PROF ED 103-FACILITATING LEARNER-CENTERED TEACHING MODULE 5: UNIT 5-Learner-Centered Lesson Plans

MODULE NO. 5

Unit 5-Learner-Centered Lesson Plans

INTRODUCTION

For many teachers, having a classroom full of engaged students who all feel challenged can seem
like a pipe dream – especially when time and resources are limited. While it may be impractical to provide
each student with a personalized learning experience, you can increase your reach by understanding your
students’ abilities, motivations, and roadblocks and designing lesson plans around them. Though students
are at the heart of every lesson plan, not every lesson plan is created equal. Incorporating more
collaborative, creative, and intentional methods into your teaching will not only enhance your student’s
classroom experience but can also offer you the satisfaction of knowing your pupils are truly grasping – and
enjoying – their newfound knowledge.

LEARNING OBJECTIVES

At the end of the unit, the preservice teacher (PST) can:

a. identify the different parts, functions, and characteristics of a learner-centered lesson plan;
b. compare and contrast an exemplar learner-centered lesson plan with teacher- or content-
centered lesson plans;
c. craft a lesson plan chunk emphasizing the use of a selected strategy; and
d. implement the designed lesson plan chunk and the appropriately chosen/selected strategy in
response to learners’ diverse needs, learning styles, and backgrounds (i.e. linguistic, cultural,
socio-economic, and religious)

LEARNING CONTENTS
A. LEARNER-CENTERED LESSON PLANS.

Here are five tips to bolster interest, improve retention of information and strengthen rapport with
your students.

 Mix it up. Use a combination of delivery methods (lectures, text, videos, quizzes, and group
activities) to ensure each lesson appeals to auditory, visual, and kinesthetic learners.
 Make it relatable. Putting the content in the context of real-life can help students see it from a
different vantage point and thus improve understanding.
 Flip your classroom. Some schools have found success by “flipping” their classrooms, i.e.,
switching up how a student’s time is traditionally spent with their teacher.
 Make a personal connection. Getting to know your students as individuals not only establishes
credibility and trust, it also provides valuable insight that can guide your teaching.
 Provide options. Typical classrooms include students of varying comprehension and skill levels,
which means they need varying levels of support and practice.

1. Detailed Lesson Plan Vs. Daily Lesson Log

• A detailed lesson plan is a thorough description of a teacher’s instructions for a particular class. A
teacher usually makes a daily lesson plan to teach a specific course of instructions. If a teacher
plans on delivering more than one lesson in one class, he or she can divide the material into
multiple lesson plans.

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PROF ED 103-FACILITATING LEARNER-CENTERED TEACHING MODULE 5: UNIT 5-Learner-Centered Lesson Plans

• Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It contains a detailed description
of the steps a teacher will take to teach a particular topic. A typical DLP contains the following parts:
Objectives, Content, Learning Resources, Procedures, Evaluation, and Assignment.
• A daily lesson log or DLL is a template used by teachers to log parts of their daily lessons/classes. It
covers days or a week of lessons and contains 6 components- objectives, content, learning
materials/resources, procedures, remarks, and definition of terms.
Purpose of Lesson Planning

• A lesson plan serves as a ground that a teacher uses every day to determine what students will
learn.
• Now lessons will be taught as well as how learning will be evaluated.
• It enables them to function more effectively in the classroom by giving a detailed outline that they
adhere to among each class.
• To make sure that every moment spent in class is used to teach meaningful concepts
Importance of Lesson Planning

• Objectives of learning
• Giving learning chance to discover
• It focuses on the class as a whole rather than contracting on the teacher.
Benefits:

• Providing guidance to teachers

• Clarifying learning objectives for teachers
• Improving the quality of lessons
• Enabling visualization of the entire teaching process
• Making learning easier for students.
Parts of a Lesson Plan

 Objective
- it provides goals to be attained (Behavioral Objectives - CPA)
-it gives directions for the class discussion, and it calls for what outcomes to expect.
2 Types of Objectives

◽Specific Objective

◽General Objective
 Subject Matter and Its Sources
-textbooks, library references, etc. should be stated in the lesson plan.
 Materials
-necessary aids to teaching and should be included in a lesson plan.
 Teaching Aids and Devices
-these are maps, graphs, flashcards, pictures, objects, slides, etc.
 Procedure
-both teacher and learners’ activity in a detailed plan.
 Evaluation
 Assignment

5 Steps to Create a Daily Lesson Log

 Step 1: Objective/Aim of the Log

You should be sure as to why you are creating a log and what your main objective of the log
is. Set goals to reach your daily limit effortlessly.

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 PROF ED 103-FACILITATING LEARNER-CENTERED TEACHING MODULE 5: UNIT 5-Learner-Centered Lesson Plans

 Step 2: Subject Matter

Check whether the content and subject matter you are teaching in the class connect with the
students. The lesson focuses on particular content, so you should be thorough with what the
content is so that you can teach the class easily and answer any questions asked by the
students.
 Step 3: Procedure
Create a base, that is, the sole purpose of your lesson as to why are you teaching a concept
in the class. Give your students examples in the class, so they understand the class better.
 Step 4: Resources and Activities
Create daily lesson plans for each class. This will make it easier for you to follow how much
have you taught in class. Make a list of all the resources and activities you’ll be needing for
your class way before you take the class so that there is no time being wasted.
 Step 5: Assessment and Evaluation
A fair assessment for each student is very necessary. Evaluate your students regularly to
check how much they are following your class and give special attention to slow learners
because they would feel neglected otherwise.

2. Parts of the Learner-Centered Lesson Plan

Moves the focus away from the teacher toward the student, emphasis on students’ perceptions of a
positive learning environment & interpersonal relationships with the teacher

 Emphasizes the active, reflective nature of learning

 Emphasizes the construction of knowledge, strategic thinking, and metacognition
 Internal motivation, the learner’s natural curiosity
 Appreciation of developmental and social factors, acknowledgment of diversity Learner-Centered
Instructional Strategies Problem-based Learning
 Exposes students to authentic problems like those that crop up in everyday life
 Students identify problems they wish to explore, then locate relevant materials/resources
 Students work in small groups and the teacher serves as a guide in their problem-solving

A. Learner-centered lesson plans have six key parts:

• Lesson Objectives. Lesson objectives list what students will be able to do after completing the
lesson.
• Related Requirements. Related requirements are national, state, or school standards that dictate
what you need to teach in a class.
• Lesson Materials. The third section of your lesson plan is the list of materials that you need to
teach the lesson and measure student outcomes.
• Lesson Procedure. Your lesson procedure is an in-depth explanation of how the lesson will
progress in the classroom.
• Assessment Method. The assessment method measures whether your students learned a
lesson’s information and met your lesson objectives.
• Lesson Reflection. The lesson reflection portion of a lesson plan encourages teachers to take
notes on how to improve a lesson after it has been completed

B. INSTRUCTIONAL LEARNING PROCESSES

a) Learning objectives.
-is an assessment tool that allows a teacher to quantify their impact on student achievement

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PROF ED 103-FACILITATING LEARNER-CENTERED TEACHING MODULE 5: UNIT 5-Learner-Centered Lesson Plans

as measured within the parameters of a particular academic or elective standard.

How to write lesson objectives?
- Formulating good lesson objectives is crucial to good teaching. Just bear in mind that
objectives are outcomes rather than instructional processes.
Objectives are measurable outcome statements.
Mager (1998) cites the following characteristics of objectives:
1. It describes students’ performance
2. An objective is about ends rather than means
3. An objective describes the conditions under which the performance occurs on the job
4. An objective describes the standards of acceptable performance.

b) Teaching Content
-The topics, themes, beliefs, behaviors, concepts, and facts, often grouped within each
subject or learning area under knowledge, skills, values, and attitudes, that are expected to
be learned and form the basis of teaching and learning.

c) Lesson Planning
- A lesson plan is a teacher's daily guide for what students need to learn, how it will be
taught, and how learning will be measured. Lesson plans help teachers be more effective in
the classroom by providing a detailed outline to follow each class period.
 Pre-planning. Preplanning is deciding how to get something done before starting on it.
An example of preplanning is making a list of how you're going to accomplish getting
everything done in a day.
- Implementation

- Evaluation. Evaluation is comparing a student's achievement with other students or

with a set of standards.

C. LESSON CHUNKING AND MICROTEACHING BASICS

Chunking

A chunking activity involves breaking down a difficult text into more manageable pieces and
having students rewrite these “chunks” in their own words. Chunking helps students identify
keywords and ideas, develops their ability to paraphrase, and makes it easier for them to organize
and synthesize information.

Procedure:
1. Preparation. Chunking can be used with challenging texts of any length. A paragraph can be
chunked into phrases and sentences, while a reading of several pages can be chunked into
paragraphs or sections. It is often helpful to have students record information about each
“chunk” in a graphic organizer, which you may want to prepare in advance.
2. Review Reading Strategies. Before having students work on paraphrasing the text, it is helpful
to go over specific decoding strategies. You may want to post the following “reading reminders”
on the board:
 Circle words that are unfamiliar.
 Use context clues to help define these words.
 Look up the meaning of unknown words.
 Write synonyms for these new words in the text.
 Underline important places and people and identify them.
 Read aloud.
 Read multiple times.
4

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 PROF ED 103-FACILITATING LEARNER-CENTERED TEACHING MODULE 5: UNIT 5-Learner-Centered Lesson Plans

3. Chunk the Text. “Chunking the text” simply means breaking the text down into smaller parts.
Sometimes teachers chunk the text in advance for students, especially if this is the first time
students have used this strategy. Other times, teachers ask students to chunk the text. Students
can work on chunking texts with partners or their own. Depending on students’ reading levels,
the lengths of chunks can vary. A struggling reader may work with phrases rather than
sentences. A stronger reader can often work with longer chunks.
4. Students Paraphrase Meaning. Students should rewrite “chunks” in their own words. By the
end of this activity, students should have a paraphrased version of the original text.
5. Assess and Share. The paraphrased text can be used to evaluate students’ understanding and
reading ability. You can also have students compare their versions of the text. This step often
leads to interesting discussions about interpretation – how people can often find different
meanings in the same words.
Microteaching Basics

Micro-Teaching is one form of teaching practice model or teaching training. In actual contexts,
teaching contains many actions, including technical delivery of materials, use of methods, use of media,
guide learning, motivation, classroom management, assessment, evaluation, and so on. In other words,
it is a very important act for the teaching and learning process. Therefore, to master basic teaching
skills, prospective teachers need to practice partially, meaning that each component of basic teaching
skills needs to be mastered separately. Practice mastering basic teaching skills such as those called
micro-teaching.

The concept of micro-teaching is based on the following points of thought:

• Real teaching (implemented in its actual form) but with a mini-concept.

• The exercise focuses on basic teaching skills, using information and knowledge about the
students' learning level as feedback on the ability of the prospective teachers.
• Teaching is conducted for students with different backgrounds and based on the intellectual
abilities of certain age groups
• Strict control of the exercise environment held in micro-teaching laboratories (small classrooms)
• Implementing a low-threat-situation to enable prospective teachers to learn teaching skills
• Providing low-risk-situations that enable students to participate actively in teaching
• Provide opportunities for retraining and setting up the distribution of exercise within a certain
period
Based on the above concepts, it can be understood that micro-teaching is a form of real teaching
that is limited based on the number of students, allocation of time, the focus of skills, basic
competencies, learning outcomes, and learning materials.

This is a simple table to show the comparison between Micro Teaching and Real Teaching :

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PROF ED 103-FACILITATING LEARNER-CENTERED TEACHING MODULE 5: UNIT 5-Learner-Centered Lesson Plans

A. Online Resources
https://www.startheregoplaces.com/teacher/professional-development/tips-creating-more-
student-centered-lesson-plans/
http://www.psychology.sunysb.edu/hwaters/psy327/slide%20sets/
327Set12a_TeacherInstruct.pdf
https://www.facinghistory.org/resource-library/teaching-strategies/chunking
https://steemit.com/steemiteducation/@affiedalfayed/the-basic-concept-of-micro-teaching-
for-prospective-teachers-201797t204224811z#:~:text=The%20concept%20of%20micro
%20teaching,ability%20of%20the%20prospective%20teachers.

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