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STUDY GUIDE FOR MODULE NO. 4

Unit 5: Learner-centered Lesson Plans

MODULE OVERVIEW

A. The Learner-centered Lesson Plan

1. Detailed lesson vs. Daily lesson log
2. Parts of the learner-centered lesson plan

B. Instructional Learning Processes

1. Learning objectives
2. Teaching content
3. Lesson planning
- Pre-planning
- Lesson planning
- Implementation
- Evaluation
C. Lesson chunking and Microteaching Basics

MODULE LEARNING OBJECTIVES

At the rigid analysis and comprehension of this module, learners are expected to:

A. select appropriate learner-centered teaching modalities, structures, methods, and strategies based on
learners’ diverse needs, learning styles and backgrounds (i.e. linguistic, cultural, socio-economic and
religious); and
B. draw on appropriate learner-centered teaching modalities and strategies to formulate teaching
procedures that address special educational needs of learners in difficult circumstances.

LEARNING CONTENTS

DAILY LESSON PLAN VS. DAILY LESSON LOG

 DO 42, s. 2016
 Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program
 It affirms the role of the K to 12 teacher as a facilitator of learning. Preparing for lessons through the
Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) and provides teachers with an opportunity for
reflection on what learners need to learn, how learners learn, and how best to facilitate the learning
process.
Daily Lesson Log (DLL) and Detailed Lesson Plan (DLP)
DLL vs. DLP
 Visualizing lesson before it is taught.
 Daily Lesson Log is a template that teachers used to log parts of their daily lessons. It covers a day's
or a week's worth of lessons. As a DepEd guideline, Teachers with at least one year of teaching
experience may use the DLL.
 Detailed Lesson Plan is a thorough description of a teacher's instructions for a particular class. DLP
is particularly for newly-hired teachers or teachers who join DepEd without any professional teaching
experience.
Page BreakParts
Parts of DLL
I. Objectives
II. Content
III. Procedures
(which includes review/ motivation, discussion, application, generalization, evaluation and remediation)
IV. Remarks
V. Reflection

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DLL For Subjects using Filipino Language

I. Layunin
II. Nilalaman
III. Pamamaraan
(balik-aral, pagsisimula ng aralin, pagtalakay, paglalapat, paglalahat, pagtataya at karagdagang-gawain)
IV. Mga Tala
V. Pagninilay

PARTS OF LESSON PLAN

WHAT IS LESSON PLAN?
 A lesson plan is a teacher’s daily guide for what students need to learn, how it will be taught, and how
learning will be measured.
 Lesson plans help teachers be more effective in the classroom by providing a detailed outline to
follow each class period.

THE MOST EFFECTIVE LESSON PLANS HAVE SIX KEY PARTS:

 Lesson Objectives
 Related Requirements
 Lesson Materials
 Lesson Procedure
 Assessment Method
 Lesson Reflection

1. LESSON OBJECTIVES
 Lesson objectives list what students will be able to do after completing the lesson.
 These objectives let you easily tell if your lesson has effectively taught your students new concepts
and skills
 One of the most popular goal-setting strategies is the “SMART” criteria, which ensures goals are
focused.

In the context of lesson planning, you can use the SMART criteria to determine your lesson objectives:
o Is the objective specific?
o Is the objective measurable?
o Is the objective attainable by all students?
o Is the objective relevant to your class and students?
o Is the objective time-based to align with your syllabus?

2. RELATED REQUIREMENTS
 Related requirements are national, state, or school standards that dictate what you need to teach in a
class.

3. LESSON MATERIALS
 The third section on your lesson plan is the list of materials that you need to teach the lesson and
measure student outcomes.
 This section prepares you to deliver your lessons every day.
 The list of materials for each lesson depends on what you plan to teach, how you’ll teach it, and how
you’ll measure lesson objectives.

Common types of lesson materials include:

o Student handouts
o Textbooks
o Visual aids
o Grading rubrics
o Activity packets
o Computers / Tablets

4. LESSON PROCEDURE
 Your lesson procedure is an in-depth explanation of how the lesson will progress in the classroom.

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 The lesson procedure is essentially step-by-step instructions that walk you through everything from
the time students enter the classroom until the bell rings at the end of the period.

FOUR PHASES:
o Phase 1 – Explore
o Phase 2 - Learn & Practice
o Phase 3 – Reflect
o Phase 4 – Reinforce

Phase 1 - Explore
You’ll introduce the objectives of the lesson and discuss key concepts students should know.

Phase 2 - Learn & Practice

Your students will work independently to get into the details of your lesson.

Phase 3 - Reflect
Students will look back (and reflect on) what they’ve learned in the lesson.

Phase 4 - Reinforce
Students will apply what they’ve learned through critical thinking activities.

5. ASSESSMENT METHOD
 The assessment method measures whether your students learned a lesson’s information and met
your lesson objectives.

Some of the most common assessment options include:

o Quizzes
o Hands-on activities
o Writing assignments
o Group presentations
o Exit slips
o Class journal entries

6. LESSON REFLECTION
 The lesson reflection portion of a lesson plan encourages teachers to take notes on how to improve a
lesson after it has been completed.

LEARNING CONTENT: LEARNING OBJECTIVES

WHAT IS LEARNING OBJECTIVES?

In education, learning objectives are brief statements that describe what students will be expected to learn by
the end of school year, course, unit, lesson, project, or class period. In many cases, learning objectives are
the interim academic goals that teachers establish for students who are working toward meeting more
comprehensive learning standards.

Learning objectives specific statements describing what you and your students intend to achieve as a result of
learning that occurs both in class and outside of class. They can be categorized in the following way:
Cognitive Objectives
 Cognitive objectives are statements of student outcomes in a lesson or unit which pertain to
the acquisition of knowledge and the ability to interpret that knowledge.
Example: Students will be able to differentiate between igneous, sedimentary, and metamorphic rocks by
choosing the correct rock at least five times during partner work.
Psychomotor Objectives
 Psychomotor objectives focus on physical and kinesthetic skills. This domain is characterized by
progressive levels of behaviors from observation to mastery of a physical skill.
 Example: Students will be able to summarize the events of their day in a personal journal after
a lesson on reflective writing.
Attitudinal/affective Objectives

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 Specific statements about attitudes, values and emotions that students will have as a result of taking
part in class activities.
 Example: The student will be able to demonstrate a positive increase in attitude towards non-
discrimination of race, as measured by a checklist utilized/completed by non-team members.

HOW TO WRITE LEARNING OBJECTIVES?

Formulating good lesson objectives is crucial to good teaching. Unfortunately, formulating SMART lesson
objectives is one common problem among beginning teacher. Let us learn how to do it here. Just bear in mind
that objectives are outcomes rather than instructional process. Objectives are measurable outcome
statements. If an outcome statement isn’t precise enough to measure whether the outcome has been
achieved, it isn’t an objective. It is a goal.
Mager (1998) cites the following characteristics of objectives:
1. It describes student’s performance. It doesn’t say anything about what the instructor will do or try to
accomplish. It doesn’t describe course content or the textbook.
2. An objective is about to ends rather than means. It describes a product of instruction rather than the
process of instruction. It describes what the students will be able to do when they are competent,
rather than describing how they will be made competent.
3. An objective describes the conditions under which the performance occurs on the job; i.e., the tools,
equipment, environment and circumstances that will influence the performance.
4. An objective describes the standard of acceptable performance; it tells how well someone must
perform before being considered competent on that objective.

“There are dull teachers, dull textbooks, dull films, but no dull subjects" Anonymous

What knowledge is truly essential and enduring? What is worth teaching and learning? Our leaders in the
basic education level came up with the Philippine Elementary Learning Competencies (PELCs) and Philippine
Secondary Learning Competencies (PSLCs) in 2001. The “intended” content of what we teach is laid down in
such document. In the K to 12 Curriculum, standards and competencies are also spelled out. This means
that we are not entirely free in the selection of our content. They are “given”. But how they are organized and
presented in the classroom, ultimately depends on you. Below are some principles to guide you.

Guiding Principles in the Selection and Organization of Content

1. One guiding principle related to subject matter content is to observe the following qualities in
the selection and organization of content:

a. Validity - This means teaching the content that we ought to teach according to national standards
explicit in the K to 12 Basic Education Curriculum; it also means leaching the content in order to
realize the goals and objectives of the course as laid down in the basic education curriculum.

b. Significance - What we teach should response to the needs and interest of the learners,
hence meaningful and significant.

c. Balance - Content includes not only facts but concepts and values. The use of the three-level
approach ensures a balance of cognitive, psychomotor, and affective lesson content. (For a more-
detailed discussion of the three-level approach, refer to the Principles and Strategies of Teaching
(2003) written by B. Corpuz and G. Salandanan)

A balanced content is something that is not too easy to bore the above average student, neither not too
difficult to turn off the average. It as something that challenges the student. To observe the principle of
balance, no topic must be extensively discussed at the expense of other topics.

d. Self-sufficiency - Content fully covers the essentials. Learning content is not "mile-wide-and-inch-
deep. The essentials are sufficiently covered and are treated in depth. This is a case of “less is
more”.

e. Interest - Teacher considers the interest of the learners, their developmental stages and cultural
and ethnic background.

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f. Utility - Will this content be of use to the learners? It is not meant only to be memorized for test and
grade purposes. What is learned has a function even after examinations are over.

g. Feasibility - The content is feasible in the sense that the essential content can be covered in the
amount of time available for instruction. A guaranteed and a viable curriculum is the first in the school-
related factors that has the greatest impact on student achievement. (Marzano, 2003) – It is observed
that there is so much content to cover within the school year, that teachers tend to rush towards the
end of the school year, do superficial teaching and contribute to non-mastery of content. This is
probably one reason why the least mastered competencies in national examinations given to
pupils and students are those competencies which are found at the end of the Philippine
Elementary/Secondary Learning Competencies (PELC/PSLC). This was a finding during the
implementation of the Third Elementary Education Project.

2. At the base of the structure of cognitive subject matter content is facts. We can't do away with
facts but be sure to go beyond facts by constructing an increasingly richer and more
sophisticated knowledge base and by working out a process of conceptual understanding.

Here are a few ways cited by cognitive psychologists (Ormrod 2000) by which you can help your students:

a. Providing opportunities for experimentation - Our so-called experiments in the science classes
are more of this sort-following cook book recipe where students are made to follow step-by-step
procedure to end up confirming a law that has already been experimented on and discovered by great
scientists ahead of us instead of the students coming up with their own procedure and end
discovering something new. After teaching your students how to cook a recipe following the
procedures laid down in a cookbook, allow them to experiment with mix of ingredients.

b. Presenting the ideas of others - While it is beneficial for you to encourage your students to discover
principles for themselves, it will not jeopardize your students if you present the ideas of others who
worked hard over the years to explain phenomena.

c. Emphasizing conceptual understanding -Many a time, our teaching is devoted only to

memorization of isolated facts for purposes of examinations and grade. When we teach facts only, the
tendency is we are able to cover more for your students to commit to memory and for you to cover
in a test but our teaching ends up skin-deep or superficial, thus meaningless. If we emphasize
conceptual understanding, the emphasis goes beyond facts. We integrate and correlate
facts, concepts and values in a meaningful manner. The many facts become integrated into a
less number of concepts, yet more meaningful and consequently easier to recall. When we
stress on conceptual teaching, we are occupied with less, but we are able to teach more
substantially. It is a case of "less is more”! This is precisely the emphasis of the K to 12 Basic
Education Curriculum.

Here are some specific strategies that can help you develop conceptual understanding in your students:
(Ormrod, 2000)

 Organize units around a few core ideas and themes

 Explore each topic in depth — for example, by considering many examples, examining cause-effect
relationships, and discovering how specific details relate to more general principles
 Explain how new ideas relate to students’ own experiences and to things they have previously
learned.
 Show students through the things we say, the assignments we give, and the criteria we use to
evaluate learning – that conceptual understanding of subject matter is far more important than
knowledge of isolated facts.
 Ask students to teach to others what they have learned — a task that encourages them to focus
on main ideas and pull them together in a way that makes sense.
 Promoting dialogue — When we encourage our students to talk about what they learn, they are
given the opportunity to reflect, elaborate on, clarify further and master what they have learned.

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 Using authentic activities — Incorporate your lessons into “real world” activities. Instead of simply
asking students to work on some items on subtraction, simulate a “sari-sari” store and apply
subtraction skills.

3. Subject matter content is an integration of cognitive, skill, and affective elements.

While our subject matter content comes in three domains, these three domains should not be treated as
though there was a clear dividing line among them. When our point of emphasis is the cognitive aspect, it
does not mean that we exclude skills. In the first place, our teaching of facts, concepts, principles, theories
and laws necessitate the skill of seeing the relationships among these in order to see meaning. Likewise,
when our subject matter is focused on the thinking and manipulative skills, our lesson content also has
cognitive content. More so with the teaching of values, for values have definitely a cognitive basis. If the
values taught are imbibed by the students, these are expressed in their daily behavior (skill). The cognitive
lesson may be used as a vehicle in the teaching of skills and values.

In short, subject matter content is an integration of facts, concepts, principles, hypotheses, theories,
and laws, thinking skills, manipulative skills, values and attitudes.

A lesson plan is a teacher’s daily guide for what students need to learn, how it will be taught, and how
learning will be measured. Lesson plans help teachers be more effective in the classroom by providing a
detailed outline to follow each class period.
 Planning for lessons is a process that involves 3 stages:
1. Pre-planning (before writing the plan): At this stage, you think about what to include in the lesson;
selecting resources while considering the lesson objectives and students’ needs.
2. Writing the plan: This is the stage of writing the lesson plan
3. Post-Planning: This concerns how you revise your plan and remember the main points of your plan.
It also includes reviewing your plan and making the necessary decisions to refine it more.

 The following should be considered for lesson planning:

1. Know who your students are.
2. Know your content.
3. Know the materials that are available to help you teach for success.

 A successful lesson plan addresses and integrates three key components:

 Learning Objectives
 Learning activities
 Assessment to check for student understanding
BEFORE CLASS: STEPS FOR PREPARING A LESSON PLAN
1. Identify the learning objectives
Before you plan your lesson, you will first need to identify the learning objectives for the lesson. A learning
objective describes what the learner will know or be able to do after the learning experience rather than what
the learner will be exposed to during the instruction (i.e. topics).
2. Plan the specific learning activities
When planning learning activities you should consider the types of activities students will need to engage in, in
order to develop the skills and knowledge required to demonstrate effective learning in the course. Learning
activities should be directly related to the learning objectives of the course, and provide experiences that will
enable students to engage in, practice, and gain feedback on specific progress towards those objectives.
As you plan your learning activities, estimate how much time you will spend on each. Build in time for
extended explanation or discussion, but also be prepared to move on quickly to different applications or
problems, and to identify strategies that check for understanding. Some questions to think about as you
design the learning activities you will use are:
 What will I do to explain the topic?
 What will I do to illustrate the topic in a different way?
 How can I engage students in the topic?
 What are some relevant real-life examples, analogies, or situations that can help students understand
the topic?
 What will students need to do to help them understand the topic better?
3. Plan to assess student understanding

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Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to
demonstrate and practice the knowledge and skills articulated in the learning objectives, and for instructors to
offer targeted feedback that can guide further learning.
4. Plan to sequence the lesson in an engaging and meaningful manner
Robert Gagne proposed a nine-step process called the events of instruction, which is useful for planning the
sequence of your lesson. Using Gagne’s 9 events in conjunction with Bloom’s Revised Taxonomy of
Educational Objectives aids in designing engaging and meaningful instruction.
5. Create a realistic timeline
A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts,
ideas, or skills you want students to learn in the lesson. Your list of prioritized learning objectives will help you
make decisions on the spot and adjust your lesson plan as needed. Here are some strategies for creating a
realistic timeline:
 Estimate how much time each of the activities will take, then plan some extra time for each
 When you prepare your lesson plan, next to each activity indicate how much time you expect it will
take
 Plan a few minutes at the end of class to answer any remaining questions and to sum up key points
 Plan an extra activity or discussion question in case you have time left
 Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be
more productive rather than sticking to your original plan
6. Plan for a lesson closure
Lesson closure provides an opportunity to solidify student learning. Lesson closure is useful for both
instructors and students.
You can use closure to:
 Check for student understanding and inform subsequent instruction (adjust your teaching
accordingly)
 Emphasize key information
 Tie up loose ends
 Correct students’ misunderstandings
 Preview upcoming topics
DURING THE CLASS: PRESENTING YOUR LESSON PLAN
Letting your students know what they will be learning and doing in class will help keep them more engaged
and on track. Providing a meaningful organization of the class time can help students not only remember
better, but also follow your presentation and understand the rationale behind the planned learning activities.
You can share your lesson plan by writing a brief agenda on the whiteboard or telling students explicitly what
they will be learning and doing in class.
AFTER THE CLASS: REFLECTING ON YOUR LESSON PLAN
Take a few minutes after each class to reflect on what worked well and why, and what you could have done
differently. Identifying successful and less successful organization of class time and activities would make it
easier to adjust to the contingencies of the classroom. If needed, revise the lesson plan.
EFFECTIVE LESSON PLANNING, DELIVERY TECHNIQUES
AND CLASSROOM MANAGEMENT SUGGESTIONS

Good lesson planning is essential to the process of teaching and learning. A teacher who is prepared is well
on his/her way to a successful instructional experience. The development of interesting lessons takes a great
deal of time and effort. As a new teacher you must be committed to spending the necessary time in this
endeavor.
It is also important to realize that the best planned lesson is worthless if interesting delivery procedures, along
with good classroom management techniques, are not in evidence. There is a large body of research
available pertaining to lesson development and delivery and the significance of classroom management. They
are skills that must be researched, structured to your individual style, implemented in a teacher/learning
situation, and constantly evaluated and revamped when necessary. Consistency is of the utmost importance
in the implementation of a classroom management plan.
All teachers should understand that they are not an island unto themselves. The educational philosophy of the
district and the uniqueness of their schools should be the guiding force behind what takes place in the
classroom. The school’s code of discipline, which should be fair, responsible and meaningful, must be
reflected in every teacher’s classroom management efforts.

SUGGESTED PRACTICES
 Establish a positive classroom environment
o Make the classroom a pleasant, friendly place

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o Accept individual differences

o Learning activities should be cooperative and supportive
o Create a non-threatening learning environment
o Organize physical space; eliminate situations that may be dangerous or disruptive
o Establish classroom rules and procedures and consistently reinforce them

 Begin lessons by giving clear instructions

o State desired quality of work
o Have students paraphrase directions
o Ensure that everyone is paying attention
o Ensure that all distractions have been removed
o Describe expectations, activities and evaluation procedures
o Start with a highly motivating activity
o Build lesson upon prior student knowledge

 Maintain student attention

o Use random selection in calling upon students
o Vary who you call on and how you call on them
o Ask questions before calling on a student; wait at least five seconds for a response
o Be animated; show enthusiasm and interest
o Reinforce student efforts with praise
o Vary instructional methods
o Provide work of appropriate difficulty
o Demonstrate and model the types of responses or tasks you want students to perform
o Provide guided practice for students; monitor responses and deliver immediate corrective feedback

 Use appropriate pacing

o Be aware of your teaching tempo
o Watch for cues that children are becoming confused, bored or restless; sometimes lesson have to be
shortened

 Provide suitable seatwork

o Seatwork should be diagnostic and prescriptive
o Develop procedures for seeking assistance; have a “help” signal
o Develop procedures for what to do when finished
o Move around to monitor seatwork
o Vary methods of practice

 Evaluate what has taken place in your lesson

o Summarize the lesson and focus on positive gains made by students; use surprise reinforcers as a
direct result of their good behavior
o Determine if the lesson was successful; were goals accomplished?

 Make a smooth transition into next subject

o Have materials ready for next lesson
o Maintain attention of students until you have given clear instructions for the next activity
o Do not do tasks that can be done by students (i.e., passing out paper or collecting assignments); use
monitors
o Move around and attend to individual needs
o Provide simple, step-by-step instructions
o Utilize a freeze and listen signal, when necessary

 Develop positive teacher/student relationships

o Set a good example; be a positive role model
o Create an exciting learning environment for all students
o Reward good behavior; create special activities that children will enjoy doing

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o Correct misbehaviors; have consequences of disruptive behavior; communicate them to children

o Handling disruptions
 Keep is short and simple (KISS)
 Use a warning system
 Defer disruptive behavior proactively (eye contact, close space between you and student, use
head/hand gestures)
 Help students be successful
 Use planned ignoring (and teach another student to also ignore)

IMPLEMENTATION
–the process of putting a decision or plan.

GUIDING PRINCIPLES IN IMPLEMENTING LESSON PLAN

 LEARNER DIFFERENCES
-age, ability, background and reading levels
-individual and group differences must be considered as you plan your lesson and then teach it.
 LENGTH OF PERIOD
-one of the major problems beginning teachers have a planning a lesson that will coincide with time allotted
(the 30, 40, 50 minutes each period.)
 FLEXIBILITY
-the teachers must be prepared to develop a lesson along a path different from the one set down in the plan.
 LEARNERS PARTICIPATION
-teachers must encourage the participation of the greatest number of students in each lesson.
 LEARNERS UNDERSTANDING
-there is often a gap between what they understand and what teachers think they understand.
 EVALUATION
-the lesson plan must be evaluated so that it can be modified and improved.
Tips and examples for improving lesson design and implementation.
 I want to use and assess students' prior knowledge from previous lessons, assigned readings,
everyday experiences or other courses.
o Bring in students' prior knowledge. Begin with a review of the previous class. Ask students to discuss
what they remember. If you're beginning a new topic, open class with an open-ended question. Give
students a chance to discuss, write, and/or think and then respond to an inquiry about previous
material.
o Ask students to interpret a map or diagram that incorporates local features or recent events to further
encourage students to reflect on personal experiences.
o Try an interactive lecture demonstration. Refer back to student input from the demonstration
throughout class.
o Start your class with a few conceptual multiple-choice questions (ConcepTests) that investigate
previous course content or readings and use the response to guide the direction of your course.
o Use analogies or ask students to come up with their own analogies for a concept.
 I want to engage students in seeking and valuing alternative modes of investigation or multiple ways
to solve problems.
o Ask open ended questions and create exercises where students have an opportunity to come up with
alternative correct answers. For example, have students in small groups design a 5-item checklist for
assessing earthquake risk or for the development of a groundwater aquifer.
o When you get multiple answers to a question, value them and refer to them during the course of the
class.
 I want students to feel that they are members of a learning community that explores content and
generates ideas that determine the direction of the lesson.
o Seek feedback from your students by asking them to respond to a question. Refer back to multiple
students' answers.
o Use knowledge surveys to assess how much your students know. Ask them to rate their confidence in
their ability to complete a specific task or answer a question, or report back on items they want to
cover in more detail.

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o Use a minute paper to have students describe the main idea from the lesson or the muddiest point.
Items brought up in the "muddiest point" can be used to guide the next class.
o Small group work or Think-Pair-Share Activities: These exercises give students the opportunity to vet
their ideas before responding to a question posed by the instructor-thus strengthening the sense of
being a part of a learning community.
o Adjust your lesson using student input

Topic: Evaluation in Teaching and Learning Process

Concept of Evaluation
"Evaluation is the collection of, analysis and interpretation of information about any aspect of a programme of
education or training as part of a recognised process of judging its effectiveness, its efficiency and any other
outcomes it may have."
Education is considered as an investment in human beings in terms of development of human resources,
skills, motivation, knowledge and the like. Evaluation helps to build an educational programme, assess its
achievements and improve upon its effectiveness.
Let us discuss its uses briefly:
(i) Teaching:
Evaluation is concerned with assessing the effectiveness of teaching, teaching strategies, methods and
techniques. It provides feedback to the teachers about their teaching and the learners about their learning.
(ii) Curriculum:
The improvement in courses/curricula, texts and teaching materials is brought about with the help of
evaluation.
(iii) Society:
Evaluation provides accountability to society in terms of the demands and requirements of the employment
market.
(iv) Parents:
Evaluation mainly manifests itself in a perceived need for regular reporting to parents.

Different authors have different notions of evaluation:

1. Encyclopedia of Education Research:
To measure means to observe or determine the magnitude of variate; evaluation means assessment or
appraisal.
2. James M. Bradfield:
Evaluation is the assignment of symbols to phenomenon, in order to characterize the worth or value of a
phenomenon, usually with reference to some social, cultural or scientific standards.
3. Gronlund and Linn:
Evaluation is a systematic process of collecting, analyzing and interpreting information to determine the extent
to which pupils are achieving instructional objectives.

In this definition, there are the following four key elements:

(i)Systematic collection of evidence.
(ii) Its interpretation.
(iv) With a view to action

Following are the few steps involved in the process of evaluation:

(i) Identifying and Defining General Objectives:
(ii) Identifying and Defining Specific Objectives
(iii) Selecting Teaching Points
(iv) Planning Suitable Learning Activities
(v) Evaluating
(vi) Using the Results as Feedback

Purposes and Functions of Evaluation

1. Placement Functions
2. Instructional Functions
3.Diagnostic Functions
4. Predictive function
5. Administrative Functions
6. Guidance Functions

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7. Motivation Functions
8. Development Functions
9. Research Functions
10. Communication Functions

Types of Evaluation
1. Placement Evaluation:
Placement evaluation is designed to place the right person in the right place. It ensures the entry performance
of the pupil. The future success of the instructional process depends on the success of placement evaluation.
Placement evaluation aims at evaluating the pupil’s entry behavior in a sequence of instruction. In other
words, the main goal of such evaluation is to determine the level or position of the child in the instructional
sequence.
2. Formative Evaluation:
Formative evaluation is used to monitor the learning progress of students during the period of instruction. Its
main objective is to provide continuous feedback to both teacher and student concerning learning successes
and failures while instruction is in process.
Feedback to students provides reinforcement of successful learning and identifies the specific learning errors
that need correction. Feedback to teacher provides information for modifying instruction and for prescribing
group and individual remedial work.
3. Diagnostic Evaluation:
It is concerned with identifying the learning difficulties or weakness of pupils during instruction. It tries to locate
or discover the specific area of weakness of a pupil in a given course of instruction and also tries to provide
remedial measure.

4. Summative Evaluation:
Summative evaluation is done at the end of a course of instruction to know to what extent the objectives
previously fixed have been accomplished. In other words, it is the evaluation of pupils’ achievement at the end
of a course.
The main objective of the summative evaluation is to assign grades to the pupils. It indicates the degree to
which the students have mastered the course content. It helps to judge the appropriateness of instructional
objectives. Summative evaluation is generally the work of standardized tests.
Evaluation is done to fulfill the following needs:
1. (a) It helps a teacher to know his pupils in details. Today, education is child-centered. So, child’s abilities,
interest, aptitude, attitude etc., are to be properly studied so as to arrange instruction accordingly.
2. It helps an administrator.
3. Education is a complex process. Thus, there is a great need of continuous evaluation of its processes and
products. It helps to design better educational programmes.
4. The parents are eager to know about the educational progress of their children and evaluation alone can
assess the pupils’ progress from time to time.
5. A sound choice of objectives depends on an accurate information regarding pupil’s abilities, interest,
attitude and personality traits and such information is obtained through evaluation.
6. Evaluation helps us to know whether the instructional objectives have been achieved or not. As such
evaluation helps planning of better strategies for education.
7. A sound programme of evaluation clarifies the aims of education and it helps us to know whether aims and
objectives are attainable or not. As such, it helps in reformulation of aims and objectives.
8. Evaluation studies the ‘total child’ and thus helps us to undertake special instructional programmes like
enrichment programme, for the bright and remedial programmes for the backward.
9. It helps a student in encouraging good study habits, in increasing motivation and in developing abilities and
skills, in knowing the results of progress and in getting appropriate feedback.
10. It helps us to undertake appropriate guidance services.

LESSON CHUNKING
What is Chunking?
- Chunking is a strategy used to improve memory performance.

Organize- organizing and grouping various pieces of information together

Memorize- the chunks instead of the individual information working memory hold a limited amount of data at
the same time
Retrieve - Easy retrieval of the information (short-term memory)

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Cues - These chunks also act as cues, allowing for easy recollection of information

2 Terms on Our Memory

1. Short-term Memory
-Stores sounds, images and words images
- Stores information for about 20- 30 seconds.
- After this, information is either committed to long term memory, or lost all together.

The 3 Main Characteristics of Short-term Memory

Brief Duration- Last up to 20 seconds.
7 ± 2 Chunks- Its capacity is limited to 7 ±2 chunks of independent information (Miller’s Law)
Weakening- Reasons for weakening of memory, include (medication, sleep deprivation or a head injury )

2. Working Memory
- Learning is the process of acquiring new information in your working memory and integrating it with existing
knowledge in your long-term memory.
- Once it’s in long-term memory you can recall it and apply the knowledge to the real world.

Chunking the content helps our brain to process new information more easier and faster.
We chunk contents because it helps you present information in a way that makes it easy for your audience to
understand and remember.

3 Chunking Strategies
1 Classify and prioritize the e-Learning course’s content
• Remove irrelevant or unnecessary information
2 Efficiently group your e-Learning course’s content
• Separate your e-Learning course’s content in modules and then divide them into sections.
3 Organize your information
• Content should have a rational flow, starting from basic and broad concepts and then progressively advance
into more complex ideas. Each concept should contain the right amount of information.

Learning is acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or
preferences and may involve synthesizing different types of information. The ability to learn is possessed by
humans, animals and some machines. Progress over time tends to follow learning curves. Learning is not
compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by what we already
know. To that end, learning may be viewed as a process, rather than a collection of factual and procedural
knowledge. Learning produces changes in the organism and the changes produced are relatively permanent

How to Chunk?
1 Start by listing topics covered by your learning outcomes.
2 Group the topics into similar items.
3 Give a topic name to each group.
WHAT IS MICRO TEACHING?
- In the field of teaching, microteaching has two separate meanings. First, it can indicate a classroom teaching
style in which teachers work with small groups of students for short periods of time. This technique is common
in earlier grade levels, such as elementary school, in which students work in “centers” while the teacher
rotates among tables.Micro-teaching can also imply a type of professional development activity in which you
deliver a short lesson in front of a small group of peers or students. The lesson is sometimes video recorded.
Following the lesson, the mentor teachers or students will work with you to evaluate the lesson and provide
feedback. Microteaching, which was founded in the 1960s by Stanford professor Dwight W. Allen is widely
considered to be one of the most effective forms of teacher training because it allows teachers to “test out”
new lessons and instructional techniques in a low-pressure environment before expanding it to an entire
class.
- Micro teaching is a teaching situation which is scaled down in terms of time and numbers of students.
Usually, this has meant a four to twenty-minutes lesson involving 3 to 10 students. The lesson is scaled down
to reduce some of the complexities of the teaching acts, thus allowing the teacher to focus on selected aspect
of teaching.”

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PROCEDURE OF MICRO TEACHING

1. Skill definition:
The pupil-teacher or the supervisor defines a certain skill. The skills of micro-teaching are defined regarding
the teaching behaviours in order to procure knowledge of required skills, which they have to focus on.
2. Demonstration:
The demonstration is the second step in the process. Experts demonstrate the specific skill by themselves or
with the help of audio\video tape recordings to the teacher trainee. This gives an idea to the teachers to work
accordingly.
3. Lesson planning:
This step is the first action by the student-teacher. The trainee teacher plans a short lesson through which
he/she could practice the skill. This microteaching lesson plan is done with the help of his supervisor.
4. Conducting lesson:
Once the planning is done, according to the targeted skill the pupil-teacher teaches the planned lesson to the
group of students. These lessons are observed by supervisors and pupil teachers.
Further, they are videotaped, audio-taped, or televised through a CCTV camera. These tapes are later used
for self-evaluation as well.
5. Discussion and conclusion:
Once the teaching session comes to an end it is followed by a concluding session. The concluding session
consists of feedback from the supervisor.
During this session, the audio or video recording may also be displayed in order to give an opportunity to
evaluate oneself. Moreover, it also boosts the confidence level of the trainee. It is the best way to reinforce the
trainee to work better the next time.
6. Re-planning:
Mastering a skill is an ongoing process. Thus, once the cycle of micro teaching revolves, the process is
repeated. This repetition involves the re-planning of the lesson plan. The aim of this re-planning is to master
the skill mentioned earlier.
7. Re-teaching:
On completion of the re-planning of the lesson, it is again taught to another group of students from the same
class. The time duration is kept as same as the previous class. This method contributes in practicing the skill
repeatedly.
8. Re-discussion:
At the end of the re-teaching session, the discussion and conclusion step is repeated. These discussions and
suggestions encourage the performance of the trainee. Thus, the process of feedback is procured to enhance
performance furthermore.

9. Redoing:
After the end of every session, this cycle is repeated. The repetition is continued until the required skill is
mastered. This process is repeated while attaining all the required skills.
PRINCIPLE OF MICROTEACHING
1. One skill at one time:
Skills in microteaching are targeted one at a time. Training on particular skills are given until it is mastered.
Once mastered another skill is targeted next. Thus, micro teaching aims for one skill at a time.
2. Small scale content:
Limiting the content gives more freedom and ease to the trainees. Thus, micro teaching is based upon the
principle of limited content. Teachers are to prepare their lessons within the given content, therefore, it
becomes easier for them to conduct their lessons.
3. Practice makes a man perfect:
Mastering skills require practice. While focusing on one skill at a time, micro teaching program also gives an
opportunity to practice those skills. Lots of practice can boost the self-confidence and promote in development
of teaching skills.
4. Experiments:
Experiments are the key factors in any concept. In micro teaching, many experiments are conducted in order
to test the skills of the teachers.
For example, the supervisors conduct experiments where the length of the lessons, time duration, the strength
of students in the class etc is changed. These skills are tested under controlled condition.
5. Instantaneous feedbacks:
Micro teaching consists of teacher-pupil and supervisor as students. Once a session ends, teacher-pupil and
supervisors come up with their feedback. This feedback is given instantly after the lesson plan ends. Thus, it
helps in rectifying the drawbacks.
6. Self-evaluation opportunities:

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Evaluation plays an important role in any task. In micro-teaching, supervisors conduct various tests and thus
there are several chances to analyze mistakes.
Evaluation gives an opportunity to understand the mistake and overcome it. This program includes a session
where drawbacks are pointed out along with their solution. Thus, overall improvement becomes an easier
target.
7. Continuous efforts:
Acquiring and mastering skills is a slow and ongoing process. Even after mastering a previous skill, one
should continually strive for betterment. Continuous efforts make it easier to attain overall development.
BENEFITS AND ADVANTAGES OF MICRO- TEAHING
Micro-teaching is a platform for beginner teachers to improve teaching competencies. Here are few micro
teaching benefits
1. The elasticity of practice:
Micro-teaching helps in developing various skills in trainees as well as the current teaching staff. It helps in
improving the handling skills of the teachers. It gives better opportunities due to small-scale teaching.
Moreover, it broadens the knowledge of various techniques of teaching.
2. Confidence booster:
Micro teaching is a personality enhancer too. Due to several micro-teaching activities and practices, micro
teaching effectively increases the confidence level of the teachers. Moreover, the experience of teaching
enables them to better classroom management.
3. Budget oriented:
Unlike other various programs and seminars that are very costly, micro teaching program is budget-oriented.
Teachers can practice within the real class or at any other place.
4. More learning and less damage:
Micro teaching program is conducted with no more than 3-4 students at a time. This makes it possible to
acquire a better teaching experience. In addition, it lessens the chances of mistakes.
5. Improves attitude:
A positive attitude contributes to better results. Thus, one of the objectives of this program is to guide the
trainees to attain a positive attitude towards any criticism. As a result, negative feedbacks given in a positive
way helps to motivate the trainees to strive for betterment.
6. Promotes systematic lesson planning:
Lesson planning is one of the skills that a teacher needs to master. Micro teaching program, within a given
content, helps the trainee to prepare systematic lesson plans.
7. Instant feedback:
Feedbacks are the best way to improve. Micro teaching enables the teachers to gain instant feedback from
the supervisors. Instant feedback gives more potential for rectifying mistakes.
8. Mastering skills:
This program helps in mastering types of micro teaching skills and strategies like lecturing, questioning,
probing and initiating discussions. Further, it helps in improving a separate teaching style.
LIMITATIONS AND DISADVANTAGES OF MICRO- TEACHING
The following mentioned are a few micro teaching limitations.
1. Hampers creativity:
Creativity is the core of any job. It flows along with the task. However, in the process of micro teaching, due to
the limited period, it becomes difficult to bring out that creativity.
Thus, micro teaching does not contribute to increasing the bars of creativity.
2. Training Staff:
Better teaching promotes a better learning experience. Similarly, for better teaching, one needs to undergo
better training as well.
Micro teaching course benefits teachers in gaining that experience, but it requires well-trained educators to
train the teachers. Without a proper educating staff, it is impossible to implement micro teaching course.
3. Lesser students lesser interest:
Teaching is an art. However, not everyone is capable of teaching. Any job needs passion and interest. They
play a key role in driving the person to strive for improvement.
In the micro teaching program, there are maximum 3-4 students, therefore, lesser students fail to motivate the
teacher to improve. Instead, there are chances of teachers losing their interest altogether.
4. Wastes a lot of time:
Micro teaching is teacher-oriented activity. Here, the focus is on improving efficiency in teaching techniques.
Each session lasts around 5 – 10 minutes minimum. During this period, the aim is to develop teaching skills
and thus student learning is ignored. It certainly wastes the time of student, as it does not benefit him.

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Further, for practising several times, various students are called at different period. This may also hamper
their overall academic performance. Thus, it is advisable to conduct the training program keeping in mind all
the factors.
5. Training period timing:
Micro teaching program is undoubtedly a benefiting course for the teaching staff. It is a promising method for
the holistic development of the teachers in the teaching field.
However, there is one minor drawback of this program. The training period is not enough to develop all the
required skills properly. In addition, one trainee needs approximately 35 minutes to practice once. Not more
than ten trainees can practice once within five hours. It is certainly a time-consuming program.
6. Not realistic and practical:
Micro teaching is a very advanced form of learning however; it does have its own limitation. When it comes to
teaching a diverse level of students at once, it becomes a hassle. During the training, the strength of the
students is limited however when the strength of students is increased it seems like a problem.
This program manages to keep the teachers away from real classroom problems. As a result, trainees
struggle in maintaining classroom behaviour. Moreover, the artificial situation does not help in preparing
teachers for the real-time situation.
7. One alone is not sufficient:
Micro teaching is a concept innovated at Stanford University by Professor Robert Bush and Dwight Allen. One
of the principles of micro teaching is skill enhancement.
However, these skills are targeted one at a time and so not all skills are developed within the given period.
Thus, integration of different micro teaching techniques is needed.
8. One at a time:
Apart from the skills, micro teaching involves only one trainee at a time. For a single session of training, it
requires approximately 35 minutes.
Thus, the single trainee can practice only once in 35 minutes. It is not only time consuming but also an
irritating process for the supervisors if there are more then ten trainees in a batch.
Micro teaching is indeed an advanced level of a teaching program that enables the teachers to gain
confidence before stepping into the profession of a teacher.

LEARNING ACTIVITY

a) Facilitated discussion on the structures of learner-centered teaching strategies.

b) Making of a self- assessment on suitability for teaching. List the strengths and weaknesses;
and set a tentative plan for specific actions need to be taken to begin professional
development:
 as student
 in the first year of teaching

REFERENCES

https://prezi.com/rjcdumawju-s/daily-lesson-log-dll-and-daily-lesson-plan-dlp/
https://www.aeseducation.com/blog/what-is-a-lesson-plan
https://www.elcomblus.com/guiding-principles-in-the-selection-and-organization-of-content/
https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning
https://edulearn2change.com/article-effective-lesson-planning-procedures-and-tips/
https://www.teach-nology.com/tutorials/teaching/lesson_plan/
https://www.kean.edu/~tpc/Classroom%20Management/EFFECTIVE%20LESSON%20PLANNING%20&
%20Classroom%20Mgmt.htm
https://serc.carleton.edu/NAGTWorkshops/certop/imp_design.html
https://www.slideshare.net/mobile/NiaAlba/guidelines-in-implementing-lesson-plan

cbl.hw.ac.uk/ltdi/implementing-it/eval.htm
https://www.yourarticlelibrary.com/statistics-2/evaluation-in-teaching-and-learning-process-education/92476
https://www.slideshare.net/mobile/FareezaM/basics-of-chunking
https://content.wisestep.com/micro-teaching-principles-procedures-benefits-limitations/
https://content.wisestep.com/micro-teaching-principles-procedures-benefits-limitations/

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