- Visualizing - Guidance - Managing - Decision making

UNIT 3.3: LESSON PLANNING Flashcards by VERNARD DOMINIC ALOYON

LESSON PLANNING:

Visualizing
Guidance
Managing
Decision making

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To give an _______ of instruction

overview

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To facilitate good __________ of instruction

management

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To make learning __________

purposeful

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To link instructional events with community ________

resources

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To provide for _______ and ________

sequencing and pacing

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To economize _____

time

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To provide for a _____ of instructional activities

variety

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To make learner’s success more ________

measurable

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To create the ________ for a higher-level questioning

opportunity

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To assist in ordering ________

supplies

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To guide ____________

substitute teachers

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To link _______ to teaching and learning

curriculum

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To provide opportunities for an individual student or a group of students to benefit maximally from ________ in selected learning activities

participation

How well did you know this?

Not at all

Perfectly

Lesson Planning Sequence

motivation

Assesing the learners needs

How well did you know this?

Not at all

Perfectly

Functions of Lesson Planning

To provide ________ an opportunity to rehearse mentally
and on paper what will take place when they teach

teachers

How well did you know this?

Not at all

Perfectly

Lesson Planning
Sequence

Assesing the learners needs
Starting the school goals
Mapping the plan
Giving Instruction
Evaluating

How well did you know this?

Not at all

Perfectly

Lesson Planning Sequence

Achievement level

Assesing the learners needs

How well did you know this?

Not at all

Perfectly

Lesson Planning Sequence

Prior leaning

Assesing the learners needs

How well did you know this?

Not at all

Perfectly

Lesson Planning Sequence

self-concept

Assesing the learners needs

How well did you know this?

Not at all

Perfectly

Lesson Planning Sequence

intellegence level

Assesing the learners needs

How well did you know this?

Not at all

Perfectly

Lesson Planning Sequence

reading comprehension

Assesing the learners needs

How well did you know this?

Not at all

Perfectly

Lesson Planning Sequence

Unit

Mapping the plan

How well did you know this?

Not at all

Perfectly

Lesson Planning Sequence

Daily

Mapping the plan

How well did you know this?

Not at all

Perfectly

# Lesson Planning Sequence Methods

Giving Instruction

# Lesson Planning Sequence Materials

Giving Instruction

# Lesson Planning Sequence Grouping

Giving Instruction

# Lesson Planning Sequence Placement

Evaluating

# Lesson Planning Sequence Formative

Evaluating

# Lesson Planning Sequence Diagnostic

Evaluating

# Lesson Planning Sequence Summative

Evaluating

Phases of Lesson Planning

1. Preplanning 2. Active Planning 3. Ongoing planning 4. Post planning

# Phases of Lesson Planning Before Intructions

- Preplanning - Active Planning

# Phases of Lesson Planning During instructions

Ongoing Planning

# Phases of Lesson Planning After instructions

Post planning

# Phases of Lesson Planning Activity: Mental plan

Preplanning

# Phases of Lesson Planning Gives purpose for learning

Preplanning

# Phases of Lesson Planning Provides Overview

Preplanning

# Phases of Lesson Planning Economize time

Preplanning

# Phases of Lesson Planning Reduces duplication

Preplanning

# Phases of Lesson Planning Ties to community events

Preplanning

# Phases of Lesson Planning Activity: Written Plan

Active Planning

# Phases of Lesson Planning Facilitates managements and instruction

Active Planning

# Phases of Lesson Planning Limits impact of instruction

Active Planning

# Phases of Lesson Planning Provides sequencing and pacing

Active Planning

# Phases of Lesson Planning Builds teaching repertoire

Active Planning

# Phases of Lesson Planning Activity: Tune Plan

Ongoing Planning

# Phases of Lesson Planning Aids sequencing and pacing

Ongoing Planning

# Phases of Lesson Planning Responds to learner needs

Ongoing Planning

# Phases of Lesson Planning Provides for re teaching

Ongoing Planning

# Phases of Lesson Planning Provides variety of instructional planning

Ongoing Planning

# Phases of Lesson Planning Facilitates higher level questions

Ongoing Planning

# Phases of Lesson Planning Activity: Evaluate Plan

Post planning

# Phases of Lesson Planning Measures students success

Post planning

# Phases of Lesson Planning Guides substitute

Post planning

# Phases of Lesson Planning Provides documentations

Post planning

# Phases of Lesson Planning Signals time to order supplies

Post planning

Gagne’s Nine Events of Instruction

1. Gain Attention 2. Inform Leaner of objectives 3. Prior learning 4. Present content 5. Provide Guidance 6. Practice 7. Provide feedback 8. Assess Performance 9. Enhance Retention and transfer to the job

Components of a Lesson Plan

1. Learning Outcomes 2. Content 3. Learning Activities 4. Evaluation 5. Resources and Materials

# Components of a Lesson Plan ▪ Lectures

Learning Activities

# Components of a Lesson Plan ▪ Practice and drill

Learning Activities

# Components of a Lesson Plan ▪ Group activities

Learning Activities

# Components of a Lesson Plan ▪ Role playing, simulations, dramatization

Learning Activities

# Components of a Lesson Plan ▪ Research or writing projects

Learning Activities

# Components of a Lesson Plan ▪ Experiments

Learning Activities

# Components of a Lesson Planv ▪ Field trips

Learning Activities

# Components of a Lesson Plan ▪ Review

Learning Activities

# Components of a Lesson Plan ▪ Discussions

Learning Activities

# Components of a Lesson Plan ▪ Reading a test

Learning Activities

# Components of a Lesson Plan ▪ Viewing video

Learning Activities

# Components of a Lesson Plan ▪ Listening audiotapes

Learning Activities

# Components of a Lesson Plan Two types of Evaluation

- FORMATIVE - SUMMATIVE

# Components of a Lesson Plan ▪ Demonstration, exhibits, debates

FORMATIVE | Evaluation

# Components of a Lesson Plan ▪ Reviews, generalizations and summaries

FORMATIVE | Evaluation

# Components of a Lesson Plan ▪ Reflection paper

FORMATIVE | Evaluation

# Components of a Lesson Plan ▪ Quizzes, examination

SUMMATIVE | Evaluation

# Components of a Lesson Plan ▪ Portfolio

SUMMATIVE | Evaluation

# Components of a Lesson Plan ▪ Thesis

SUMMATIVE | Evaluation

# Components of a Lesson Plan ▪ Written materials (textbooks)

Resources and Materials

# Components of a Lesson Plan ▪ Online sources (journal article)

Resources and Materials

# Components of a Lesson Plan ▪ Film

Resources and Materials

# Components of a Lesson Plan ▪ Audio-visual materials

Resources and Materials

# Components of a Lesson Plan ▪ Programmed and computer materials

Resources and Materials

# Components of a Lesson Plan ▪ Models, replicas, chart, globes, maps, specimen

Resources and Materials

Types of Lesson Plan

* Brief * Semi-detailed * Detailed

Format of a Lesson Plan

1. Learning Outcomes 2. Subject Matter 3. Materials / Equipment 4. Topic Preparation 5. Presentation Overview 6. Topic Presentation 7. Generalization 8. Application 9. Assignment 10.Evaluation

# Format of a Lesson Plan Statements that tell students what they will be able to do at the end of a period of time.

Learning outcomes

# Format of a Lesson Plan Measurable and quite often observable

Learning outcomes

# Format of a Lesson Plan Sharpen the focus on student learning

Learning outcomes

# Format of a Lesson Plan state in clear terms what it is that your students should be able to do

Learning outcomes

# Format of a Lesson Plan focus on student products, artifacts, or performances

Learning outcomes

# Format of a Lesson Plan student-centered

Learning outcomes

# Format of a Lesson Plan course expectations

Learning outcomes

# Format of a Lesson Plan clarifies intention | LEARNING OBJECTIVES vs LEARNING OUTCOMES

Learning outcomes

# Format of a Lesson Plan At the end of the topic, student should be able to… | LEARNING OBJECTIVES vs LEARNING OUTCOMES

Learning outcomes

# Format of a Lesson Plan Focused on the learner and is performance-oriented | LEARNING OBJECTIVES vs LEARNING OUTCOMES

Learning outcomes

# Format of a Lesson Plan Forms of Objectives

- general objectives - Specific Learning Objectives

# Format of a Lesson Plan can vary in form and nature | LEARNING OBJECTIVES vs LEARNING OUTCOMES

OBJECTIVES

# Learning outcomes the teaching strategies you will use | The value of effective learning outcomes statements (teacher or learner)

For the teacher

# Learning outcomes the content of teaching | The value of effective learning outcomes statements (teacher or learner)

For the teacher

# Learning outcomes a solid framework to guide their studies and assist them to prepare for their assessment | The value of effective learning outcomes statements (teacher or learner)

For students

# Learning outcomes the sorts of learning activities/tasks you set for your students appropriate assessment tasks course evaluation. | The value of effective learning outcomes statements (teacher or learner)

For the teacher

# Learning outcomes a point of articulation with graduate attributes at course and/or university level | The value of effective learning outcomes statements (teacher or learner)

For students

# Learning outcomes From this, effective learning outcomes statements should:

▪ identify important learning requirements ▪ use clear language ▪ link to the generic and/or course graduate attributes ▪ be achievable and assessa

# Learning outcomes Four kinds of Knowledge

- Declarative Knowledge - Procedural Knowledge - Conditional Knowledge - Functional Knowledge

# Learning outcomes Knowing what, or knowinf about - the content of knowledge | Four kinds of Knowledge

Declarative Knowledge

# Learning outcomes Know how to do things | Four kinds of Knowledge

Procedural Knowledge

# Learning outcomes Knowing when to do things | Four kinds of Knowledge

Conditional knowledge

# Learning outcomes Knowing how to employ the other 3 types of knowledge to solve problems | Four kinds of Knowledge

Functional Knowledge

# Learning outcomes making things developmental | Four kinds of Knowledge

Functional Knowledge

# Learning outcomes DEPENDS ON: | How many to write for your unit?

▪ Range of learning intentions ▪ Length ▪ Particular discipline/course specific or generic graduate attributes

Parts of the Lesson Structure

* Motivation * Presentation * Activity * Application * Assignment * Evaluation

# Parts of the Lesson Structure Catch attention of the students

Motivational Activity

# Parts of the Lesson Structure Setting the tone for the class

Motivational Activity

# Parts of the Lesson Structure Springboard

Motivational Activity

# Parts of the Lesson Structure Activities to arouse motivation of the learners

Motivational Activity

# Lesson Structure: Presentation _______ your content or topic | Organizing the Content

Plan

# Lesson Structure: Presentation Organize your presentation in a form of a _______ | Organizing the Content

story board

# Lesson Structure: Presentation Allow for ______ and ______ | Organizing the Content

pauses and “wait-time".

# Lesson Structure: Presentation ________ is the pause after the instructor either asks a question or asks for questions. | Organizing the Content

Wait-time

# Lesson Structure: Presentation ______________ your presentation | Organizing the Content

Summarize/Generalize

# Effective Use of Lecture Presentation Software: Keep the number of slides to a ________

minimum

# Effective Use of Lecture Presentation Software: Use _____ to enhance and illustrate the presentation

slides

# Effective Use of Lecture Presentation Software: Avoid using complex _______

- background - graph

# Effective Use of Lecture Presentation Software: Choose appropriate text ______ and ________

font and size

# Effective Use of Lecture Presentation Software: Try to avoid lectures which use only slides with _______

bullet points

# Effective Use of Lecture Presentation Software: Consider the use of __________

animations

# Effective Use of Lecture Presentation Software: Import and use digitized ________, ______, or _______ material within the presentation

images, sound or video

# Effective Use of Lecture Presentation Software: Use _____ feature or use of _______ function

- active buttons - hyperlink

# Effective Use of Lecture Presentation Software: Choose appropriate ________ to complement your lecture notes

graphics

# Using Visual Aids, such as PowerPoint Slides Do not use _______ unless they serve a clear and important purpose

visual aids

# Using Visual Aids, such as PowerPoint Slides Book and check out the presentation _______ in advance.

equipment

# Using Visual Aids, such as PowerPoint Slides Talk to your ______ and not to the screen

audience

# Using Visual Aids, such as PowerPoint Slides Use the visuals to enhance your presentation, not as a substitute for a _________.

verbal presentation

# Using Visual Aids, such as PowerPoint Slides Use a _______, if necessary.

pointer

# Using Visual Aids, such as PowerPoint Slides _______ the audio and the visual

Coordinate

# Using Visual Aids, such as PowerPoint Slides Design your _____ with clarity and simplicity in mind

visuals

# Lesson Structure: Presentation To strengthen your presentation skills, focus on improving your skills in these three areas:

- Verbal and Non-Verbal Communication - Effective Use of the Chalkboard and Visual-Aids - Effective Design and Meaningful Organization of Content

# Verbal and Non-Verbal Communication Find out all you can about the _____ in which you will be presenting.

room

# Verbal and Non-Verbal Communication Use the classroom as a ______

stage

# Verbal and Non-Verbal Communication ______ the tone, pitch, and speed of your speech

Modulate

# Verbal and Non-Verbal Communication Verbal and Non-Verbal Communication______ loudly and clearly

Speak

# Verbal and Non-Verbal Communication Use _______ and _________ to help you explain, emphasize, and communicate the material

gestures and facial expressions

# Verbal and Non-Verbal Communication Develop a ______

teaching persona

# Verbal and Non-Verbal Communication Show _________ and __________ for the topic

passion and enthusiasm

# Verbal and Non-Verbal Communication Interact with and pay attention to your _______

audience

# Verbal and Non-Verbal Communication Do not ____ your notes or slides

read

# Verbal and Non-Verbal Communication Do not take yourself too _______

seriously

# Verbal and Non-Verbal Communication Keep track of the _____

time

# Effective Use of the Chalkboard and Visual-Aids Write ______ and ______ enough that your writing can be seen in the back of the room

legibly and big

# Effective Use of the Chalkboard and Visual-Aids Think about the _______ of the material on the board.

organization

# Effective Use of the Chalkboard and Visual-Aids Fill ____ board at a time, starting at the top of each board and writing down

one

# Effective Use of the Chalkboard and Visual-Aids Do not ________ in words at the very bottom of the board or in the margins.

scrunch

# Effective Use of the Chalkboard and Visual-Aids _________ or ________ major assumptions, conclusions, etc

Underline or mark

# Effective Use of the Chalkboard and Visual-Aids Use _____ to emphasize points.

color

# Effective Use of the Chalkboard and Visual-Aids _______ a board only when you have run out of room.

Erase

# Effective Use of the Chalkboard and Visual-Aids If you find a _____ on a previous board, do not erase it.

mistake

Organize the content __________

visually

# Effective Design and Meaningful Organization of Content Use ______ or phrase

single words

# Effective Design and Meaningful Organization of Content Choose a _____ that is easy to see.

font

# Effective Design and Meaningful Organization of Content Keep the design ______.

simple

# Effective Design and Meaningful Organization of Content Use __________ extracts, rom documents.

short quotes

# Effective Design and Meaningful Organization of Content Assign a ____ for each visual.

title

# Effective Design and Meaningful Organization of Content Use _______ lists.

summary

# Effective Design and Meaningful Organization of Content Limit the number of ___ on each visual.

ideas

# Effective Design and Meaningful Organization of Content Use ______ for emphasis and organization

color

# Effective Design and Meaningful Organization of Content Design ______ and ______ that are simple and clear, with readily recognized symbols.

diagrams and tables

# Effective Design and Meaningful Organization of Content Use __________ layout, not vertical (portrait).

horizontal (landscape)

# Planning Learning Activities Basis for Selecting Learning Activities:

- Learning outcomes - Maximize opportunities to achieve multiple goals - Student motivation - Principles of learning - Facilities, equipment, and Resources

# Lesson Structure: Teaching Learning Activities Teacher uses different activities as a vehicle to translate the knowledge, values and skills into ______ that could be applied in their lives outside the school

learning

# Criteria in Selecting Learning Activities Relate to ____ curriculum

large

# Criteria in Selecting Learning Activities Be _________

scaffolded

# Criteria in Selecting Learning Activities Put students in touch with a powerful idea or form of ____

perception

# Criteria in Selecting Learning Activities Challenge ________

students

# Criteria in Selecting Learning Activities Allow for _________

individualism

# Criteria in Selecting Learning Activities Fit within existing __________

constraints

# Criteria in Selecting Learning Activities Contribute to the quality of life ________ of school

outside

# Criteria in Selecting Learning Activities Offer multiple _______ on a topic, issue, or problem

perspectives

# Criteria in Selecting Learning Activities Provoke emotional, physical, and intellectual ________

responses

# Criteria in Selecting Learning Activities Help students make ________

connections

# Criteria in Selecting Learning Activities Allow students to choose, design, revise, carry out, and evaluate the _____

activity

# Criteria in Selecting Learning Activities Contribute to multiple ______ and _________

goals and outcomes

# Criteria in Selecting Learning Activities Offer students many ways to construct _______

knowledge

# Lesson Structure An activity done outside the classroom /at home

Assignment

# Lesson Structure: Assignment The activity should help attain the day’s lesson _______

objective

# Lesson Structure: Assignment It should be ___________ and ______ (with provision for remedial, reinforcement and enrichment activities)

interesting and differentiated

# Lesson Structure Determines whether the learning outcomes are met and achieved

Assessment

# Characteristics of a Good Lesson Plan SMART

- Specific - Measurable - Attainable - Realistic - Time bound

Learning outcomes are focused not only on the learning of knowledge, skills but also on right ________ and _______

values and attitudes

Contains appropriate _________

materials

Shows a systematic _________ of the lesson

development

Make possible _______ of the learners

participation

Provides for varied _____ to cater to learner’s different learning styles and multiple intelligences

activities

Provides for _________ knowledge and skills to be learned

drills/exercises/activities

The evaluation activity matches with the __________

learning outcomes

Gives clear reasonable _________ that matches with the objectives

assignment

Present lesson within the _______ of the students to learn

capacity

UNIT 3.3: LESSON PLANNING Flashcards

(197 cards)