cover the 3 learning domains.

Categories of Cognitive Domain (Bloom)

Evaluation Judges the value of information
Synthesis Builds a pattern from diverse elements
Analysis Separates information into part for better understanding
Application Applying knowledge to a new situation
Comprehension Understanding information
Knowledge Recall of data

Categories of Cognitive Domain (Revised by Anderson & Krathwohl, 2001)

Knowledge Cognitive Process Dimension
Dimension Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Procedural
Metacognitive

Categories of Cognitive Domain (Bloom)

Origination Ability to create new movement patterns
Adaptation Ability to modify motor skills to fit a new situation
Complex Overt Response The intermediate stage of learning a complex skill
Mechanism The ability to perform a complex motor skill
Guided Response The early stage of learning a complex skill which includes imitation
Set Readiness to act
Perception Use sensory cues to guide physical activity
Internalizing values Behavior which is controlled by a value system
Organization Organizing values in order of priority
Valuing The value a person attaches to something
Responding to phenomena Taking an active part in learning; participating
Receiving phenomena An awareness, willingness to learn
2. Content
 Identify the title of the lesson
 Outline of subtopics

3. Materials & References

 Complete list of materials
 Full citations of textbooks, books, atlases, manuals, etc. (APA style)

4. Procedure
 Plan with the objectives in mind.
 Step-by-step description of how to implement the lesson & achieve lesson plan objective

a. Introduction
b. Motivation
- Evaluate prior knowledge, stimulate the imagination, arouse interest regarding/about the subject matter
c. Main Activity
- Different methods of teaching
d. Conclusion/Generalization
e. Enrichment or Remediation

5. Evaluation/Assessment
 Evidence of students’ accomplishment
 Indicates how the teacher is going to evaluate the students
 As much as possible, a practice should be given before actual evaluation/assessment

6. Assignment