3.3 Lesson Planning

8/2/2019 3.3 Lesson Planning

1/33

3.3 LESSON PLANNING

(i)Yearly Scheme of Work

Teaching is more than telling. Effective

teaching requires a great deal of thought,

preparation, and design

At the beginning of the school term, you

will need to do a yearly scheme of work

to cover the entire science curriculum


2/33

YEARLY SCHEME OF WORK

Yearly scheme of work would specify the content

for the duration.

It also devise weekly table for the whole year.

A good yearly scheme of work should contain the

following headings: Semester, Number of weeks,

Topic and Remarks.

In order to plan out the yearly scheme of work

you will need the Science syllabus, a calendar, aschool calendar and your school time table


3/33

The scheme could look something like this:

Week/date Topic Strategy/activity Remarks1

5/1 -9/1 Parts of thebody Hands onactivities toobserveparts of the

body.

Teaching

courseware

will beintegrated

into the

lessonOnce you have planned the whole years work,

you are now ready to consider how to plan the

daily lesson


4/33


5/33

What is the rationale for lesson planning?

Carefully prepared and written lesson plans show yourstudents that you are a committed professional.

Written and detailed lesson plans provide an importantsense of security, which is especially useful to beginningteacher.

Written lesson plans help you organize material and

search for loopholes , loose ends, or incompletecontent.


6/33

Written lesson plans help other members ofthe teaching team understand what you are

doing and how you are doing it.

Written lesson plans also provide substitute

teachers with a guide to follow if you are

unable to carry out the lesson.


7/33

There is no particular pattern of format that

all teachers need to follow when writing out

plans however, teacher preparation

programs have agreed on certain lesson plan

format


8/33

Basic Elements of a Lesson Plan

(General Format)

The lesson plan format contains the following

basic components:

(1) Set induction,

(2) Development and

(3) Closure.

These three components need to be includedin every lesson plan


9/33

Set induction

Perrott (1982) identified four purposes of setinduction:

Focusing attention on what is to be learned bygaining the interest of students.

Moving from old to new materials and linkingof the two.

Providing a structure for the lesson and

setting expectations of what will happen. Giving meaning to a new concept or principle,

such as giving examples.


10/33

Development

includes Input, Modelling, and Checking for

Understanding

Input:

The teacher provides the information needed

for students to gain the knowledge or skill

through lecture, film, tape, video, pictures, etc


11/33

Modeling:

Once the material has been presented, theteacher uses it to show students examples of

what is expected as an end product of their

work. The critical aspects are explainedthrough labeling, categorizing, comparing, etc.

Students are taken to the application level

(problem-solving, comparison, summarizing,

etc.)


12/33


13/33

Closure

Those actions or statements by a teacher that

are designed to bring a lessor presentation to

an appropriate conclusion. Used to help

students bring things together in their ownminds, to make sense out of what has just

been taught


14/33

Closure is used:

to cue students to the fact that they have arrivedat an important point in the lesson or the end ofa lesson,

to help organize student learning

to help form a coherent picture, to consolidate,eliminate confusion and frustration, etc.

to reinforce the major points to be learned


15/33


16/33

Inquiry Instruction

Inquiry is a term used in science teaching that

refers to a way of questioning, seeking

knowledge or information, or finding out

about phenomena.


17/33

Wayne Welch, a science educator at the University of

Minnesota identifies five characteristics of the inquiry

process as follows:

Observation:

Science begins with the observation of matter

or phenomena. It is the starting place forinquiry. However, as Welch points out, asking

the right questions that will guide the

observer is a crucial aspect of the process of

observation.


18/33

Measurement:

Quantitative description of objects and

phenomena is an accepted practice of science,

and desirable because of the value in science

on precision and accurate description.


19/33

Experimentation:

Experiments are designed to test questions

and ideas, and as such

are the cornerstone of science. Experiments

involve questions, observations and

measurements.


20/33

Communication:

Communicating results to the scientific

community and the public is an obligation of

the scientist, and is an essential part of the

inquiry process.


21/33


22/33

Inquiry Approach

three components:

Setting up a discrepant event,

investigating to solve the discrepant event, resolve the discrepant event and closure

Discrepant event is something that surprises,startles, puzzles, or astonishes the observer.


23/33

(i) set up a discrepant event

Demonstrate a discrepant event and ask

questions

Students are confronted with questions or

problems that they will want to know the

answer


24/33

(ii) Students investigate to resolve

the discrepant event:

Students will be engage in meaningful inquiry.

They will be observing, recording data,classifying, predicting and experimenting in

order to solve to problem


25/33

(iii) Resolve the discrepancy and

Closure

Students get the answers after doing the

activities. Even if they are not successful infinding all the answers, they will benefit just

by listening to explanation given by the

teacher.


26/33


27/33

Needham Five phases teaching model

orientation,

eliciting of ideas,

restructuring of ideas, application of ideas and

reflection


28/33

(i) orientation

Menarik perhatian dan minat murid

Memotivasikan murid

Contoh aktiviti: Tunjukkan aktiviti berselisih idea

Kemukakan masalah untuk difikirkan


29/33


30/33

(iii) restructuring of ideas

Mengembangkan lagi atau mengubah suai ideaterdahulu melalui perbandingan dengan idea

saintifik

Menyiasat dengan menggunakan kemahiran

saintifik (Pre misconception dan misconception)

Contoh aktiviti:

Aktiviti hands-on dan minds-on

Aktiviti yang menggunakan kemahiran proses sains

Berkomunikasi dalam kumpulan


31/33

(iv) application of ideas

Applikasi idea dalam situasi yang baru

Contoh aktiviti:

Penyelesaian masalah baru Rekacipta

projek


32/33


33/33

Prepare a 30-minutes lesson plan for each ofthe lesson plan formats discussed above. Youcan choose any and Topic in the Year 4

Primary Science syllabus After completing your lesson plan, evaluate it

yourself, modify it, and then have yourmodified version evaluated by at least one of

your colleagues, before turning it in for yourlecturers evaluation.

3.3 Lesson Planning

Documents

Transcript of 3.3 Lesson Planning