The lesson plan is one of the most essential teaching
tools. Teachers cannot do without it at all. Teachers who fail to plan their
lessons are planning to fail. A poor lesson plan leads to poor lesson structure
and a poor lesson structure will result in poor delivery. When the lesson is
poorly delivered, effective learning may not take place because the teaching
will be a kind of 'cut and join 'process.
A teacher who wants a positive future for the learners
must plan his or her learning.
.According to Benjamin Franklin,
If you fail to plan,
You are planning to fail-
What is a plan?
Based on the Cambridge dictionary, a plan is simply a
set of decisions about how to do something in the future.
This shows that a teacher must know how to carry out
his or her lesson before the lesson. That means that there is planning (process
of making) before the plan so we need to get to work
Remember, it is not a rigid concept, there is always
room for adjustment when necessary.
What is then a lesson plan? It is a teaching document
that contains what the learners need to learn and how they can learn that
effectively. It is important to identify the learning objectives before you
plan your lesson. This is because every aspect of the plan is geared towards
the objectives (what the learners need to learn). The lesson plan be productive
–this means that though everything may not work out as planned, effective
learning will take place.
Components of a lesson plan
There should be a plan for before the lesson
and a plan for after the lesson
A successful lesson plan should integrate the following
Plan before the lesson
1. The learning objective is simply the
'takeaway'.What do I want them to learn, and do at the end of the class?
Objectives must be clear (what, why, and how -the link to other contexts),
specific, measurable, achievable, attainable relative, timely(SMART), challenging
enough for all learners, and must embrace differentiation.
It must align with the Bloom's taxonomy. The objectives
must transcend from the lower to the higher orders. This will inspire the
learners to think critically as they learn deeply.
It is important to note that Bloom's revised taxonomy of objectives as a useful and credible resource can be used to generate achievable learning objectives.
The objectives should be written and highlighted to
draw the attention of the learners to What They Need to Learn. You can use this
acronym (WINL-What I Need to Learn) to keep each learner focused on what he
/she needs to learn. The objectives will help you to determine the kind of
learning resources and activities you will deploy in the class
2. Learning resources- involves all the
resources that can enable the achievement of the stated objectives. These
include audio, video, textbook, pictures diagrams credible online resources
that can help to maximize effective learning. These resources must be sourced
for, gathered, and ready for the class. They must be accessible for the
learners under the supervision of the teacher. It will be out of place for a
teacher to be running around to gather resources when the learners are already
in the class. This will disrupt learning and will hinder the flow.
3. Content
·
Introduction
–This is a crucial part of the plan. The beauty of introduction as part of
the lesson plan depends on how the teacher wants to kick-start the lesson. A
well-planned introduction helps to ignite learning curiosity. The classroom is
a diverse world and as such the introduction should be planned to be able to
communicate the learning objectives and actively engage learners. Prior
learning is an active part of the introduction that enables learners to reflect
on what they already know about the topic and their experiences about it. Prior
learning gives teachers a sense of focus and helps them to ascertain how
informed the learners are about a particular topic Starter is another wonderful
trigger that is capable of leading learners towards the achievement of the
objectives. It can be in the form of a short question, simple activity, or
short video clips that is thought-provoking. Scenarios can also be painted,
real-life examples. These will help to create an engaging introduction. An
engaging introduction makes the learning journey easy. (Visit the post on
lesson structure).
4. Learning activities
How can learners learn unless they practice? Learning
activities are part of the lesson plan that promotes problem–solving ability,
critical thinking, and confidence in learners. With activities, learners
demonstrate their skills and what they have learned about a topic. Evidence of
learning can be ascertained through class activity. Learning activities should
be achievable and time-bound and must be connected to the learning objectives.
Planning learning activities requires the teacher to estimate the time so that
learners can be able to work with time. Learning activities should be catchy
and should embrace different learning styles. It requires careful planning.
Ask yourself the following
·
What type of activities do learners need to
understand this topic? ( discussion, reading a text, worksheets, presentations,
demonstration, watching of videos etc
·
How many activities do I need to present?
·
What is the estimated time frame for each
activity?
·
What resource(s) will they need to effectively
carry out the activities
·
What learning support can I provide for learners
who might have challenges during the activities?
Ensure that the resources needed to carry out the
activities are provided and are accessible to the learners. Build in time for
extended discussion but endeavour to touch on different aspects of the topic.
5. Assessment- This is the part of the plan that
measures the learners' understanding of the topic The teacher should be able to
plan how to assess his /her learners.
In planning for assessment, think about the following:
What type of assessment can be used to demonstrate the
learning objectives?
What type of questions will I ask learners to check for
understanding?
Will the assessment be an Individual or peer
assessment?
What will be the rubrics? ( criteria to be used to
measure performance )
Will there be an assignment after the assessment?
6. Plan for feedback
Will there be a provision for feedback?-Remember that this is non -non-negotiable because feedback helps learners to improve their learning-(Visit the post on Lesson structure to read more on feedback).
Note –Use traffic light method- introduction of a
traffic light scheme is also an important aspect. Of lesson plan. This will
help the teacher to ascertain the levels of learners' understanding. :
·
Green face means I completely understand the
learning for the day
·
Yellow face I do not completely understand the
learning for the day
·
Red light means 'I do not understand the
learning for the day and need help
The student will indicate the traffic light that
relates to them.
https://www.twinkl.com.ng/teaching-wiki/walt
After the Lesson
7. Evaluation and Reflection- This is a great part of
the lesson plan- With evaluation and reflection, a teacher makes provision for
the examination of his activity during the lesson. It is a moment set out by a
teacher to think about his or her action(s) during the lesson.
The questions are always:
Was the lesson properly delivered?
Did the learners learn effectively?
What worked well and why?
What did not work well and why?
What could I have done differently?
Do I need to reteach the lesson?
Note-Identifying what worked and what did not work well in a lesson will help teachers adjust well and improve. The lesson plan is not a rigid document, it can be revised.
Additional resources
Strategies for effective learning
Centre for Teaching and Excellence
Watch out for our next practical skill. Don't go away
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