1. Becoming AReflectiveTeacherCreate aLearningenvironment &not merely aTeaching one

2. LESSON PLAN 3. TODAYS OBJTerminal Obj Get the students to know the importance oflesson planning & its mechanics at the endof the session the trainers should be able toevolve macro & micro lesson plans to be an effteacher 4. TODAYS OBJSLearning Objs:By the end of the session the participants will beable to: Understand what is a plan Importance of lesson planning Contents of Macro & Micro lesson plans Explain the process of lesson planning Construct both micro and macro lesson plans Prepare a lesson plan as per the text book Demonstrate their understanding of the skillsenhanced through the use of the lesson plans 5. What is a Lesson? A lesson is a learning experience for an indlor a gp and is acquired either through astructured interaction or by accident 6. MAHAJANChuruRAJGARHJHUNJHUNUNSikarCHIRAWAN K THANAWHAT IS A PLAN?SandwaLadnunAnkholiyanTanvaraDidwanaFatehpurCHHAPARS SHAHRR GARHJASRASAR 7. A detailed proposal for doing or achievingsomething - OxfordA series of actions that you think about carefullyto help you to achieve something - MacmillanA written account of intended future course ofaction (scheme) aimed at achieving specific goals orobjs within a specific timeframe, with resources avlIt explains what needs to be done, when, howand by whom 8. He who fails to plan, plans to Fail 9. WHO ARE YOU?He not busy being born is busy dyingBob DylanA Teacher Guru With theprimary obj toskill enablestudents 10. 10Instructor directs the learning situation 11. Why Think about Your Lesson?More cont - become empoweredWe see ourselves as growingTeaching becomes connectiveWe see the ideology behind teachingClassrooms become more democraticWe gain voice 12. Why is lesson planning important?Lesson plg means making decisions in advabout what to teach, how to teach and the timeassignment of every teaching procedure Teaching plan is necessary for both noviceand experienced teachers Prep does not guarantee successful lessons,walking into a classroom unprepared isoften the beginning of a disastrous lesson Although the main teaching contents may bethe same, the students, the time and themood are all different. 13. Theres A LOT to a lessonA GreatLesson 14. PLAN TO Wk out what you want to do Wk out if you can achieve what you want Think about how you want to achieve whatyou want Wk out any extra sp you might need Iden areas to focus upon & have more cont Think about what you want to do ifsomething doesnt wk out Think about changes Plan to make changes successful 15. A GOOD PLAN SHOULD Be about what you want Incl all resources / sp needed Have only things that you agree with Help you to do what you want Incl big picture (goals/Objs) Incl things that will make your plan happen List resp Incl time frames Be flexible to adopt to changes Be easy for you and every one to understand Should be a written docu 16. 17Planning Designs the learning experience 17. Principles for Good Lesson Planning Aim: Should be simple & clear. The teacher hasto set & achieve the realistic goals of thelesson Variety: Incl various activities and materials toensure high motivation and interest Flexibility: Adopt more teaching methods &techniques - do not restrict to just reading /disseminating the lesson / its contents 18. Principles for Good Lesson Planning Learnability: the planned contents & tasksshould be within learning capability of students. doing things that are beyond or below thestudents coping ability will diminish theirmotivation (Schumann, 1999) Contents should be slightly higher than thepresent proficiency of the students Linkage: the teaching steps should be linkedwith each other. That is, there should becoherence. 19. Macro Planning vs. Micro Planning Macro planning - planning over alonger period of time. Planning for theentire subject / course Macro planning is not writing lessonplans for specific lessons but ratherhelping teachers get an overall fellingor idea about the course and also getfamiliarized with the context in whichteaching will takes place 20. Macro planning involves Knowing about the profession:Get to know what should be taught / practisedin the course, what materials and teachingaids are available, and what methods andtechniques can be used. Knowing about the institution:The teacher should get to know the institutionsarrangements regarding time, length,frequency of lessons, physical conditions ofclassrooms, and exam requirements. 21. Knowing about the learners:Acquire information about the students age,service bracket, motivation, attitudes,interests, learning needs & other factors Knowing about the curriculum/syllabus:The teacher should be clear about thepurposes, requirements and targetsspecified in the syllabus. 22. Knowing about the textbook:Know the textbook well in terms of methods ofteaching, organization of learning contents,major topics, recommend teaching methodology,unit components and ways of assessment. Knowing about the objectives:Know what learners are expected to achieve andable to do after the course Macro planning provides a general guidance forteachers, but it is not enough for good teaching.Teachers need to plan each lesson in detail in orderto teach effectively and confidently in the classroom. 23. Micro planning Micro planning - planning for a specific unit /lesson, which may last for a or two weeks /forty to fifty minutes respectively Micro planning should be based on macroplanning, and macro planning is apt to bemodified as lessons go on. 24. PRODUCING A STRUCTUREDLESSON PLAN Irrespective of the topic a lesson plan mustconsist of:Terminal Obj of the lessonLearning ObjsLesson ContentInstructional MethodTeaching & Learning ResourcesAssessment 25. CONSIDER What format or template to use? How detailed should be the plan? 26. SAMPLE TEMPLATE The samples are for guidance we may mod itto suit the lesson 27. SAMPLE TEMPLATEInstructor Date TimeModule Topic LocationLearning ObjsSubject /ContentTime Teaching /LearningmethodsTeaching /LearningresourcesIntroductionBodySummary 28. PRODUCING A STRUCTUREDLESSON PLAN Irrespective of the topic a lesson plan mustconsist of:Learning ObjsLesson ContentInstructional MethodTeaching & Learning ResourcesAssessment 29. LEARNING OBJS These are specific action statements like -what the learner should be able to do, think,say, etc objs must be measurable These are not what the instructor would do tomake this happen Eg At the end of the module / lesson the studentshould be able to describe the functioning ofhydraulic sys of T-90 / Power sup module of BFSR(SR), etc, (a performance obj) 30. PERFORMANCE OBJS These contain three elements Observable action / behaviour / performance The conditions The criteria / standard Observable Action specify clearly anobservable parameter, like to write, to calculate,to implement, to do, etc 31. PERFORMANCE OBJS Specified Conditions like able to drive on a mtn rd / replacement of assyduring ni whether the trainee will be assisted by a co-dvr,have a check list, etc Whether a check list will be provided / the traineehas to make one, etc Criterion / Standard drive at ni withoutcrossing the centre line of rd more than twicein 5 km 32. PERFORMANCE OBJS Vital that these are measurable, else assessmentof trg eff is very difficult to be est. Avoid vagueobjs like: Trainee should be able to think correctly (soft obj) He should be happy at the end of the lesson (soft obj) He should be able to replace a module (conditions &standard not addsd) Remember what you cannot measure you cannottest / verify / validate 33. PERFORMANCE OBJS Performance objs to be appropriately structured &sequenced what comes first list first & so on Objs listed should be indicative of progressive build up Should be able to start the veh Should have knowledge of gears & their changing Should be able to drive in day in plains with co-dvr Should be able to drive in day in plains without co-dvr Should be able to drive at ni in plains with co-dvr And so on 34. PERFORMANCE OBJS Set objs based on the reqmt for one or more of:SkillAttitudeKnowledgeKnowledge + Practice = Skill 35. SKILL DEVP Psycho motor skills drive, open, fit, ect Intellectual skills Classifying understand the concept, basic definitions, etc how does a transistor / valve function Rule-using how will the transistor / valve behave in acircuit Forecasting needs higher skill than Rule-using, eg. Useof past failure data to assess likely defects that can occur Problem solving diagnostics to link symptom to a defect 36. PRODUCING A STRUCTUREDLESSON PLAN Irrespective of the topic a lesson plan mustconsist of:Learning ObjsLesson ContentInstructional MethodTeaching & Learning ResourcesAssessment 37. LESSON CONTENT Content of the lesson is the knowledge to beimparted Simply knowing the subject, or how to do thetask does not enable to teach eff Need to devp a structure / framework over whichthe knowledge is to be fitted Ensure content is logically org Iden key principles, concepts & models to betaught 38. LESSON CONTENT Sequence them from : Simple Concrete Complex Abstract; ensures eff learning Ensure a Beginning Middle End Beginning : outlines Obj of Session End : provides opportunity to Recap & Clarifications 39. PRODUCING A STRUCTUREDLESSON PLAN Irrespective of the topic a lesson plan mustconsist of:Learning ObjsLesson ContentInstructional MethodTeaching & Learning ResourcesAssessment 40. METHOD OF INSTRUCTIONHas three stagesPresentationPracticeProduction 41. The 3Ps model Presentation stage - the teacher introduces thetopic Practice stage - the lesson moves from controlledpractice to guided practice and further to practicalexploitation of the content Production stage - students are encouraged touse what they have learned and practised toperform tasks. The focus is on meaning ratherthan accurate reproduction of content 42. Instructional Method Planned strategies to help learner to understand theconcept & devp competencies Most used methods Explanation & Demo To be eff these methods need to be sp by othermethods that promote Interaction & Participation Ensure : Content facilitated by the adopted task is bestunderstood by demo & practice, whereas concepts needexplanation & relation to physical world Method fits the maturity of the gp Gde I & III needseparate methods 43. PRODUCING A STRUCTUREDLESSON PLAN Irrespective of the topic a lesson plan mustconsist of:Learning ObjsLesson ContentInstructional MethodTeaching & Learning ResourcesAssessment 44. Teaching & Learning Resources Teaching aids & Learning resources enhancerate of learning Eg handouts, models, charts, CBTs, slides, etc Ensure: Trg area / classroom can accommodate the class str Seating arrangements to suit methods / activities 45. Seating Optoins 46. Learning Gp In case of a new batch find out: Age Experience Qualifications Gender (M / F or mix) Previous courses Str Any other relevant info 47. PRODUCING A STRUCTUREDLESSON PLAN Irrespective of the topic a lesson plan mustconsist of:Learning ObjsLesson ContentInstructional MethodTeaching & Learning ResourcesAssessment 48. ASSESSMENT Often understood as Grading / Allocating marksat the end of the session Rarely understood that it is vital for every class Assessment has to be a continuous to iden: What & how the students are learning Weak students & focus on them Feedback on pace of instr Use appropriate method of assessment 49. Common mistakes in Lesson Plans Lesson Plans not made Learning Objs either not enunciated / poorlywritten Timelines not allotted based on content No time planned for interaction Trg aids not planned Lesson assessment not connected withbehavior indicated in the obj No activities planned to promote interaction 50. YOUR TIME