How to Plan a Lesson
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Lesson is a unified
set of activities that covers a period of classroom time. The essential
elements of a lesson plan are:
ü
Goal(s)
The overall purpose
that is expected to be accomplished at the end of the class.
ü
Objectives
Spesific
purpose that that students will accomplished. It is usually in the form of
stating what students will do. There are two objectives, terminal and enabling.
Terminal is final learning outcome that needs to be measured and evaluated,
while enabling is steps that lead to terminal.
ü
Material and
Equipment
Good
planning includes knowing what you need to take with you. A good teacher must
have material and euipment prepared beforehand.
ü
Procedures
A very
general guideline for a lesson plan is to do warming up or opening first, a set
of activity, then closing.
ü
Evaluation
Evaluation
is needed to determine whether the objectives have been accomplished or not.
Teacher needs to assess the success of students and making adjusment for next
lesson plan based on evaluation.
ü
Extra-Class
Work
Students need to do
some learning beyond class hour to reinforce the knowledge given by teacher.
Guidelines for Lesson Planning
a)
How to begin
planning:
1)
Familiarize
yourself with the curriculum
2)
Determine
the purpose and topic of lesson
3)
Make
terminal objectives for the lesson
4)
Create an
exercise based on the objective
5)
Draft an
outline of what the lesson will look like
6)
Plan
step-by-step procedure and state enabling objective
b)
Variety,
Sequencing, Pacing, and Timing
1)
Is there
sufficient variety in techniques to keep the lesson interesting?
2)
Are the
activities sequenced logically?
3)
Is the
lesson paced adequately?
4)
Is it
appropriately timed?
c)
Gauging
Difficulty
Put yourself
in your students’ shoe and anticipate their problem areas. Figure out whether a
certain task, technique, or lesson elements will be too easy or too difficult
for them.
d)
Individual
Difference
Put it in
mind that students are individuals with their own traits. A teacher should
reach out to every students be it low achiever, high achiever, or average
achiever. Some steps to account for individual difference are:
1)
Design
techniques that have difficult and easy aspects
2)
Solicit
responses for those below the norm and harden items for those above the norm
3)
Use
judicious selection
4)
Use small
group and pair work time
e)
Student and
Teacher Talk
Give balance
between student talk and teacher talk. A teacher shouldn’t dominate and not
giving enough time and space for student to talk.
f)
Adapting to
an Established Curriculum
Teacher’s
job is to take current curriculum into account and then adjust is to students,
their need, and goal. However, in some cases, there is a textbook driven
curriculum where it simply tells teacher to teach everything in a text book. If
that so, it is wiser to devise your own curriculum. There are two factors that
contribute to curriculum planning:
1)
Learner
factors: students’ proficiency level, age, need
2)
Institutional
factors: practical constraints and supporting material
g)
Classroom
Lesson “Notes”
What kind of notes
that you will carry into the classroom? Too much details will slow you down and
give no room for spontaneity. However, too short details may give you
confusion.
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