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INSTRUCTIONAL OBJECTIVES &

SESSION PLANNING

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“A person, who succeeds in the right way,

is the one who inspires others to succeed.

He appreciates others' problems too and

tells them how to solve them. We should

remember that our children, the future

generation, start from only where we end”.

- Anonymous

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INSTRUCTIONAL OBJECTIVES

10.1. Why Objectives? • Give direction to teachers in the selection 'of methods and

instructional resources. • Form a basis to assess the learners and the teaching

learning process. • Let students know why any content is to be learnt. 10.1.1. Examples of Objectives • Replace the worn out parts of a VCR. • Print Word document from a file. • Create short cuts for programmes. • Browse a given folder • State the output devises in a computer

In the above statements the phrases Replace, Print, Create, Browse and State indicate the (learning outcomes) objectives.

Instructional objectives are statements that specify what learners will be able to do at the end of instruction. They are also called learning outcomes.

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10.1.2. Taxonomy of Objectives

• Objectives are broadly classified into three domains. These are

• Cognitive Domain (deals with thinking, problem solving etc.)

• Affective Domain (deals with values, attitudes, interest etc.)

• Psychomotor Domain (deals with skills)

• Taxonomy is a hierarchical classification

10.1.3. Bloom’s Taxonomy for Cognitive Domain

• Benjamin Bloom has classified objectives in the Cognitive domain as under:

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Cognitive level

What it measures Action Words

Evaluation Ability to measure the worth against stated criteria

Appraise, compare, contrast, conclude, critique, evaluate, judge, recommend

Synthesis Ability to put together separate ideas to form new whole, establish new relations

Combine, create, design, devise, generate, organize, plan, reorganize, revise, write

Analysis Ability to separate into component parts and show relationship between them

Categorize, diagram, differentiate, discriminate, distinguish, illustrate, select, separate, sort, subdivide

Application Ability to use learned material in new situations

Apply calculate,Demonstrate, draw, estimate, manipulate, operate, practice, prepare, produce, schedule, solve, use

Comprehension

Ability to grasp meaning, explain, restate ideas

Convert, defend, distinguish, explain, generalize, give examples, paraphrase, predict, summarize

Knowledge Ability to recall previously learned material

Define, describe, locate, quote, recite, repeat, restate, select

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A good plan is imperative for effective teaching. Successful teachers are invariably good planners. The purpose of the lesson plan is to communicate. It is a guide to the teacher for helping students to achieve intended learning outcomes.

1. Why Plan? “Failing to plan is planning to fail”

• Accountability of teachers to students, community and the employer's can be built.

• Teaching learning process will be better organized. Instructional process becomes more professional and systematically organized.

• A sound plan provides a base for self evaluation. • Ensures appropriate distribution of time for each topic. • Helps teachers to develop scientific approach to teaching. • Enables teachers to select appropriate methods and media.

INSTRUCTIONAL PLANNING

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11.2. Good Planning Characteristics

• Good planning takes into consideration the abilities, needs and interests of students.

• Good planning will be flexible - flexible enough for the teacher to make necessary changes as demanded by the class/teaching situation.

• Good planning will out line the instructional strategies

• Good planning will have built in evaluation of students learning.

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11.3. What is a Lesson Plan?

• A lesson plan is a description of the sequence of activities to be engaged in by a teacher and his/her learners in orders to achieve predetermined objectives. It would include a description of the instructional session, learning resources, instructional methods and evaluation to bring about the intended.

• A lesson plan is a blue print that identifies and describes activities that students may engage in during the lesson.

• A lesson plan is a functional document containing guidelines, indicating what is anticipated during instruction.

• A lesson plan is a document which shows how the available instructional time is budgeted to the various activities of the teacher and learner.

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11.3.1. Format of a Lesson Plan There is no such thing as 'the' (best or model/ideal format of a lesson plan. There are different ways in which a lesson plan may be prepared. The best format is the one that works. Whether a lesson plan fits particular format is not as relevant as whether or not it describes what teacher want and what has determined is the best means to an end. No matter what the format of the lesson plan is some elements must necessarily be included in the plan. There is no universally acceptable list of components for a lesson plan. The components to be included must be such that they help the teacher to systematize instruction and provide a basis for assessing learning. Elements that may be included are

• Objectives, specific content • Learning pre-requisites and Pre-assessment procedure. • Instructional outline

• time frame • sequence of teachers activities and student interaction • Learning resources required such as equipment, materials

aids etc. • Summary

• Post assessment procedures.

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11.3.2. Questions that Lesson Plan should answer

• What skills, facts, concepts, attitudes, and values should students learn?

• Why should learners learn?

• What should learners be able to do as a result of learning?

• What entry behaviour students need to possess?

• What are the most appropriate instructional strategies (methods/approaches )?

• What is the most appropriate sequence of topics and tasks?

What approaches/procedures and tools are necessary to test students?

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Lesson planning can be considered as a process with a flow as

Input Process Output

Input refers to the resources and infomation required for the process. Input may consist of

• Information about students (for whom the lesson is intended) - more particularly their pre-requisite knowledge and skills.

• Information about the time for the lesson

• Information and description of what materials and resources will be required for the lesson.

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• What are the inputs?

• What is the output? (Objectives)

• What should be the Instructional activities?

• What should students do as the Instruction progresses.

• How is students learning assessed.

Process - This is the actual plan. Some questions to be asked are

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11.4. Sample FormatA sample format of a lesson plan is as follows. Teachers may design their own plans to suit specific requirements.

FORMATTitle of the lesson: Date

Duration: Content for the lesson: Entry behaviour/Pre-requisites:

Instructional Objectives

Teacher Activity

Learner Activity

Resources Time

Content: Statement that relates to the subject matter content. The content may be skill, principles, and concept. The content is predetermined by the curriculum.

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Prerequisites:

Indicates what the student must already know or be able to do in order to learn the lesson.

Instructional objectives:

Indicate what is to be learned.

Instructional procedures:

Teacher activity and related learner activity are referred to as Instructional Procedure. This is description of what the teacher will do in teaching the lesson. (Teacher activity) This would include a description of how the lesson will be introduced what actual instructional techniques will be need, how to end the lesson (Summarising)

Resources

Resources refer to the materials and equipment required for instruction. These may be worksheets, Chart, transparencies, model, and flip charts, apparatus.

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TEACHING STRATEGY

A lesson in the form of lecture continues to be a widely used method by most teachers particularly for cognitive learning. In order to make, the teaching-learning encounter satisfying and effective a variety of activities may be built into and around the lecture.

Introduction (5 minutes out of 50 minutes)

- The first phase of a lesson

- Checks and ensures the required entry behaviour in students

- Outlines the expected learning outcomes (scope of the lesson, relevance and importance) – Write down on right hand top corner of the board – Important aspects proposed to be covered.

- Review of previous lesson

- Motivation

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Development (40 minutes out of 50 minutes)

- The core of the lesson

- The content is covered (taught) at this phase

- A variety of techniques/activities such as problem solving, exercises, experiment, questioning, group discussion, tutorial, etc. may be included

- Learning and instructional resources such as handouts, exercise sheets, transparencies, and slides are also used

- Constant feedback mechanism is also to be used to ensure that students ha\'e learnt whatever they were required to learn

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Consolidation (5 minutes out of 50 minutes)

- Provides summary of the lesson (Teachers may use different strategies for summarisation - (Get summary from students using either open ended or close questions: students in pairs or small groups of 4-5 to prepare summary)

- Provide opportunity for practice and reinforcement.

- Opportunities for transfer of knowledge and skills learnt to new situations and practical problems.

- Use testing devices to evaluate students against the set learning outcomes

Follow up - Home work and assignments - Out of class activities- Preparing students for next class. 0

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TeachingPoints

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Teacher activities2

Student activities3

Media and other resources

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Time in min

5

Introduction Establishing rapportAsking questionsTelling short storyStating objectivesShowing demonstrationGiving examples

Listening ReplyingObserving etc.

Black board work, OHP Transparencies, Power Point Presentations, slides, video programme, computer programme, model etc

5 Min

Development NarrationExplaining Asking questionsGiving clarificationsGiving example Participating in discussions etc

Listening Asing AnsweringPresenting ViewsObserving Arguing etc

- do - 40 Min

ConsolidationAnd Follow up

Reviewing Listening Replying Attempting new problems etc.Home work and AssignmentsPreparation for next class

- do - 5 Min.