Break a Leg! :)

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This week is scheduled for our Midterm exams. I wish everyone good luck! Study well, friends! Remember, we are suppose to do our best and never be a mediocre. God bless everyone! 🙂

“If we did all the things we were capable of doing, we would literally astound ourselves.”

~ Thomas Edison

 

 

 

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LESSON PLANNING TUTORIAL 101

“How to construct an effective lesson plan?”

A tutorial on lesson planning by Jeffrey C. Beltran

I.        Objectives

At the end of this tutorial, the reader should be able to perform the following tasks with 100% accuracy:

1. Define briefly what is a lesson plan
2. Identify the essential parts of a lesson plan
3. Enumerate purposes of a lesson plan
4. Analyze the different questions to consider in planning lessons
   
5. Construct a lesson plan

II.      Subject Matter

Topic:  “Lesson Planning 101: How to construct an effective lesson plan ?”

References:

• http://www.emunix.emich.edu/~jblock/docs/lessonplan.pdf
• www2.unescobkk.org/elib/publications/nonformal/M3.pdf
• http://www.cal.org/caela/tools/program…/elltoolkit/Part2-29LessonPlanning.pdf
• http://www.teach-nology.com/lessons/lsn_pln_view_lessons.php?action=toplevel&cat_id=9
• http://www.personal.psu.edu/bxb11/Objectives/

Materials needed:

i.      Computer with Internet connection
ii.     Paper
iii.    Ball Pen/ Pencil

III.    Tutorial Proper

PART 1:     Lesson Plan: A brief introduction

As teachers, for us to be effective, organized, and well-versed in our subject matter, especially in delivering the lesson for the day, a lesson plan is constructed for us to use as a guide for delivering instructional content, and to measure/gauge student outcome at the end of each lesson. A lesson plan acts as a:

• Road map for a class session. It identifies the destination (objective of the lesson) and marks out the route (activities for each stage of the lesson).
• It is an aid for both new and seasoned teachers.

PART 2: What are the Essential Parts of  a Lesson Plan?

Instructional objectives/behavioral objectives

• are the foundations upon which you can build lessons and assessments that you can prove meet your overall course or lesson goals.
• serves as tools you use to make sure you reach your goals. They are the arrows you shoot towards your target (goal).
• must be S.M.A.R.T.E.R ( Specific, Measurable, Attainable, Result-oriented, and Time-bound, Essential, and Realistic)

 Subject Matter

• contains  the topic, time allotment for the lesson, reference/s, and materials needed for the lesson.

Procedure/Lesson Proper

• This part of the lesson contains the sequence of the flow of the lesson.
• This includes:

1. Motivation– used to gain students’ attention.
2. Presentation and analysis- the
3. Practice skills/fixing skills– serves as a first assessment of the teacher focusing on the topic of the lesson.
4. Evaluation – allows the teacher to test how students grasped the lesson.

Evaluation/Assessment

• This is one of the most essential parts of the lesson plan and in the learning process.
• This is the part wherein the teacher measures/tests student’s learning about the lesson.
• It is also used to evaluate teacher’s performance.

Homework/Assignment

• This is the last part of the lesson.
• This is used to perform tasks related to the current lesson, and will be discussed an connected to the next lesson.

PART3: What are the questions to consider in planning lessons?

• Sequencing( Should I follow the flow of my lesson?)
• Pacing (Are the activities in right length so that my learners are still engaged and enthused?)
• Will I consider my learners’ individual differences in planning my lesson?
• What teaching strategy should I use in my lesson?

IV.      Evaluation

• Now, let’s practice your skills in lesson planning.
• Get a piece of paper.
• Get a ball pen/pencil
• Let’s do a draft of your lesson plan. 🙂

V.    Assignment/Homework

• For you to be practiced on effective lesson planning, and become a more effective conveyor of knowledge to your learners, apply all the things you’ve learned from the tutorial for your future endeavors as a teacher.

 

 

 

REFLECTION ON MY LEARNING (July 23 2011)

WHAT I LEARN TODAY?

After the meaningful and substantial lecture this afternoon, I learned that:

LEARNING OBJECTS

• collection of content items, practice items, and assessment items that are combined based on a single learning objective.
• reusable, can be aggregated, provides a new way of thinking, and self-contained
• can be updated again and again.

• “upcycling”

METADATA

• should be simple and direct
• its purpose is to support reusability of learning objects, and discoverability, and to facilitate/manage the interoperability

IN RELATION TO TEACHING:

Using integrative teaching strategies , and the environmental concept of reuse and recycle of instructional materials, and the appropriateness of the use of instructional objectives, are essential components in the teaching and learning process.

Instructional activities must be aligned first with the objectives for better, reliable, and accurate results.

LESSON PLANNING IDEAS Considerations for Instructional Methods

LESSON PLANNING IDEAS
Considerations for Instructional Methods

Dr. Bob Kizlik

Updated January 1, 2011

Lesson planning is usually taught in schools or colleges of education as a skill that initially involves developing for a given plan, a learning objective based on a curriculum, or set of explicit subject-matter goals. The next step requires sequencing a number of activities in which the teacher and students interact in some way. Following this interaction, there is an assessment and the next lesson begins in the unit or other sequence that follows a curricular structure. There are, however, some variables that relate to the instructional activities that should be considered. What follows is a brief description of some of them.

Any planned instructional procedure or teaching method for a particular lesson should also address the following questions:

Does the lesson plan permit adjustment for students with different abilities?

There probably has never been a teacher who has a class of students whose members were of equal ability. The instructional method(s) planned for a particular lesson must take into account student ability. There is no substitute for doing this. The range of abilities in which students differ is truly staggering. Included are cognitive disorders, emotional handicaps, physical handicaps, and student mastery of appropriate prerequisites for any given lesson. It’s a load to factor all this in, but as a lesson planner, you should at least have a serious awareness of this.

Does the lesson plan encourage the students to become continually involved in learning activities?

Instructional activities or procedures should not be static descriptions of what the teacher and students will do. Any good teacher will tell you that he or she makes adjustments in instruction based on feedback from students. The idea is obviously to keep students focused and involved in learning. For students to be continually involved in learning activities will require resourcefulness on the part of the teacher, but it is a consideration important to planning any lesson.

Does the lesson provide for adequate coverage of the content to be learned for all students?

“Adequate” and “cover” are such weasel terms! They can mean almost anything, depending on whom you ask, and often mean little or nothing. Probably the best way to think about this is to say to yourself, “what is the least amount of content that students should learn to indicate some level of agreed upon mastery?” Notice the operative word is “learn.” If you’ve thought about what you’re doing, you will have specified this level of learning in the criterion statement of the lesson objective. Click on that learn link above and read in the Johnson Schema for curriculum what I mean by learning.

Does the lesson permit for monitoring of student progress?

You should consider how you will monitor the progress of your students during the lesson itself. There are ways to this, and these ways are collectively referred to in education jargon as formative evaluation. All this means is that you must determine how you will monitor the progress of your students. The purpose of this monitoring is not just to collect information about student progress. Rather, it is to have ways in mind about how to use this information to make instant changes in lesson procedures. If you consider a lesson as a collection of discrete activities that are sequenced in some responsible way, then each activity has a beginning and an end. The ends may be thought of as events, and it is here that meaningful information about student progress may be derived. The events are “milestones” on the path toward the lesson objective. Information about how your students are progressing may indicate that some reconsolidation and reordering of the sequence of the milestones is warranted.

Does the lesson provide for adequate assistance for students who do not learn from the initial procedure?

If only everyone “got it” right the first time! The reality is that almost no lesson is 100% reliable. That means some students will fall behind. They “won’t get it,” and you need to think about what to do about that. The problem is compounded because you are confronted with the real problem of what to do with the students who did “get it” while you are attending to those who didn’t. Usual pedagogical thinking suggests that the “got it” students can be given some ancillary work, or some enrichment materials while you work with the students who need your help. Maybe, but just be aware that this will start to wear thin after a few lessons. This is one of the eternal problems in teaching, and it has really not been solved to anyone’s satisfaction.

Does the lesson provide adequate practice to permit consolidation and integration of skills?

Vince Lombardi, the legendary former coach of the Green Bay Packers, is reputed to have said, “Practice does not make perfect. perfect practice makes perfect.” Of course he was talking about skills related to playing football. The operative word here is skills. There is no substitute for developing and honing skills other than practice. That always means, in a practical sense, that there is a skilled observer of the practice who can provide feedback to the learner. It is true in every field where skills are taught n some formal way. The quality of the practice, and just as important, the quality of the feedback to the learner are indispensable.

Skills are one thing, but what about conceptual learning? What about understandings we want our students to acquire? Is there any way to practice developing concepts? This is a thorny question. since concepts are unique to the individual forming them, it is difficult to “practice” doing this. Probably the best a teacher can do is have students explain in more than one way what they know. Therefore, conceptual learning is incompatible with multiple choice tests.

The preceding descriptions are opinions. They are not truth. Anyone planning a lesson should at least keep in mind the posed questions. Answering them for each lesson can improve instruction.

Here are some links to sites that have useful information on instructional methods.

Instructional Methods and Pedagogy
Classroom Instruction
Instructional Methods

“Anything not understood in more than one way is not understood at all.”

REFLECTION ON MY LEARNING (July 16, 2011)

WHAT I LEARN TODAY?

After the meaningful and substantial lecture this afternoon, I learned that:

• Project (goal) and Product (end-result) are both essential in coming up with a good and well-planned presentation.
• Blended Learning, another form or an integrated approach in learning, uses regular classroom approach, with the aid of computer- mediated instruction/s.

There are five useful tools for internet communication:

• Email (form of written electronic communication)
• Online Chats (
• Instant Messaging (used for receving messages, files, etc even at a long distance)
• Online Surveys/Polls ( use for gathering and analysing data)
• VoIP (Voice Over Internet Protocol; real-time oral communication among online users)

In relation to teaching:

Using various approaches in the teaching and learning process helps students to acquire useful information, not only from a single source. And using alternatives other than the regular classroom lectures (online lectures), used to engage students in advanced interactive experiences.

This is to prove the principle that learning is INTERACTIVE, and a form of SOCIAL ACTIVITY.

 

 

 “The whole purpose of education is to turn mirrors into windows” 

 

 

 

-iamjeffbeltran 🙂

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