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    Discuss The 4 Phases of Lesson Plan Preparation

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    IrisYamagushiHaruki-ChanXD
    1. The four phases of lesson plan preparation are: pre-planning, active planning, review planning, and closure planning. In the pre-planning phase teachers decide the approach and content. The active planning phase involves scheduling and revising lessons. In review planning teachers ensure they understand all lesson stages. Finally, closure planning helps students organize what they've learned. 2. Effective teaching requires careful planning that involves setting objectives, choosing content, designing procedures, evaluating learning, and providing assignments. The key parts of a strong lesson plan are objectives, subject matter, procedures, evaluation, and assignment.

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    Discuss The 4 Phases of Lesson Plan Preparation

    Uploaded by

    IrisYamagushiHaruki-ChanXD
    2K views6 pages
    1. The four phases of lesson plan preparation are: pre-planning, active planning, review planning, and closure planning. In the pre-planning phase teachers decide the approach and content. The active planning phase involves scheduling and revising lessons. In review planning teachers ensure they understand all lesson stages. Finally, closure planning helps students organize what they've learned. 2. Effective teaching requires careful planning that involves setting objectives, choosing content, designing procedures, evaluating learning, and providing assignments. The key parts of a strong lesson plan are objectives, subject matter, procedures, evaluation, and assignment.

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    Discuss the 4 phases of lesson plan preparation

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    Discuss the 4 phases of lesson plan preparation

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    1. The four phases of lesson plan preparation are: pre-planning, active planning, review planning, and closure planning. In the pre-planning phase teachers decide the approach and content. The active planning phase involves scheduling and revising lessons. In review planning teachers ensure they understand all lesson stages. Finally, closure planning helps students organize what they've learned. 2. Effective teaching requires careful planning that involves setting objectives, choosing content, designing procedures, evaluating learning, and providing assignments. The key parts of a strong lesson plan are objectives, subject matter, procedures, evaluation, and assignment.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    2K views6 pages

    Discuss The 4 Phases of Lesson Plan Preparation

    Uploaded by

    IrisYamagushiHaruki-ChanXD
    1. The four phases of lesson plan preparation are: pre-planning, active planning, review planning, and closure planning. In the pre-planning phase teachers decide the approach and content. The active planning phase involves scheduling and revising lessons. In review planning teachers ensure they understand all lesson stages. Finally, closure planning helps students organize what they've learned. 2. Effective teaching requires careful planning that involves setting objectives, choosing content, designing procedures, evaluating learning, and providing assignments. The key parts of a strong lesson plan are objectives, subject matter, procedures, evaluation, and assignment.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    The key takeaways are that lesson planning involves four phases - pre-planning, active planning, review planning, and closure planning. Each phase has specific goals and activities to help teachers effectively plan and structure their lessons.

    The four phases of lesson plan preparation are pre-planning, active planning, review planning, and closure planning. Each phase has distinct goals and tasks to help teachers design and organize their lessons.

    Some verbs that can be used for each level of the cognitive domain are: for knowledge - acquire, perceive, recognize, encounter, remember; for comprehension - comprise, apprehend, decode, distinguish, determine; for application - administer, execute, apply, practice, engage; for analysis - analyze, evaluate, scrutinize, interpret, assess; for synthesis - create, incorporate, manage, integrate, harmonize.

    1.

    Discuss the 4 phases of lesson plan preparation

     Pre-planning phase
     It is the stage of the lesson planning process that involves
    deciding what approach the lesson will take based on student
    expectations, criteria, instruction, and all other factors in your
    classroom. This is where we consider what to include in the
    curriculum and how to choose tools while keeping the lesson
    goals and students' interests in mind. Allowing yourself the
    time and energy to work about how you will build a lesson that
    will motivate your students and be fully relevant to their
    everyday lives and desires is a perfect way to start pre-planning.
    It's possible to get confused, uncertain of where to go, and end
    up with a disjointed lesson if you don't do some pre-planning.

     Active planning phase


     Allowing yourself the time and energy to work about how you
    will build a lesson that will motivate your students and be fully
    relevant to their everyday lives and desires is a perfect way to
    start pre-planning. It's possible to get confused, uncertain of
    where to go, and end up with a disjointed lesson if you don't do
    some pre-planning. It is preferable to schedule the lessons
    ahead of time so that you have ample time to revise them. You
    should prepare for the next five days ahead of time and revise
    the plan on a regular basis. The time you spent getting to know
    your students will help you prepare ahead for more classes
    (mainly during the holidays). Nonetheless, keep reviewing and
    amending your schedule based on the responses of students to
    previous lessons. You'll need a framework for your lesson plan
    to make your preparation more successful. My Lesson Plan is a
    helpful guide that will explicitly show you your lesson's goals
    as well as the actions you'll need to take to accomplish them.
    Instructions on how to write this proposal can also be found.

     Review planning phase


     When you've finished writing your lesson plan, go through it
    again and make sure you know all of the stages. This can be
    done by reading the schedule, reciting the substance, and
    keeping track of bullet points. However, I've noticed that using
    a method map or flowchart is much more helpful because it
    allows your schedule more transparent, allowing you to better
    visualize how your operations flow. You can draw the method
    map by hand (which I choose because it makes me remember)
    or with apps such as Microsoft Word or PowerPoint. You
    include the activities or phases of your lesson in your phase
    mapping, and you quickly explain their goals (Why?) and how
    you can present them to your students (How?). Lesson planning
    is important. It helps you get more prepared, so you know what
    to do next. Over-planning, on the other hand, will keep you
    from using your imagination and versatility in the classroom.
    See the roadmap as a road map for your students' education,
    showing where you're headed and what you're doing. In the
    meantime, keep an eye on how students respond, solicit
    suggestions, and work with your peers to make changes. The
    success of your students will be influenced by the preparation
    process.

     Closure Planning Phase


     Closure is the process in which you tie up a lesson plan and
    assist students in organizing the knowledge in their heads into a
    coherent context. This makes students appreciate what they've
    learned and gives them a chance to translate what they've
    learned to the real world. A solid conclusion will aid students in
    remembering facts outside of the classroom. It is often
    sufficient to include a concise outline or synopsis rather than a
    comprehensive analysis. When wrapping up a class, having
    students have a short conversation about what they heard and
    what it means to them is a good idea.

    2. Write 5 verbs for each level in the cognitive domain

     Knowledge/Recall
    o Acquaint
    o Perceive
    o Recognize
    o Encountered
    o Remember
     Comprehension
    o Comprise
    o Apprehend
    o Decode
    o Distinguish
    o Determine
     Application
    o Administer
    o Execute
    o Apply
    o Practise
    o Engage
     Analysis
    o Analyse
    o Evaluate
    o Scrutinise
    o Interpret
    o Assess
     Synthesis
    o Create
    o Incorporate
    o Manage
    o Integrate
    o Harmonize

    3. Differentiate constitutional aims from institutional aims.

    Constitutional aims is the act, or process of setting something up, or


    establishing something; the composition or structure of such a thing; its
    makeup that is relating to a legal or political constitution. This is also a
    fundamental legal document to which the country run while the institutional
    aims is an established organisation, especially one dedicated to education,
    public service, culture or the care of the destitute, poor etc. It is also refers to
    the mechanism of social orders.
    4. Do you agree that effective teaching does not just happen? Why?
    1. Enumerate and discuss the 5 parts of the lesson plan.

     Objectives
     It contains cognitive domains which has to do with our mind.
    This domain tells about what do you expect the learners to learn
    mentally. It also have Affective domains and it affects from the
    heart of the learners. This domain tells about what values do
    you expect the learners to learn. And the last one is
    psychomotor (body). This domain tells about how will the
    learners apply the new lesson taught

     Subject Matter/Contents
     It contains topic name or the title of the certain topic which
    should be discussed, references- curriculum guide, teachers
    guide, learners material, textbooks, websites, learning materials
    from the LR Portal (LRMDS), the materials needed, the values
    integrated, and strategies

     Procedure
     Preliminary Activity: it is an activity before the class will going
    to start. It contains a prayer, greetings, energizer, checking of
    attendance, checking of assignments, and recalling the
    classroom rules

     Developmental activities: Drill enhances the literacy skill/


    numeracy skill, Reviewing that activates the previous lesson
    learned, nlocking of Difficulties means introducing the
    vocabulary words that the learners will encounter during the
    lesson.

     Motivation: What exciting activity can I use to motivate my


    learners? (Still related to the lesson) Is it age-appropriate? Does
    it meet the needs and interests of my learners? Does it give me
    the information about the prior knowledge of the learners about
    the new lesson?

     Discussion: a step by step teaching method that tackles about


    the specific topic. It is also systematic pattern that you can
    follow in your lesson plan.
     Application: What activity can I use to let the learners use the
    new lesson?

     Generalization: Let the learners create their own summary


    about the new lesson learned

     Evaluation
     Is it reliable? Does it match the learning objective of the lesson?
    Is it appropriate for the need and interests of the learners?

     Assignment/ Remediation/ Enrichment


     Does it sustain the new lesson taught? Does it require higher
    difficulty? (remediation) Does it require the same format and
    difficulty? (enrichment)

    2. Compare and contrast

    a. deductive and inductive method


    Two very distinct and opposing instructional approaches are
    inductive and deductive. Both approaches can offer certain
    advantages, but the biggest difference is the role of the teacher. In a
    deductive classroom, the teacher conducts lessons by introducing and
    explaining concepts to students, and then expecting students to
    complete tasks to practice the concepts; this approach is very teacher-
    centred. This method can, however, be a viable option in certain
    situations; for example, when dealing with highly motivated students,
    teaching a particularly difficult concept, or for preparing students to
    write exams. Conversely, inductive instruction is a much more
    student-centred approach and makes use of a strategy known as
    ‘noticing’. Instead of explaining a given concept and following this
    explanation with examples, the teacher presents students with many
    examples showing how the concept is used. The intent is for students
    to “notice”, by way of the examples, how the concept works.

    b. inquiry and exploratory method


    Inquiry-based instruction is a form of teaching that stresses the
    importance of the student's participation in the learning process.
    Although exploratory learning can be described as an approach to
    teaching and learning that allows learners to analyze and investigate
    new material with the intention of exploring relationships between
    established context information and unfamiliar content rather than the
    instructor telling students what they need to know, students are
    encouraged to explore the material, ask questions, and exchange ideas.
    c. demonstration and laboratory method

    A process demonstration is a teaching method that uses


    visual aids such as flip charts, posters, and power point
    presentations to express a concept. A presentation is a step-by-step
    method of showing others how to create or do something. You
    "know" what you're doing by showing how. In contrast,
    Laboratory method suggests that direct observation and
    manipulation of scientific materials is preferable to other methods
    of gaining comprehension and appreciation. Laboratory
    preparation is often often used to improve skills for advanced study
    or research.

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