1. LESSON PLANNING DR.HUSNIAH SAHAMID FACULTY OF EDUCATIONAL STUDIES UPM

2. Points to consider Different stages of the lesson plan Clear, specific objectives - learning outcomes Appropriate activities at each stage Adapting of lesson plans for mixed ability learners

3. Format: Lesson Plan Stages: – Set induction – Presentation Stage – Closure

4. Set induction = pre-presentational stage Lead in before the lesson begins Arouse interest Focus attention to present Use students’ background knowledge brief but effective

5. Presentation stage Main part of LP – Pre- reading – While reading – Post reading

6. Closure Important stage Conclusion, wrapping-up T : opportunity to reinforce what was learnt Brief and effective

7. General Objective broad objectives : more like goals Mathematics: General Objective: to gain familiarity with adding two numbers together. Specific objectives: to demonstrate how to add the numbers 2 and 3 together

8. Specific Objective – behaviourial – measurable – avoid vague verbs: Understand, appreciate, experience

9. Specific objectives Skills based approach: – Identify – List – Sequence – Rank – Present/express a viewpoint – State reasons – Drwa conclusions – describe

10. Setting objectives What do you want to teach? content of lesson Syllabus for Level (Form 1-5?) Proficiency (Provision for Mixed ability class)

11. Mixed ability class T needs to put in effort Eg: Gap-filling activity: Good students – no clues, words to help S Average/Poor – clues : deleted words are adjectives

12. Other points to consider Teaching aids Classroom management – a time estimate for your lesson plan – How are students organised for different activities?

13. Questioning Questioning strategies? Types of questions?

14. Voice Pacing – (speed) Use of silence, pauses Volume and pitch Intonation etc

15. Assessment and evaluation Teaching (self) Learning (students) – How do you check for students understanding? – What have you learnt about yourself? – Self questioning/refelective teaching

16. MISTAKES: 1. The objective does not specify what the student will actually do that can be observed. Remember, an objective is a description of what a student does basis for making an inference about learning. Poorly written objectives lead = BAD inferences.

17. 2. The lesson assessment disconnected from the behavior indicated in the objective. Assessment: description of how T will determine whether objective has been accomplished. must be based on the same behavior that is In the objective. Anything else is WRONG

18. 3. The materials relevant to actual described learning activities Meaning: keep list of materials in line with what you actually plan to do. LOADS of materials does not necessarily make an outstanding Lesson

19. 4. The instruction inefficient for level student learning? Time Materials same amount with less effort.

20. 5. The student activities does not contribute in a direct and effective way to the lesson objective. don't engaged students in in activities just to keep them busy. Whatever you have should contribute accomplishing lesson objective.

21. The end