The Planning of The Planning of Mathematics Mathematics

LessonLesson

IntroductionIntroduction

• Planning is an important step Planning is an important step towards effective teaching. As a towards effective teaching. As a mathematics teacher, you need to be mathematics teacher, you need to be able to plan your lesson able to plan your lesson systematically systematically

• Firstly, the meaning together with Firstly, the meaning together with the importance of instructional the importance of instructional planning will be discussed planning will be discussed

• Then, the preparation of a yearly Then, the preparation of a yearly plan and a daily lesson plan in plan and a daily lesson plan in mathematics will be described in mathematics will be described in detail detail

Learning OutcomesLearning Outcomes

By the end of this topic, you will be able By the end of this topic, you will be able to to

1.1. define instructional planning;define instructional planning;

2.2. state the importance of instructional state the importance of instructional planning;planning;

3.3. prepare a yearly lesson plan;prepare a yearly lesson plan;

4.4. prepare a daily lesson planprepare a daily lesson plan

5.5. write explicit learning outcomes in the write explicit learning outcomes in the form of behavioral objectives form of behavioral objectives

Instructional Planning in Instructional Planning in MathematicsMathematics

““Effective Teaching in Mathematics Effective Teaching in Mathematics begins with thoughtful planning.”begins with thoughtful planning.”

~ (Arthur K. Ellis, 1992) ~~ (Arthur K. Ellis, 1992) ~

Do you agree with the statement by Do you agree with the statement by Arthur K. Ellis? Why?Arthur K. Ellis? Why?

• Planning is essential for teaching Planning is essential for teaching mathematics mathematics

• Thorough planning ensures well- Thorough planning ensures well- organized lessons and hence, organized lessons and hence, creates an environment conducive creates an environment conducive for learning. for learning.

• First of all, you need to understand First of all, you need to understand the meaning of instructional the meaning of instructional planning. According to Freiberg & planning. According to Freiberg & Driscoll (1992), planning involvesDriscoll (1992), planning involves

• VisualizingVisualizing.. (gambaran) Planning is (gambaran) Planning is the ability to visualize the future; the ability to visualize the future; creating, arranging, organizing, and creating, arranging, organizing, and designing events in the mind that designing events in the mind that may occur in the classroom may occur in the classroom

• Guiding.Guiding. Planning for instruction Planning for instruction provides a type of road map or guide provides a type of road map or guide that assists you in creating a flow of that assists you in creating a flow of events that have a starting and events that have a starting and ending point ending point

• Managing.Managing. Planning is a way of Planning is a way of managing time and events managing time and events

• Decision Making.Decision Making. Planning for Planning for teaching is the ability to make teaching is the ability to make decisions about the how and what of decisions about the how and what of teaching teaching

• After knowing the meaning of After knowing the meaning of instructional planning, you need to instructional planning, you need to reflect on the importance of it. reflect on the importance of it.

• There are many reasons for a There are many reasons for a mathematics teacher to do his or her mathematics teacher to do his or her planning before entering the planning before entering the classroom.classroom.

• Some of the reasons given by Freiberg Some of the reasons given by Freiberg & Driscoll (1992) include the following & Driscoll (1992) include the following

a.a. It gives an overview of instructionIt gives an overview of instruction

b.b. It facilitates good management and It facilitates good management and instructioninstruction

c.c. It makes learning purposefulIt makes learning purposeful

d.d. It provides for sequencing and It provides for sequencing and pacingpacing

e.e. It ties classroom instructional It ties classroom instructional events with community resourcesevents with community resources

f.f. It reduces the impact of intrusionsIt reduces the impact of intrusions

g.g. It provides for economy of timeIt provides for economy of time

h.h. It makes learner success more It makes learner success more measurable, which assists in re-measurable, which assists in re-teachingteaching

i.i. It provides for a variety of It provides for a variety of instructional activitiesinstructional activities

j.j. It creates the opportunity for higher-It creates the opportunity for higher-level questioninglevel questioning

k.k. It guides substitute teachersIt guides substitute teachers

l.l. It provides documentation of It provides documentation of instructioninstruction

m.m. It establishes a repertoire of It establishes a repertoire of instructional strategies instructional strategies

Yearly PlanYearly Plan • One of the first instructional plan that One of the first instructional plan that

you need to do at the beginning of you need to do at the beginning of each academic year is the yearly plan each academic year is the yearly plan and the semester plan. and the semester plan.

• A yearly plan is an overall framework A yearly plan is an overall framework that arranges all topics in an intended that arranges all topics in an intended instructional sequence, whereas a instructional sequence, whereas a semester plan contains a more semester plan contains a more detailed description of the content of detailed description of the content of these topics for a semester these topics for a semester

• A common practice is to divide a A common practice is to divide a yearly plan into two semester plans. yearly plan into two semester plans.

• Some guidelines for you to consider Some guidelines for you to consider when preparing your when preparing your yearly/semester plan are as follows:yearly/semester plan are as follows:

a.a. Identify your pupils’ background.Identify your pupils’ background.

b.b. Study the relevant mathematics Study the relevant mathematics curriculum specifications and curriculum specifications and identify the learning areas (topics), identify the learning areas (topics), learning outcomes (skills) and learning outcomes (skills) and contents to be taught.contents to be taught.

c.c. Study the school calendar and Study the school calendar and identify the number of schooling identify the number of schooling weeks, lesson-hours available, and weeks, lesson-hours available, and expected intrusion to your lessons.expected intrusion to your lessons.

d.d. Identify the teaching and learning Identify the teaching and learning strategies.strategies.

e.e. Identify relevant resources.Identify relevant resources.

f.f. Decide and plan for your strategies Decide and plan for your strategies to evaluate your pupils’ learning.to evaluate your pupils’ learning.

g.g. Integrate various aspects such as Integrate various aspects such as moral values, Future Studies, moral values, Future Studies, thinking skills, contextual learning thinking skills, contextual learning into your plan into your plan

Reading Assignment 1Reading Assignment 1

• Study the example of a yearly plan Study the example of a yearly plan given by the Curriculum Development given by the Curriculum Development Centre (PPK) in Attachment 1. Centre (PPK) in Attachment 1.

• Summarize the features of the format Summarize the features of the format of this yearly plan. of this yearly plan.

• Compare this format with the Compare this format with the guidelines for preparing a yearly plan guidelines for preparing a yearly plan given before thisgiven before this

Daily Lesson PlanDaily Lesson Plan

Basically, there are three fundamental Basically, there are three fundamental questions that you need to ask yourself questions that you need to ask yourself when planning a mathematics daily when planning a mathematics daily lesson. These questions arelesson. These questions are

• WhereWhere do I want my pupils to go? do I want my pupils to go?• HowHow do I guide them there? do I guide them there?• How would I know if they have How would I know if they have

arrivedarrived??

Reading Assignment 2Reading Assignment 2

• Read Attachment 2. Give specific Read Attachment 2. Give specific examples of what you would do examples of what you would do according to each of the given according to each of the given criteria for planning a mathematics criteria for planning a mathematics lessonlesson

• A daily lesson plan is a detailed written A daily lesson plan is a detailed written guide to deliver your lesson. Although guide to deliver your lesson. Although there are various formats to write a there are various formats to write a daily lesson plan, there are several daily lesson plan, there are several important elements that all daily lesson important elements that all daily lesson plan should have. As suggested by plan should have. As suggested by Callahan, Clark & Kellough (1995) Callahan, Clark & Kellough (1995) generally a written lesson plan should generally a written lesson plan should contain the following basic elements contain the following basic elements

• General information.General information. These are These are presented as the heading of the presented as the heading of the lesson plan and they include name of lesson plan and they include name of subject and grade level, unit and subject and grade level, unit and topic within unit.topic within unit.

• Learning outcomes.Learning outcomes. Learning Learning outcomes refers to your expectations outcomes refers to your expectations of what the students are able to do of what the students are able to do as a result of the lessons as a result of the lessons

• Subject matter content.Subject matter content. An outline An outline of the content that can be easily and of the content that can be easily and quickly referred to.quickly referred to.

• The procedure or learning The procedure or learning activities.activities. This section determines This section determines what you and the student would be what you and the student would be doing. It can start with the doing. It can start with the introduction, lesson development, introduction, lesson development, conclusion and duration of time conclusion and duration of time

• Materials and equipment.Materials and equipment. This This serves as a reminder that you will serves as a reminder that you will need to have certain materials ready need to have certain materials ready in advanced for the lesson in advanced for the lesson

• Assignment.Assignment. This should be noted This should be noted somewhere in the lesson plan and somewhere in the lesson plan and presented clearly to the students so presented clearly to the students so that they understand how and what that they understand how and what to do to do

• Special notes and reminders.Special notes and reminders. This This refers to such things as refers to such things as announcements to be made, announcements to be made, information for the class and so information for the class and so forth. They may or may not be forth. They may or may not be important but they do need to be important but they do need to be remembered remembered

• Comprehension checksComprehension checks. . This This serves as an evaluation on how well serves as an evaluation on how well the students are learning or have the students are learning or have learned. It could be in the form of learned. It could be in the form of questions asked during or at the end questions asked during or at the end of the lesson or even at the of the lesson or even at the beginning of the next lesson beginning of the next lesson

• Evaluation of lesson.Evaluation of lesson. This section This section is reserved for the teacher to reflect is reserved for the teacher to reflect on the teaching that has been done. on the teaching that has been done. This can help in improving the next This can help in improving the next presentation of the same lesson presentation of the same lesson

There is There is nono one fixedone fixed basic lesson basic lesson plan format. Reading Assignment 3 plan format. Reading Assignment 3 will enable you to have a better will enable you to have a better understanding about writing daily understanding about writing daily lesson plan for mathematics lesson plan for mathematics

Reading Assignment 3Reading Assignment 3

• Read Attachment 3. Summarize the Read Attachment 3. Summarize the key components of the lesson plan key components of the lesson plan format format

Writing of Behavioral Writing of Behavioral ObjectivesObjectives

• When writing your daily lesson plan, When writing your daily lesson plan, you need to write your learning you need to write your learning outcome or objective in an explicit outcome or objective in an explicit form. form.

• An explicit learning outcome is a An explicit learning outcome is a clear, precise statement of what clear, precise statement of what your pupils should be able to do your pupils should be able to do when they complete their lesson when they complete their lesson

• One popular way to make learning One popular way to make learning outcomes explicit is to write them in outcomes explicit is to write them in the form of behavioral objectives the form of behavioral objectives (Mager, 1984). According to Mager (Mager, 1984). According to Mager (1984), a well written objective (1984), a well written objective should be in the form of a statement should be in the form of a statement that includes three major that includes three major components components

1.1. The first component describes the The first component describes the skill orskill or behaviorbehavior that the learner that the learner will be able to do. will be able to do.

2.2. The second component of an The second component of an objective describes the objective describes the conditionsconditions under which the learner will perform under which the learner will perform the desired behavior. the desired behavior.

3.3. The third component of the objective The third component of the objective describes the describes the criteriacriteria that will be that will be used to evaluate learner’s used to evaluate learner’s performance on the objective performance on the objective

Example of statement of Example of statement of objectives written objectives written according to Mager’s according to Mager’s suggestion:suggestion:

Pupils will be able to Pupils will be able to reciterecite the 2- the 2-time multiplication table time multiplication table without without referringreferring to the table, in to the table, in not more not more than 1 minutethan 1 minute..

• BehaviorBehavior: recite the 2-time : recite the 2-time multiplication tablemultiplication table

• ConditionCondition: without referring to the : without referring to the tabletable

• CriterionCriterion: not more than 1 minute : not more than 1 minute

Exercise Exercise

““Given a percentage of not more than Given a percentage of not more than 100%, pupils should be able to change 100%, pupils should be able to change it to a proper fraction in the simplest it to a proper fraction in the simplest form.”form.”

Identify Identify

(a)(a) the behavior, the behavior,

(b)(b) the condition, and the condition, and

(c)(c) the criterion in the above behavioral the criterion in the above behavioral objective objective

SummarySummary

1.1. Planning a lesson involves Planning a lesson involves visualizingvisualizing future instructional future instructional events in order to produce a events in order to produce a guideguide that will assist you in creating a that will assist you in creating a flow of these events. Besides this, flow of these events. Besides this, you also need to you also need to managemanage your your classroom time. In short, planning classroom time. In short, planning is is making decisionmaking decision about the how about the how and what of teaching and what of teaching

2.2. Although planning does not guarantee Although planning does not guarantee effective teaching, but failing to plan effective teaching, but failing to plan will definitely not enable you to teach will definitely not enable you to teach effectively. Therefore, it is very effectively. Therefore, it is very important for you to make a good yearly important for you to make a good yearly plan at the beginning of each academic plan at the beginning of each academic year. Furthermore, a good daily lesson year. Furthermore, a good daily lesson plan will boost your confidence in plan will boost your confidence in delivering your lesson, especially at the delivering your lesson, especially at the early stage of your teaching career or early stage of your teaching career or when you are teaching a new topic when you are teaching a new topic

3.3. Learning outcomes need to be Learning outcomes need to be written clearly and precisely. The written clearly and precisely. The three major components of a well-three major components of a well-written behavioral objective are written behavioral objective are

(a) behavior, (a) behavior,

(b) condition, and (b) condition, and

(c) criterion (c) criterion