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EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
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- EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
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Sir please there is not content on this course. And no PDF as well..ANYETEI ANGELEY
EBC 126- COMMUNICATION SKILLS5
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EBC 126- COMMUNICATION SKILLS5
GoodABAKAH MONICA
UNIT 4: LESSON PREPARATION AND PRESENTATION
Unit Outline
Session 1: Ways of planning lessons in teaching computing
Session 2: Concept of lesson plan
Session 3: Lesson plan and its components
Hello Student! You are welcome to this unit. I believe you are much poised for this unit and ready action. This unit will talk about lesson preparation and presentations. It is very important for teachers to know how a lesson is prepared and presented to students for ultimate understanding of the content. Session one deals with characteristics of productive lesson planning. This refers about the ways of planning lessons in teaching computing. The second session talks the features that makes a lesson plan effective. Thus, before, during and after. Session 3 discusses about the lesson plan and components and session 4 deals with the rationale for writing lesson plan.
Unit Objectives
By the end of this unit, you should be able to:
SESSION 1: WAYS OF PLANNING LESSON IN TEACHING COMPUTING
Welcome to the first session of unit 4. We will delve into ways of planning lesson before, during and after teaching. This is to ensure the smooth delivery of lesson in the learning and teaching process.
Objectives
By the end of this session, you should be able to:
Before Class: Steps for preparing a lesson plan
Before you plan your lesson, you will first need to identify the learning objectives for the lesson. A learning objective describes what the learner will know or be able to do after the learning experience rather than what the learner will be exposed to during the instruction (i.e. topics). Typically, it is written in a language that is easily understood by students and clearly related to the program learning outcomes.
When planning learning activities, you should consider the types of activities students will need to engage in, in order to develop the skills and knowledge required to demonstrate effective learning in the course. Learning activities should be directly related to the learning objectives of the course, and provide experiences that will enable students to engage in, practice, and gain feedback on specific progress towards those objectives.
As you plan your learning activities, estimate how much time you will spend on each. Build in time for extended explanation or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that check for understanding. Some questions to think about as you design the learning activities you will use are:
Many activities can be used to engage learners. The activity types (i.e. what the student is doing) and their examples provided below are by no means an exhaustive list, but will help you in thinking through how best to design and deliver high impact learning experiences for your students in a typical lesson.
It is important that each learning activity in the lesson must be (1) aligned to the lesson’s learning objectives, (2) meaningfully engage students in active, constructive, authentic, and collaborative ways, and (3) useful where the student is able to take what they have learnt from engaging with the activity and use it in another context, or for another purpose.
Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to demonstrate and practice the knowledge and skills articulated in the learning objectives, and for instructors to offer targeted feedback that can guide further learning.
Planning for assessment allows you to find out whether your students are learning. It involves making decisions about:
Robert Gagne proposed a nine-step process called the events of instruction, which is useful for planning the sequence of your lesson. Using Gagne’s 9 events in conjunction with Bloom’s Revised Taxonomy of Educational Objectives aids in designing engaging and meaningful instruction.
A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts, ideas, or skills you want students to learn in the lesson. Your list of prioritized learning objectives will help you make decisions on the spot and adjust your lesson plan as needed. Here are some strategies for creating a realistic timeline:
Lesson closure provides an opportunity to solidify student learning. Lesson closure is useful for both instructors and students.
You can use closure to:
Your students will find your closure helpful for:
There are several ways in which you can put a closure to the lesson:
During class: Presenting your lesson plan
Letting your students know what they will be learning and doing in class will help keep them more engaged and on track. Providing a meaningful organisation of the class time can help students not only remember better, but also follow your presentation and understand the rationale behind the planned learning activities. You can share your lesson plan by writing a brief agenda on the whiteboard or telling students explicitly what they will be learning and doing in class
After Class: Reflecting on your lesson plan
Take a few minutes after each class to reflect on what worked well and why, and what you could have done differently. Identifying successful and less successful organization of class time and activities would make it easier to adjust to the contingencies of the classroom. If needed, revise the lesson plan.
Self-Assessment Questions
Exercise 4.1
SESSION 2: CONCEPT OF A LESSON PLAN
Welcome to your second session of Unit 4. I hope you have prepared very well in order to enjoy this lesson. You have learnt something about innovative and effective teaching methods which is very important for the good delivery of content. This helps the teacher to know the right methods to use in the lesson delivery. Lesson planning is very important. Therefore, it is prudent for the teacher to understand the characteristics of productive lesson planning. Plans are developed to provide students with meaningful learning experiences. Plans connect to related learning opportunities. Teaching is based instructional strategies that focus on best practice and research. Teaching is supported by strategies that foster interest and progress. Therefore, teachers must know what is involved in good planning.
Good planning involves; keeps the teacher and students on track, achieves the objectives, helps teachers to avoid “unpleasant” surprises, provides the roadmap and visuals in a logical sequence, provides direction to a substitute, encourages reflection, refinement, and improvement as well as enhances student achievement. If a teacher also does not plan well, the following could occur; frustration for the teacher and the student, aimless wandering, unmet objectives, no connections to prior learnings, disorganization, lack of needed materials, a waste of time and poor management.
Objectives
By the end of this session, you should be able to:
4.1 Concept of lesson plan
A lesson plan is a format of upcoming learning experience to achieve short term and long-term objectives. A lesson plan is a written guide for the trainer’s plan in order to achieve the intended learning outcome. It provides specific definition and direction for learning in terms of objectives, equipment, instructional media, material requirement and conduct of training. A lesson plan is the teacher’s detailed guide for running a particular lesson, and it includes the objective(s) (what the students are supposed to learn), how the objective(s) will be reached (the method, procedure) and a way of measuring how well the objective(s) was reached (test, worksheet, homework etc). It covers the learning trajectory and course of action for each lesson taught and acts as a comprehensive daily guide for what students need to learn. Lesson plans help teachers be more effective in the classroom by providing a detailed outline to follow each class period. The lesson plan itself will vary based on each teacher’s individual preference, what subject is being covered in the lesson as well as the needs of each student in the class. Lesson plans are really effective tools to use in the classroom, it makes the best use of class time and ensures as much lesson time as possible is used to teach new concepts, build on students’ prior knowledge and to promote meaningful discussions. It gives teachers a detailed outline to follow, so it helps them be even better teachers. It plays a role in the learning experience of students and how engaged they will be in their subjects. It is important to develop a lesson plan for every lesson you teach, as to approach students with a clear path in mind in order to get your entire class on the right track. Students should be made aware of what the lesson will be about so they are aware of what they should be learning.
4.2 Characteristics of a productive lesson plan
A Productive Lesson Plan:
4.3 Writing lesson plans
4.4 Rationale for writing lesson plan
A teacher should be professional and his professionalism and authenticity all appear from using an effective lesson plan as a guide. In this way, teacher present himself/herself as a good role model for your students. In order to gain the respect of your students and making them achieve the learning lesson targets, you have to go to the class with lesson plans. Here, are some reasons why it is important to write lesson plans.
A thorough lesson plan inspired the teacher to improve the lesson plan further. You can make it better for the purpose of achieving the lesson plan in a better way.
A lesson plan helps the teacher to evaluate his teaching and to compare it with set objectives. This evaluation will help you in achieving the set targets in a better way.
These lesson plans develop self-confidence in the teacher and make them to work towards definite goal.
A teacher can take a proper care by considering the level and previous knowledge of the students in your class.
A teacher will be able to finish a particular lesson in a limited time frame. This will help him or her to make the students learn a better and precise manner.
A teacher will be able to ask proper and important questions to the students in the classroom. This will engage the students in communication and help them in retaining the lesson.
A lesson plan works as a guide for the teacher in the classroom. It tells you what to teach so that they can cover the entire lesson within a limited time frame.
A lesson plan creates the interest of the students in the lesson and makes them learn with curiosity in subject matter.
A lesson plan stimulates the teacher to think in an organized way. This helps you to match the ideal standard of teaching more quickly than ever.
Through a lesson plan, a teacher is able to understand the objectives of the lesson properly and make his students to understand them too, with ease
Self-Assessment Questions
Exercise 4.2
SESSION 3: LESSON PLAN AND ITS COMPONENTS
Hi there! I hope you are having a nice time learning this unit. This is session 3 of unit 4 where lesson plan and its components will be discussed. Lesson plan is an integral part of teaching and it cannot be forfeited for anything. It guides the teacher during delivery of content.
Objectives
By the end of this session, you should be able to:
3.1 Components of lesson plan
A lesson plan includes
Pre-assessment
Content
Instructional objectives
Setting objectives
What will the learner be able to:
Each defined objective is matched with:
Objectives should be SMART:
Materials and equipment
Role of learning materials
Teaching Materials / Resources
Introduction
Previous knowledge
Prerequisites:
Indicate what the student must already know or be able to do in order to be successful with this lesson.
Instructional procedures and presentation
Learning activities
Role of activities
Application
Practice: applying what is learned
Closure
Follow-up activities
Indicate how other activities/materials will be used to reinforce and extend this lesson. Include homework, assignments, and projects.
Assessment/evaluation
Reflection (Self-Assessment)
Self-Assessment Questions
Exercise 4.3
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