The document provides guidance for planning a lesson, including analyzing relevant situational factors, stating specific aims and outcomes, identifying big ideas and essential questions, outlining lesson phases and activities, selecting resources, planning assessments, and facilitating reflection. Situational factors include class size, timing of the lesson, and community challenges. Specific aims align with curriculum goals while outcomes are stated as what learners will be able to do. Big ideas and essential questions focus learning. Lesson phases integrate pedagogy, content, and skills. Resources and assessments are chosen to enhance teaching and learning. Reflection improves instruction.
The document provides guidance for planning a lesson, including analyzing relevant situational factors, stating specific aims and outcomes, identifying big ideas and essential questions, outlining lesson phases and activities, selecting resources, planning assessments, and facilitating reflection. Situational factors include class size, timing of the lesson, and community challenges. Specific aims align with curriculum goals while outcomes are stated as what learners will be able to do. Big ideas and essential questions focus learning. Lesson phases integrate pedagogy, content, and skills. Resources and assessments are chosen to enhance teaching and learning. Reflection improves instruction.
The document provides guidance for planning a lesson, including analyzing relevant situational factors, stating specific aims and outcomes, identifying big ideas and essential questions, outlining lesson phases and activities, selecting resources, planning assessments, and facilitating reflection. Situational factors include class size, timing of the lesson, and community challenges. Specific aims align with curriculum goals while outcomes are stated as what learners will be able to do. Big ideas and essential questions focus learning. Lesson phases integrate pedagogy, content, and skills. Resources and assessments are chosen to enhance teaching and learning. Reflection improves instruction.
The document provides guidance for planning a lesson, including analyzing relevant situational factors, stating specific aims and outcomes, identifying big ideas and essential questions, outlining lesson phases and activities, selecting resources, planning assessments, and facilitating reflection. Situational factors include class size, timing of the lesson, and community challenges. Specific aims align with curriculum goals while outcomes are stated as what learners will be able to do. Big ideas and essential questions focus learning. Lesson phases integrate pedagogy, content, and skills. Resources and assessments are chosen to enhance teaching and learning. Reflection improves instruction.
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Subject: Grade:
Topic: Duration of Lesson:
Situation analysis: this should be those factors that may affect teaching and learning directly during this lesson and how this may impact on teaching and learning. You should indicate how you have acquired this information and what strategies you will put in place to address these.
Who? E.g. The class consists of 50 learners, making it difficult for the teacher to move around. However, the space is better utilized when the desks are laid out in groups. This makes group work possible. When? E.g. The lesson takes place just before lunch meaning that learners are hungry since this is the first meal that most of them have eaten for the day. Concentration levels are therefore low and the teaching strategies implemented need to maintain the interest of learners during the duration of the lesson. Where? E.g. The school is situated in a part of the township that is known for experiencing drug-related challenges. As such, learner attendance is a problem. This is beyond the control of the teachers but he or she must work with the police and the principle in addressing issues relating to certain learners. All of this requires good time management.
Specific Aims: as per CAPS
• Enable learners to draw connections with why they learn what they learn; • Allow for the exploration of relationships and connections between people, their environment and the economy; • Provide a framework that learners may use to interpret and represent information about the world.
Lesson Outcomes: (Use ACTION VERBS. Consider the cognitive, affective and psychomotor domains) (Include relevant 4Cs)
Learners should be able to …
Cognitive: explain the accounting equation. Affective: value economic growth that promotes resource sustainability. Psychomotor: illustrate, using a graph, the relationship between quantity and price.
Big Ideas: these are two or three specific statements of what you would like learners to remember in the future. They should be precise and to the point. E.g. Entrepreneurship stimulates economic growth.
Essential Questions: questions to ask during the lesson that will lead to formulating these big ideas. E.g. Can entrepreneurs assist in developing skills amongst workers?
Lesson Phases: This should include each part of the lesson, including the pedagogical approaches to teaching and learning, the content knowledge and how these are aligned.
1 Lesson Teaching and Learning Activities used (make Justification of teaching and learning activities, Phase sure to include reference to ow you will methodology based on the content knowledge you incorporate the 4Cs) are teaching Introductory Phase (duration) Engaging with the content (duration) Conclusion of the lesson (duration) Resources What are the resources to be used? Justification of resources used. Remember, resources should enhance teaching and learning in the classroom and improve understanding of the topic
Assessment What type of assessment will you use? (formal/ informal/ formative/ summative etc.) Activities How will you assess if learners have understood the lesson and especially the big ideas? Insert (duration) the task and justify why you are using this. Note that homework is an enrichment activity or add on and not an assessment activity to be included in the conclusion of the lesson.
Reflection: What have you learned from teaching this lesson? Did it work in terms of chosen pedagogy? Would you change your teaching and learning strategy and if so why? Were the resources used effective? How have you grown as a teacher?
Reflection in: teacher reflects during the lesson and changes the teaching and learning approach for whatever reason Reflection for: Teacher reflects after the lesson on what worked and what didn’t and whether to change the teaching, learning and assessment strategies in the next lesson or with another class in the same grade doing the same subject. Reflection on: post-lesson reflection on what worked, what didn’t and how the teacher may change the teaching and learning approach in the future). This is a personal reflection and may include the personal growth of the teacher.
