Types of Lessons

The Development Lesson

Nature
-Is one in which something new is presented or developed
-It may be a fact, a principle, a skill, a generalization, or some knowledge.
-It must not be something the class did not know before.
-It is applied to a direct learning procedure, under the directions of the teacher, in
which students participate step by step.

Formal
1. Time-tested method (inductive, deductive, problem solving)

Informal
1. Socratic Method (question and answer portion)
2. Developmental method (step by step process)
3. The Development Lesson

Steps
1. Preparation- consists of the cognitive and motivational aspects.
2. Presentation of Development- the teacher directs childrens learning by
means of questions and teaching aids, leading the class to examine, analyze,
compare, contrast, generalize, observe, judge or discover something.
3. Application- the test where of whether the pupils have really learned or not.

Conditions Necessary to a good Development lessons:

The teachers mastery of the subject matter

Recall of past experiences or information that have a bearing on the new lesson
The teachers clear awareness of what is to be perceived, presented, or developed.

Advantages
The rule that what is taught is better understood and mastered because the
meanings are experienced;
Learning is facilitated because it is done step by step;
Satisfaction results because the children feels they are doing things independently;
and
Ability to think for oneself and skill in attacking and solving problems; self-
confidence
 Disadvantages
When a rule may be easily understood by reading, the use of method would be a
waste of time;
It is not suitable for one subjects, activities, etc.
The child may become more dependent on the teacher.

The Review Lesson

Nature
-aims to renew the study of the same subject matter or to recall what has been taken
up in the past and view this again from a different perspective or point of view.

Purposes of the Review

1. Retention of material learned

2. Organization of materials and experiences into large wholes
3. Development of ability to evaluate material
4. Supplementation of materials and experiences
5. Foundation for further learning
6. Diagnosis of pupil weakness
7. Diagnosis of teacher weakness
8. Development of interest in old material
9. Stimulation of original thinking and creativeness
10. Tracing the core or main thought throughout a unit.
11. Reorganization of previously organized information into a new pattern.

Types of Review

The short pre lesson daily review for3-5 minutes. This can provide the appreciative
basis for the new lesson.
The post lesson unit review.- takes a whole period review.
Extensive large unit review - take place into the end of the semester or school year.

Techniques of Review

Time of review - no definite time of review; given when necessary; given before the
test to prepare the students.
Length of the review- no limit time of the review;
Preparation for review-it should be as prepared as any lesson; always have a
necessary step; the teacher should plan it well.
 Principles of a Review Lesson
The review must be of value to the learner- the children should know the purpose of
the review.
The review should be interesting- no repetitions
The should follow the psychological principles of learning.- the learner should be
aware of how he is progressing.

Conditions for a Good Review

Previous lessons must have been studied.

Too much should not be covered in one lesson.
The teacher should have mastery of the subject.
The teacher should lead the children to organize the subject into large units
The teacher should help the children outline summary so that the children may see
value of the parts.

The Drill Lesson

Nature and Purpose

-is for automatization of certain facts, habits or skills.
-Aim to fix associations for permanency or to perfect a skill.
-Needed for mastery; all subjects need a little amount of drill.

Nature and Purpose

Drills are necessary:

Mastery of multiplication table
Correct spelling and grammar; remembering historical dates
Training in motor skills( handwriting, typewriting, shorthand,shopwork)

Material for Drill

-takes up the same material until it is mastered.

-The same activity is practiced until it is automatic.
-more often used in form subjects rather than in content subjects. (science and social
studies)

Drill Procedure

1. Motivation is necessary to arouse pupils to maximum and sustained effort.

 2. Focalization- requires concentration and so childrens attention should be
focused on the specific facts etc.
3. Repetition with attention- mere repetition will not result in learning unless
accompanied by attention.
4. Application- the pupil must be able to apply what he/she has learned.

Principle of Drill

Utilization of the principles of learning-pupils should be ready in the drill. (reward

and praise may be used to improve performance)
Way of conducting drill- it should be systematic way- fast, precise, uninterrupted by
discussion, dynamic, alert, enthusiastic (be hurry)

Standards- attainable standards should be set-up ( accuracy, speed, quality, and

quantity)
Individualization- divide the class into the childrens weaknesses and together the
teacher will teach the same thing.

Outcomes of Drill

Drill results in establishing habits, skills, and route associations. Habits are automatic
responses. Developing the habit into a skill is what the teacher aims.

The Application lesson

Nature
-is a type of learning instruction that gives the learners the opportunity to relate,
express and apply what they have learned. After arriving at the generalization, it is
important to apply for further analysis and verification. When a learner learns a rule
in science, it has to be applied in the solution of problems. The ability to apply a rule
correctly in solving problems is the real test of what the learner has learned.

In an application lesson, certain conditions or situations are created that will lead
learners to express their thoughts through construction or illustration of the concept, or
language what they think or feel.

The application lesson is very valuable to the teacher and the learners. One can
easily see if the learners have learned based on their ability to apply principles and rules
in the solution of problems. It is also easier to determine what has been learned because
results are tangible. The teacher is also stimulated and challenged to be more creative
because he has to plan and organize different forms of expression and consequently, his
ability to direct the teaching-learning process is put to a test.

The application on various expression lessons may take a variety of forms. The different
ideas, facts, principles and rules that have been taught to the learners can find outlets or
manifested in any of the following activity.

1. Story telling: Children enjoy listening to a story especially when the subject is about
fantasy. Story telling as teaching strategy is usually used in reading, language,
history, geography, science and other subjects. After listening to the story, they learn
to speak in correct sentences and to interact with classmates.

2. Oral reading: Silent reading is thought learning, while oral reading is thought-
sharing. Oral reading gives the learners an opportunity to express their thoughts to
other listeners.

3. Dramatization: This is a teaching strategy characterized by acting out a story. It

utilizes language, facial expressions, gestures and action. It can tell and dramatize a
story more vividly than the printed page can portray. Learners enjoy dramatization,
because it can serve as training opportunity in training language expression, physical
grace, poise and skill. Pantomimes, operettas, pageants, puppet shows and plays are
various forms of dramatic activities.
4. Written composition: Writing themes not only give the learners the opportunity to
express their thoughts, sentiments and feelings, but it is also a training in grammar,
correct usage and written communication.

5. Construction and illustration: Construction and illustration of various forms and

shapes and other visual compositions are the embodiment of thoughts. An idea or a
concept may be concretized in drawing or construction works. It also develops
manual skill.

6. Singing: Most learners love to sing whether individually or in groups. Singing is

therapeutic because it provides emotional release. It is one way of learning
language.

7. Creative work or composition: Any creative work done by the learner, is in effect, an
example of application. Sketching a landscape, molding a piece of plastic clay, writing
a poem, or simply making a school project are forms of creation. A class in art
education may be assigned to draw any subject of interest to the learner is an
application lesson that will reveal the creative abilities of the learners.
 8. Test: The test is in reality an application of what has been learned. The test is a
manifestation of what the learners have acquired in terms of facts and information
and how effective the teaching has been.

There are certain points to be considered to have a good application lesson. These are
motivation, statement of the learning task and the necessity of information.

The Supervised lesson

Nature

- is one whose primary objective is to teach learners how to study a given subject
effectively under the direction and guidance of the teacher. The teacher gives the
defined direction in relation to steps, methods and strategies and supervises the
learning process. It is interesting to note that under the supervised study scheme,
the learners are taught the techniques of learning while the teacher acts as a guide
in the various steps and procedure in the classroom.

Importance of Supervised Study

The importance of supervised studies in college level are:The observation that a

number of failures and dropouts in school are due to poor study habits. Some
students just memorize facts and information without understanding them. Others
just waste time because of lack of concentration on the learning tasks.

Many hours especially in the rural and slum areas do not have adequate lighting. The
learning condition is not conducive to learning. The learners should be guided on
their school activities every day.
Slow learners need motivation, guidance and supervised study.

Types of Supervised Study Lessons

As already mentioned, the primary purpose of supervised study is to teach the

learners how to study their lesson effectively. There are different types of supervised
study lessons that are found to be effective.

1. Group Study

At the outset, the group is first supervised by the teacher on their learning tasks.
When they have learned and developed the study habits, they can study at their own.
Under the group study, the teacher should be alert and observant to identify the bright
learners from the slow ones and provide some provisions.

2. Study with Printed Materials

Examples: books, manuals and other printed materials and people. Studying is
always associated with book learning and printed educational materials. Study can also
be derived with people instead of books as resource persons.

3. Programmed Instruction

This is a method of independent study where it makes use of programmed

lessons, textbooks and machines.

4. Science Laboratories

Laboratory learning tasks are always supervised by the teacher. The teacher
should always be on guard while the learners are busy working in the laboratory.

5. The Library-Study Plan

This supervised study has two phases - a semi-library study-hall, all learners from
all classes study here and make use of reference materials; while the department study,
learners get assistance from the department concern. A student who is weak in Math
may go to Math department and seek help there.

6. The Study Period

This type of supervised study takes place in a regular classroom, a special study
room, in the audio-visual room or in a small portion of the library under the supervision
of the teacher. The learners are kept busy doing their assigned learning activities. The
teacher should be ready to give assistance at any time when needed.

The success of the supervised study depends to a large extent on the abilities of
the teacher who will train and guide the learners on how to study effectively. There are
few guidelines that should be observed. The physical setting should be free from any
form of distractions. All the necessary teaching aids and materials should be readily
available. The purpose of the learning activity should be clear and understood by the
learners. The time for supervised study should be used profitably. The teacher should
supervise the children while they are working.