Lesson planning: an overview of essentials

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Lesson planning an overview of essentials

• Madonna Stinson
• VPA/CRPP
• National Institute of Education, Singapore.
• For the NAC, 1 April 2006

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A good lesson is

• well planned and purposeful. It has a focus on
  the specific learning needs of the students and
  acknowledges prior learning as well as laying the
  foundations for lessons that follow. It should be
  challenging as well as enjoyable and students
  should be conscious that they are learning.

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What is the intended learning?

• Goals
• Aims
• Outcomes
• Objectives

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Goals, aims, outcomes.

• These are the big picture statements. They are
  the result of long-term learning over time,
  weeks, months or even years. It is important to
  have these in mind so that you are not simply
  planning on a lesson-by-lesson basis but,
  instead, developing and providing a scaffold for
  learning by the students. Outcomes MUST be
  observable and demonstrable.

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Some examples.

• GOAL Our students will become people who can
  deal with others morally and ethically.
• AIM To develop awareness that every person has
  qualities that contribute to our community.

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Some examples 2

• OUTCOME Students will interact with others with
  sensitivity and awareness of different points of
  view.
• OBJECTIVE To explore differing ways one can
  contribute to group activities and interactions.

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Objectives should be

• relevant to each lesson.
• connected to (but different from) the aims and
  goals.
• only a few for each lesson.
• specific.
• the basis for the activities and experiences of
  the lesson.

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Selection of material

• Content must match with objectives
• Activities must match with objectives
• An observer should be able to identify what you
  are intending the students to learn by seeing
  what you do.
• Students should be able to identify what they are
  learning by thinking about their experiences in
  the lesson.

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Sequencing the material

• Orientation focus of the lesson is introduced.
  Should be short. You may want to introduce new
  material here.
• Development the crux of the lesson. Should be
  the longest phase. Exploration and application.
• Conclusion/reflection raises consciousness of
  learning. Another short phase.

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Lesson plan should include
Unit Title Lesson No. of Objectives (2 or
3 only) Resources required useful to have this
at the beginning so you are reminded before you
start the lesson. Class context information
about the prior experience of the students. Time
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Teaching and learning

• I have been teaching how do I know the students
  are learning what I intend?

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Assessment

• Observation
• Focused analysis
• Consultation
• Self and peer assessment