Lesson 7 Planning & Executing the Lesson PDF

PLANNING & EXECUTING THE LESSON The Basic Steps in LESSON PLANNING 1) Formulating goals or aims to accomplish. These should be SMART Writing the Lesson Objective Lesson objective should be in at least three domains. 1. Cognitive – recall, comprehension, application, analysi...

PLANNING & EXECUTING THE LESSON The Basic Steps in LESSON PLANNING 1) Formulating goals or aims to accomplish. These should be SMART Writing the Lesson Objective Lesson objective should be in at least three domains. 1. Cognitive – recall, comprehension, application, analysis, synthesis, evaluation 2. Affective - receiving, responding, valuing, organization, characterization 3. Psychomotor – imitation, manipulation, precision; reflex movements, perceptual abilities, physical abilities, skilled movements, nondiscursive communication. Lesson objective should be in complete structure Taxonomy Infinitive Direct Object BLOOMS LEVEL KEY VERBS (keyword) Example Learning Outcome Create Design, formulate, build, invent, By the end of this lesson, the student create, compose, generate, derive, will be able to design an original modify, develop homework problem dealing with the principle of conservation of energy. Evaluate Choose, support, relate, By the end of this lesson, the student determine, defend, judge, grade, will be able to determine whether compare, contrast, argue, justify, using conservation of energy or support, convince, select, evaluate conservation of momentum would be more appropriate for solving a dynamics problem. TLSED 3200 AVDELAFUENTE  Analyze Classify, break down, categorize, By the end of this lesson, the student analyze, diagram, illustrate, will be able to differentiate between criticize, simplify, associate. potential and kinetic energy. Apply Calculate, predict, apply, solve, By the end of this lesson, the student illustrate, use, demonstrate, will be able to calculate the kinetic determine, model, perform, energy of a projectile. present. Understand Describe, explain, paraphrase, By the end of this lesson, the student restate, give original examples of, will be able to describe Newton’s summarize, contrast, interpret, three laws of motion to in her/his own discuss. words. Remember List, recite, outline, define, name, By the end of this lesson, the student match, quote, recall, identify, label, will be able to recite Newton’s three recognize. laws of motion. SELECTING AND ORGANIZING SUBJECT-MATTER Considerations Anticipate what situations are to be met, what materials, activities, information, understanding, and skills are necessary to achieve the goals Select and organize according to the pupil’s abilities, interests, and needs Guidelines in selecting and Organizing subject-matter 1) Observe the qualities of acceptable subject-matter –Validity national standards –Significance needs and interest of the learner –Balance facts, concepts and values –Self-sufficiency adequacy – Interest personality, cultural & ethnicity – Utility functional outside the classroom – Feasibility time-bound 2) Beyond facts, include conceptual understanding providing opportunities for experimentation presenting other ideas emphasizing conceptual understanding 3) Subject-matter content is an integration of cognitive, skill, and effective elements TLSED 3200 AVDELAFUENTE  The Structure of Subject Matter Content Cognitive – Fact – Hypotheses –Concept – Theories; personal theories – Principle – Laws Skills o Thinking skills Divergent Thinking Convergent Thinking Problem solving – Heuristics – Algorithm o Manipulative skills Interactive attitudes and values “Without the value-level of teaching, teachers produce persons who have big heads but tiny hearts, who are intellectual giants but emotional dwarfs” Point of Discussion Are values taught or caught? Shall we teach values? How can we teach values? a) deutero-learning b) positively reinforcing good behavior c) teaching the cognitive component of values in the classroom Selection and Use of Teaching Strategies “There is no single best strategy of teaching.” Guiding Principles 1) Learning is an active process TLSED 3200 AVDELAFUENTE 2) The more senses involved in learning, the more and better the learning 3) A non-threatening atmosphere enhances learning 4) Emotion has the power to increase retention and learning 5) Good teaching goes beyond recall of information 6) An integrated teaching approach is far more effective than teaching isolated bits of information 7) Learning is meaningful when it is connected to student’s everyday life 8) The best method is the one that works, the one that yields results INTEGRATIVE STRATEGIES Brain-based Instructional Strategies – Authentic Problem Solving – Mnemonic Strategies – Using Projects – Writing Strategies – Simulations and Role Play – Active Review – Visual Processing – Hands-on Activities – Songs, jingles, raps DIFFERENT APPROACHES AND METHODS Methods and approaches are determined by how much teacher direction and how much student participation are required. DIRECT/EXPOSITIVE INSTRUCTION APPROACH Direct Instruction – procedural knowledge, performance-based Deductive Method – teacher-dominated, begins with abstract rule, generalization, principles and ends with examples and concrete details Inductive Method – develops the learners higher order thinking skills Demonstration Method – teacher shows “how”, while the class observes then perform afterwards GUIDED/EXPLORATORY APPROACH Inquiry Approach- discovery, heuristic, or problem-solving method; teacher guides the class as they explore and discover Problem Solving Method – sensing, formulating and testing hypothesis, analysis of the evidence and formulating conclusion TLSED 3200 AVDELAFUENTE  Project Method – a “hands-on, minds-on”, presentation of concrete form of learned concept or principle Metacognitive Approach – “think-aloud” Constructivist Approach – use of self-constructed meanings using prior knowledge and present learning activity Reflective Teaching – ability of the teacher to guide students in reflecting their own experiences for new meanings Cooperative Learning Approach – group work but individual accountability Peer Tutoring/Peer teaching – “the best way to learn it is to teach it” Partner Learning SUMMARY Direct/Expositive Instruction Approach – Direct Instructions – Deductive Method – Demonstration Method Guide/Exploratory Approach – Inductive – Inquiry – Problem-solving – Project – Metacognitive - Constructivist – Reflective Teaching - Cooperative Learning – Peer Teaching/Tutoring - Partner Learning Process-Oriented Methods – Inductive – Problem-solving – Inquiry – Project – Laboratory Cognitive-Oriented Methods – Metacognitive – Reflective Teaching – Constructivist TLSED 3200 AVDELAFUENTE  Structure-Oriented Methods – Cooperative Learning – Partner Learning – Peer Tutoring/Teaching MOTIVATION Driving force that impels one to react An inner urge that moves a person It energizes, directs and sustains behavior It makes the learner get interested in learning and keeps the learner engaged in learning Motivational Strategies Employ a variety of teaching strategies. The teacher must be sensitive and observant during a class Narrate a short story, recite a poem or conduct a short contest From experience, teacher should remember effective strategies A good sense of humor never fails to elicit positive reaction as long as it is not overdone A pleasing personality always wins positive interaction Use objects preferably a living thing or a mobile presentation Include manipulation of tools, operation of equipment, models to be drawn or constructed. Keep them busy Use a learning game, puzzle, brain teasers EFFECTIVE QUESTIONING Types Of Questions According to Purpose For assessing cognition What is likely to expect in this year’ national election? For verification Why is music effective means of memorization? For creative thinking In how many different ways can we solve pollution problems? For evaluating TLSED 3200 AVDELAFUENTE  Was the ending of the story appropriate? For productive thinking How can we apply the Law of Conservation of Energy? For motivating Have you ever experienced being trapped in an elevator? For instructing What are the guides in subject-verb- agreement? Types of Questions according to Level/ Answer Low Level – What is the basic strategy of asking question? High Level – Why should a teacher ask questions? Convergent – Defining, stating, interpreting, summarizing Divergent – Why do younger learners prefer this type of strategy? QUESTIONING SKILLS o Vary types of questions o Require abstract thinking o Ask non-directed questions o Ask open-ended questions o Call on non-volunteers o Allow for sufficient wait time o Rephrase or simplify questions o Assess comprehension o Sequence the questions logically o Involve as many as possible HANDLING STUDENTS’ RESPONSE Providing feedback on the correctness or incorrectness of the response – Be tactful, give hint, explain the correct response, Giving appropriate praise to high quality responses – Vary acceptance reactions, be discreet Making follow-up questions TLSED 3200 AVDELAFUENTE  – Short, clearly stated, related to the prior question Redirecting questions – Ask question which can be answered not by one student only Showing non-verbal encouragement – Gestures, eye contact, smiles Encouraging learners to ask questions – Be keen with non-verbal reactions from the students Noiseness Tardiness Absenteeism Disrespect Bullying Irresponsibility Failing Grades Restlessness PRINCIPLES IN CLASSROOM MANAGEMENT Consistent, proactive discipline is the crux of effective classroom management Establish routines for all daily tasks and needs Orchestrate smooth transitions and continuity of momentum throughout the day Strike a balance between variety and challenge in student’s activities As classroom manager, be aware of all actions and activities in the classroom Resolve minor inattention and disruption before they become major disruptions Reinforce positive behavior Treat minor disturbance calmly Work out a physical arrangement of chairs that facilitates an interactive teaching-learning process Make good use of every instructional moment Minimize discipline time to maximize instructional time Reference: Santos, M. L. (n.d.). Planning and Executing the Lesson. Department of Language, Culture, and Arts Education. TLSED 3200 AVDELAFUENTE