APPROACHES OF LESSON

PLANNING
APPROACHES OF LESSON PLAN
WRITING
◦ The National Policy of Education (1986) lays down the importance of mathematics as a vehicle for

developing creativity. In teaching of mathematics, process is of equal importance as the content or

mathematics. Hence a balanced approach is required which consist of equal portion of both content and

process.
Approaches of Lesson Planning
1. Concentric approach
2. Topical Approach
3. Unit Approach
4.Correlated Approach
5. Integrated Approach
6. Project approach
7.Herbatian Approach
8.RCEM (INDIAN) Approach
9.Morrison Approach
10.Blooms Approach
1. Concentric Approach
◦ Concentric approach of curriculum construction also known as spiral approach or sequential approach.

◦ Concentric approach is a psychological approach of organizing curriculum

◦ In concentric approach knowledge is widened slowly and steadily. Thus subject matter is taken and

spread over number of years

◦ In introductory years elementary knowledge is given.

Concept of Concentric Approach
The concept of concentric design is based on the cognitive psychological theories of Jerome
Bruner
Bruner believed that there are three distinct stages in the human process
Enactive phase : learner interacts with uses objects or process
Iconic Phase: learner manipulate image of these objects or process
Symbolic: abstract representation of them can be utilized
Design of Concentric Approach
Step I: A unit is taken

Step II: Unit is broken into number of subunits or sub topics

Step III: These subunits or subtopics are allotted in various classes according to the difficulty
level.
Merits:
 Psychological approach
Creates interest in study
Use of different techniques to deliver content
Based on learning
Systematic development
Knowledge retention
Demerits

Inappropriate for certain topics

Does not develop sense of time and place
If topic is too small it will not create any permanent impression on mind of learner
Sometimes its boring to study same topic again and again
Conclusion
◦ Concentric approach is really a very good approach to be adopted. Teachers have to be careful so that it

is neither too long nor too short.

2. TOPICAL APPROACH
In this approach, the curriculum maker takes a particular topic as a central theme at various
instruction and concepts. A topic is comprehensive collection of materials of a specific topic of
the particular subject.
This approach is also known as Topic approach
Topical approach is based on the principle of totality (present the knowledge as whole)
A specific topic is started in a particular class and finished in a same class.
Topical approach is opposite to the concentric approach
Topics are selected according to the mental level, capabilities and interest of the students
Procedure
Topical method is more a system if arrangement of subject matter than a method of teaching.
Its adoption depends on a suitable organization of the syllabus. This approach is organized
around themes, topics and units of the content.

Example:

If we include the topic “Measurement” in the curriculum of mathematics of class 7 th , then

we must consists of all what is to be thought on this topic to the student of 7th class.
Merits
1. Topical approach is psychological (topics have been selected according to the interest, age
group, mental levels and the needs of the students).

2. Teaching is purposeful

3. Logical subject matter

4. In depth knowledge
Demerits
1. destroy the continuity of subject matter
2. unsuitable for some topics
3. Reading everything about one topic is very difficult
4. Knowledge attained is more bookish
3. UNIT APPROACH
H.C. Harrison was the founder of unit approach.

A unit approach plays an important role in learning in the early childhood because it has many
meaningful activities related to each other.
Unit approach is the modern approach of studying mathematics.
Meaningful division of the content
Eg: UNIT : TRIGONOMETRY
Sub Units : Trigonometric Ratios
Trigonometric Angles
Applications
Sl.No. Merits Demerits
1. Helpful in dividing the content logically Time consuming
2 Learning becomes realistic and meaningful Lack of expert teachers
3 Development of skills and abilities Unsystematic knowledge
4 Development of open –mindedness Lack of order in knowledge gained
5 Works on individual differences Hinders the equal development of studnets
6 It develops the qualities like self-confidence,
persistence etc
Conclusion
The unit should be related to the entire study material. The size of unit should be according to

class. After the unit is cover, analysis should be done, so that the students know their weakness

and strengths.
4. CORRELATED APPROACH
A mutual relationship or connection between two or more things is called correlation.
Correlation simply defines how well two subjects go together.

It means relations among different subjects on equal basis

Correlation connects every facts to be learnt with the life of the students.

Whatever a learning it must arise from his own need and help him to understand his own
environment.

Correlation approach is nothing but making the learning situation concerning to us.
5. INTEGRATED APPROACH
An integrated approach is designed to focus on learning within the curriculum.
It focuses on making connections among concept and experiences
In this type of curriculum ideas and activities will be useful only when these are combined in a
unit
Gestalt psychology favours integrated approach to curriculum
It is an activity centred curriculum.
This approach is activity oriented, experience centred, life centred.
Duties and responsibilities are assigned to the students.
6. Chronological Approach
The study of past event is a work of history
Time is abstract it can’t be seen it can be understood or estimated and experienced
Understanding of historical event in relation to time place and context is called chronology.
 The study of chronology helps to understand events both past and present
This approach provides detailed study of topic.
7. PROJECT APPROACH
It was developed and advocated by W.H. Kilpatrick and John Dewey

Charles explains that projects are defined as open –ended studies of everyday topics which are
worthy of being included in an educational program.

Projects emerge from the questions children raise and develop according to their particular
interest
Structure of the Project Approach
Chard (2013) divides the process of Project Approach into three steps
1. The teacher builds interest in the topic through encouraging the children to share relevant
personal stories of experience.
2. Teachers enable the children go on field visits, interview adults who are experts, such as
weavers, farmers or nurses, for example, according to the topic of study.
3. The teacher guides the conclusion of the study and helps the children review their
achievements
Applying Project Approach
Phase I: In this phase, there are four steps which should be done by both teacher and
students
Children choose what to investigate, with some guidance from the teacher
The children discuss what they already know about the topic. Help children record their ideas.
With help from the teacher, the children list questions that they want to answer during their
study
Children talk about what answers they might find to their questions
Phase 2: Collecting the information of the topic
The teacher helps the children plan trips to places
With the adult help, the children use books and computers to find information
During class meetings , children report what they find in their field work
The children might make drawings, take picture, create graph of things they measured and
counted and construct models.
Phase 3: Concluding the result
Discuss the evidence
Children decide how to show what they did and what they found out to parents and peers who
were not there.
Children create displays to share the story of the project with others
Teacher can help the young investigators
Advantages and Disadvantages of Project Approach
ADVANTAGES DISADVANTAGES

Project approach can increase reading, Time consuming and expensive

language and mathematics skills.
Does not meet the content and curriculum
Promote positive social and emotional standard as set by the center
development
Increase child’s interest in school work
Increase parental interest in child’s education
8. Herbatian Approach
John Fredrik Herbart, a German philosopher and educationist advocated pedagogy- based on
lesson planning . Herbartian approach is based on lesson planning.

Herbartian approach is based on apperceptive mass theory. The student is considered to be a

clean slate and all the knowledge is to be given from outside.

If new knowledge is based on old knowledge of the student, it may acquired easily and
retained for a longer period
Herbatian Steps
1. Preparation
2. Presentation
3. Associative or Comparison
4. Generalization
5. Application
1. Preparation
Concerns to motivating and preparing the child to learn something new
Checking the students previous knowledge to learn the new one
Comprises already known matter with the new lesson to be learned
Emphasizes the aim of the lesson (Example: today we are going to derive the formula for the
‘lateral surface area of a cube)
ii. Presentation
Teacher make the children to learn the new subject by relating questions which tested their
previous knowledge .

Cognitive structure of the child slowly is reconstructed themselves by the comparison of new
knowledge with already existing knowledge.
iii. Association or Comparison
It is completely pertained with an acquisition of new knowledge.

It becomes more meaningful when it is compared, contrasted and associated with already
existing knowledge.

Important to mathematics subjects where the students have to learn the definition, establish
principle, formulae deducted from the theorems and axioms.

Students can able to observe and then compare the new concept or formulae are related with
previously learnt ideas
iv. Generalization
Teacher act as a facilitator to students to derive the generalization.

It compares and contrasts with what is already present and only then ideas are generalized and
new rules are formed

Help the learner to systematize the new knowledge acquired.

v. Application
Knowledge is applied in new and unfamiliar situation

Any student who acquired the mathematics knowledge can able to solving the problem in a
new situation

Students apply the rules and formulae in order to solve the problem.

By application of validity of the generalization is tested and verified.

Knowledge becomes more meaningful to the learner and becomes permanent in his mind.
Advantages Disadvantages
Organized teaching Mechanical method of teaching
Acquiring thoughts as apperception No place for individual differences
Use of inductive and deductive methods Teacher more active
Recapitulation No need of Generalization
correlation Uninteresting
Difficulty of correlation
 Model Lesson Plan format for Herbatian
Approach
i. General information regarding the subject, class, age level of children, estimated time

ii. Instructional Objectives

iii. Instructional Aids

iv. Testing of Previous Knowledge

v. Introduction

vi. Presentation

vii. Recapitulation

viii. Black board Summary

ix. Home Assignment

9. RCEM Approach
In 1972, Regional college of Education, Mysore developed a new approach for writing objectives
in behavioural terms to remove the limitations of Mager’s approach. This approach is known as
RCEM approach

Emphasis on ‘mental abilities’ or ‘mental process’ rather than ‘terminal behaviour’

In RCEM approach, cognitive level is categorized into knowledge, understanding, application and
creativity

These four classified in 17 sub categories. This is known as mental process or mental abilities
Objectives
Knowledge understanding application Creativity
Recall Cite examples Establish hypothesis Analyse
recognition See relationship Predict Synthesis
Classify Infer evaluation
Generalise Reasoning
Interpret Formulate hypothesis
Discrimination
verify
Characteristics of RCEM Approach
Very useful and easy
Definite and more specific
Applicable for writing objectives of cognitive, affective and psychomotor domain
Explains the human learning in terms of mental processes.
Limitation
No balance between the various mental abilities in different categories
Difficult to select appropriate mental activities for various elements of content
 10. Morrison Approach
Developed by H.C. Morrison
He proposed the mastery formula for learning
Steps in Morrison Technique
i. Exploration
ii. Presentation
iii. Assimilation
iv. Organization
v. Recitation
Steps

i. Exploration: Teacher through question and tests or in discussion, discovers what previous
knowledge or experience of the pupil.
ii. Presentation: The essential features of the unit are presented and important points emphasized.
Through proper motivation, the pupil’s interest is aroused and goals or objectives are established
iii. Assimilation: The child learns what has been presented by the teacher, absorbs it, and makes it
part of himself. It is an opportunity to develop valuable habits of study.
iv.Organisation: Cooperative outlining worked out by the teacher and the pupils. This outline is
placed on the board ,critized, and adopted in final form. This is an opportunity for the teacher to
train the pupils in outlining. It also chance for the pupils to develop logical thinking.
V. Recitation: Class performs while the teacher and the other pupils listen. In the unit recitation, the
pupil has the mastery of what he is talking about and may give a report or lecture for a given time.
A written recitation or achievement test covering the whole unit may be given after the recitation.
Mastery formula
Pre test Exploration step
Teach Presentation step
Retest Assimilation /Diagnostic test
Reteach Organization and Recitation step
Test Achievement test after recitation

Morrison steps are not only logical but also psychologically sound
Advantages
Takes big block of subject matter and cuts
across the subject boundaries.
It does away with the fragmentation of
subject matter
Disadvantages
Not all teachers are capable of making long
range unit plans that cover a week or more.
Method alone does not insure mastery
Development of the lesson is often followed
by a review lesson
11. Blooms Approach(Evaluation approach)
Evaluation approach of B.S. Bloom consider education as objective centred rather than content
centred.
According to him education may be regarded as a tri-polar process involving educational
objectives, learning experiences and evaluation devices
 Education

Objectives

Learner Experience Learner Appraisal

Components of Blooms approach
1. Educational Objectives
◦ This component is concerned with the identification and formulation of educational objectives in
relation to the terminal behaviour.

2. Learning Experiences
◦ Concerned with the provision of suitable learning environment. Learning environment is created by
learning experiences. Selection of learning experiences and its systematic organization according to the
specific behavioural changes

3. Learner Appraisal
◦ concerned with the Evaluation of teaching learning outcomes. Tools and techniques to assess
behavioural changes must be specifically meet the performance expectations in cognitive , affective and
psychomotor domains.
Steps of Evaluation Approach to Lesson
Planning
1. Content or teaching point
2. Objectives and their specification
3. Teachers activity
4. Students’ Activity
5. Learning Aids
6. Evaluation
Model Lesson Plan Format – Evaluation
Approach
1. Input
Includes the identification of objectives in behavioural terms. They are known as Expected
Behavioural Outcomes. The entering behaviour of the learners are also identified.
2. Process
This is the interactive stage. Select different teaching strategies, audio-visual support
materials for effective presentation of the content
3. Output
This aspect of instructional procedure refer to real learning outcomes. This is equivalent to
terminal behaviour which are usually measured by using oral and written questions.