Lesson Planning

Junelle P. Silguera, RMT

What is a lesson plan?

A lesson plan is a teacher’s tool

It is the itinerary, which contains all
specific activities that will direct and
lead learners to reaching their
ultimate destination-achieving
competency in all the three domains
of learning
To begin, a teacher must ask these
three basic questions:

Where are my students going?

How are they going to get there?
How will I know when they have
arrived?
Teachers at every level prepare plans that
aid in organization and delivery of their daily
lessons
These plans vary widely in the style and
degree of specificity
Some teachers prefer to construct
elaborately detailed lesson plans; others rely
on the briefest of notes handwritten on
scratch pads.
 Regardless of the format, all teachers need to make wise
decisions about the strategies and methods they will employ
to help students move systematically toward learner goals.
 Effective teachers need to develop a plan to provide
direction toward the attainment of the selected learning
objectives
 The more organize the teacher is, the more effective the
teaching and learning are.
 Lesson planning innovations usually come once the teacher is
in the classroom with his/her own set of learners; has develop
his/her own instructional resources; and has experimented
with various strategies
What are the stages of Lesson
Planning?
Planning a lesson involves several stages:
1. Pre-planning
2. Planning
3. Implementing
 A teacher must try to visualize lesson from the beginning to end,
and then ask these questions:
1. What lesson will I teach today?
2. What do I want my students to learn?
3. What materials will be needed?
4. How do I motivate my students to learn?
5. What games and icebreaker activities will I need to use?
6. How much time does the lesson take?
7. Am I addressing a variety of learning needs by accommodating
students’ learning styles?
8. How will I differentiate my instructional activities?
9. How will I know if my students are learning the lesson?
 Model 1: Tabula rasa
 One of the conceptions of human nature is known as tabula rasa
 Tabula rasa model- refers to the theory of John Locke, an English
philosopher, whose works had considerable impact upon education’s
founding fathers
 The central notion is that human nature is essentially blank slate
 Learners are born into this world with no knowledge, and without any
disposition to do good or evil
 Learners become depends on affect of the environment
 Skinner characterized the learner as similar to a battery that
continually emits behaviour, while the environment selects certain
behaviors upon their consequences
 Students learn that as a result of instruction,
they should be instructed in what to learn
Learning is a stimulus-response association that shapes
desirable behaviors
Goal oriented learning
Goals are structured into a learning hierarchy from lowest
(memorization) to highest (analysis and synthesis)
Learning tasks reduced into individual components
Tasks must be mastered independently and then
assembled (task and skill analysis are carried out to break
down skills into their component parts)
 Model 2: Nativism model
Nativism- defined as a theory that says humans are born
with certain capacities to perceive the world in particular
ways
These capacities are often immature or incomplete at birth
but develop gradually
Chomsky argued that children come into this world with
very specific innate knowledge that includes not only
general predispositions and tendencies but also knowledge
of the nature of language and the world
Chomsky believes that organisms are a joint product of
their genetic endowment and individual experience and
that experimental approach of the natural sciences is
appropriate for the study of language
Chomsky wishes to discover those elements of human’s
nervous sytems implicated in language that are
genetically coded, hence “universal”
Chomsky called these elements “universal grammar”, a
name that suggested the researcher’s view of the task
accomplished by these innate mechanisms: providing a
set of rules to be used in speech production and
comprehension
 Model 3: Constructivist model
Constructivism- theory that challenges the traditional
behaviourist view that knowledge exists independently of
the individual, that the mind is a tabula rasa, a blank tablet
upon which a picture can be painted, and that learning is
the resulting change in behaviour due to the reinforcement
strategies
Constructivist perspective- asserts that learners construct
knowledge by making sense of experience in terms of what
is already known
Constructivists- also hold that learning is personal discovery,
based on insight derived as a result of the student’s intrinsic
motivation
Constructivist philosophy-was a leading perspective
among progressive educators during the early half of the
20th century and was part of John Dewey’s paradigm of
learning and instruction
Jean Piaget- expressed an idea that human knowledge is
essentially active; opposed to the view of knowledge as
a passive copy of reality
Constructivist- believe that learning is a process of sense
making, of adding and synthesizing new information
within existing knowledge structures and adjusting prior
understanding to new experiences