P Principles of Teaching Theory 4.

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L Planning for Instruction
A
N
N
Lesson plan
I Objectives: At the end of this lesson you shall be able to
N • explain what is lesson plan and its necessity for teaching/training
G • List the advantages of lesson plan
• analyse the four step method followed for vocational Training (Craftsman Training System)
F • explain the elements in all the four steps of lesson plan format
O • define instruction, objectives
R • explain instructional objectives/behavioural objectives
• list the verbs (action words) used to write as objectives for specific kind of learning outcomes
I • list the keypoints for lesson plan preparation.
N
S Introduction • Organization of the subject.
T
R Lesson plan is the guidance plan for the Instructor.It is • Much time saved.
U like a roadmap on a journey to reach a destination with • Work is done in a planned manner.
C the help of lesson that he can conduct classes and teach
T his subject in a sequential / methodical manner, thereby • Selection and utilization of suitable teaching aids
I making it easy for the learner to understand and maintain properly.
O interest and attention. It is actually a plan for action, and • Unnecessary teaching is avoided.
N it contains the important information to be imparted about
a lesson (subject) in the class and other activities to be • Suitable atmosphere is created.
followed during the presentation step. Careful planning • Lesson plan form the ‘record of teaching - learning
is the foundation of all good teaching and learning activity’
activities.
Organization of the subject
Necessity of planning a lesson
• By lesson planning, the instructor knows what he has
• Since the Instructor has to teach the prescribed to teach and how he has to teach. He selects the
course, if there is no planning he cannot teach the suitable subjects and lessons for teaching; lesson plan
entire course content in time. It is therefore necessary serves to organize the whole activity in a smooth way.
to plan a lesson.
Much time saved
• The Instructor has to achieve some definite results by
• The Instructor knows what he has to teach in a class.
teaching. If a lesson is taught according to lesson
He teaches only that much to the learners in the class.
planning, the teacher can teach well.
He teaches necessary things only. He does not teach
• Teaching in an improper manner will not bring the what is not necessary. In this way the teacher teaches
desired results. If no aim is fixed, it will be useless to much in less time. Also unnecessary teaching is
teach a lesson. avoided which saves instructional time. Thus, much
• When a teacher/trainer is prepared to teach a lesson, time is saved.
he enters the class with some definite aim. Work is done in a planned manner
• He is self confident that he will teach a lesson well he • The Instructor begins a lesson in a suitable manner.
need not depend on his memory. He develops the lesson in a planned manner. He asks
• He is also prepared to face the learners and answer the trainees to do oral or written work in a planned
their probable questions. way. The Instructor divides his time according to the
needs of the trainees. He is also able to examine the
• He is able to solve any problem regarding the lesson work done by the trainees. All work is finished
to be taught. according to the plan.
• He finishes the lesson according to the plan in the Selection and use of teaching aids
prescribed time and schedule.
• In order to create multi sensation to the learners to
• It is therefore very much necessary to plan a lesson. understand the importance of the lesson the instructor
In this way, much teaching can be done in time. plans, prepares or selects suitable teaching aids and
Advantages of Lesson plan utilizes them at appropriate situations by making spot
hints on the lesson plan itself.
The following are the main advantages of lesson plan

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Unnecessary teaching is avoided a Title of the lesson.
P
b Specific teaching objectives. L
• If teaching is done without any plan, there are chances
that the teacher may teach unnecessary things to the c Preparation of teaching aids. A
trainees. If there is a lesson planning, the Instructor N
d Review of previous lesson. N
teaches the necessary things only.
e Appropriate motivation. I
Suitable atmosphere is created N
f Choosing of teaching method. G
• By lesson planning, the Instructor creates a suitable g Planning for trainees’s participation.
atmosphere for teaching and learning. The trainees F
h Time and feedback activities. O
learn the lesson, which is taught to them in a period.
The trainees know that they have learnt the lesson in i Proper summarizing R
a fixed period. So that they learn it well. i Assignment and test. I
Lesson plan forms a record of teaching learning N
The Instructor should also prepare other important items
activity S
such as teaching aids, wall chart / transparency, models
T
/actual object, written instructional material etc.
• All the Instructors are expected to carryout the R
teaching activity effectively for each session. U
Arrangement of classroom (Workplace)
Therefore, once prepared lesson plan for a batch is C
preserved as a permanent record of teaching - learning T
Besides planning of the lesson, preparation of the
activity. Depending upon the changes in syllabus if I
classroom (or workshop) where lesson will be conducted
any, the content can be modified as and when required. O
is also necessary for a successful teaching. For
N
preparation of the classroom the following points are to
Four step method be considered:
Today the standardized system, being followed in the field a Seating: There should be adequate number of seats
of vocational training, is called as the four step method. It and the same should be arranged properly so that the
is originated from the German Philosopher and instructor can supervise learner.
Educationist Herbert. He gave new ideas about teaching b Lighting and ventilation:- Suitable and adequate
method. lighting and ventilation should be arranged for the
entire class room space.
Herbert’s ideas were later on put into use for teaching
technical subject as the following four step method Layout
• Preparation (introduction / why.) Layout of the demonstration bench and their positioning
should be done properly. Thus the trainees get maximum
• Presentation (development/ demonstration.)
visibility while attending the demonstration.
• Application (recapitulation / imitation.)
Equipment and materials
• Test/evaluation (Consolidation / repetition)
The equipment and materials which are necessary for
Thereafter in Germany, USA, and other advanced
conducting the class should be arranged before hand.
countries the above Four Step method has been followed.
This will also be included under the teaching aids.
Today this method is considered as one of the effective
methods for skill training. Now let us go in detail about Removal of distracting items
what exactly to be considered by each step of this method.
The items which are distracting, i.e irrelevant to the lesson,
Preparation such as unwanted charts, chalk board reading, pieces of
equipment for future lesson should be removed from the
This step includes both Instructor preparation as well as
classroom Otherwise, attention of the trainee may be
trainee’s preparation.
diverted.
Preparation of Instructor: In this step instructor has to
prepare him (self), lesson plan (or demonstration plan) Safety equipment
for using at the time of presenting the theoretical The Instructor should see that the safety equipment is
knowledge (or practical skill). While planning a lesson ready and serviceable because the safety of trainees and
the instructor should follow certain points as given below: equipment is full responsibility of the Instructor.

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 Trainee preparation a stimulate the learner’s thinking - (introductory
P review questions)
L Before any new information (knowledge) is being given
A b Check the understanding and to develop the
to the trainees, the Instructor has to prepare trainee’s
N subject (Development questions)
mind to receive the new information. There is a principle
N which states that, unless the learner is ready to learn he c Encourage the learner to ask questions (application
I will never learn. So the Instructor has to make ready the questions)
N learner’s mind before giving any new information.
G Step 3: Application
For this, the Instructor has to motivate and review the
F previous lesson and then he can tell the importance of When the trainees have attained some knowledge in the
O application of new information to be learnt by them. In manners stated above it is necessary that they should
R this step, the Instructor has to apply the Laws of learning use/apply that knowledge in their practice. The trainees
such as the Law or readiness and the Law of purpose. It attain theoretical knowledge by learning in the above
I is therefore, considered absolutely essential to make all manner. But, that knowledge is considered to be
N necessary preparations before teaching a new lesson. incomplete unless it is put into practice. So according to
S this step, the trainees have to practice the theoretical
T Step 2: Presentation knowledge gained and then make that knowledge
R permanent. The Instructor should give chance to the
U After the trainees are prepared to receive the lesson, the trainees to use and put their knowledge in actual practice.
C subject is taught. According to this step, care should be
T taken to present the subject before the trainees in a The Instructor has to ask certain questions from the
I logical, systematic,and effective way. subject matter dealt/taken in the class. He has to guide,
O correct, and encourage the learners in telling the correct
N The Instructor should begin teaching a lesson slowly answer for the questions. In this step, the Instructor has
after giving an introduction of the lesson, and after to apply the Law of exercise for the perfect knowledge or
associating with the subject or lesson already taught. the skill attainment. After completion of question answer
Instructor should explain the difficult subject and objective session, the instructor has to summarize all the points -
so that the trainee may not feel any difficulty in but, emphasizing the key/ important points only.
understanding the lesson.
Step 4: Test
The Instructor should use very simple language in
teaching the subject. The subject should be divided into This is the step at which the effectiveness of learning will
several objectives and each objective explained be measured. Teaching will be completed when test is
thoroughly. If the whole subject is taught as one, it will be conducted. The result of this step will help the Instructor
difficult for the trainees to understand it in detail. to decide whether his teaching was effective or not.

The Instructor should tell about the subject which is Test can be conducted by giving/assigning questions out
proposed to be taught and then explain or teach about of the subject matter covered in the class. During this
the various aspects of the matter in greater detail. This step the learners will answer to the questions
will enable the trainees to learn well. comprehensively by written answers, drawing
diagrams,also solving problems as their own that is
The Instructor should ask questions from the trainees in without anybody’s help.
order to know whether the trainees understand the lesson
being taught. If the subject is presented to the trainees, This is the only way by which the learner knows his ability
but if the trainees do not understand it, then it will be and develops confidence in the subject. (Skill test can be
useless to teach. The Instructor should therefore find out conducted by performance/ practice so as to grade the
by asking questions or through some other means achievement of the learner in this step). The Instructor
whether the trainees undersand the lesson being taught. has to apply the Law of satisfaction by which they will get
interest for further learning. The validity, reliability and
During this step the following points should be kept objectivity should be observed while constructing and
in mind conducting the test.

• Follow the lesson plan. At the time of planning and preparing the lesson plans,
the Instructor has to include the facts, descriptions,
• Develop the topic in a logical order.
Explanations, comparisons, Illustrations about the
• Make use of the teaching aids such as wall charts, subject matters as well as humour also in the proper
models, actual objects,chalk board, and other audio- proportion like the same way a cook prepares a delicious
visual aids effectively. food (Fig 1)
• Use questions to

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 and processes all of which can be depicted through the
actual objects, or through charts, models, films, film strips, P
slides, or by other manner which would help the learner L
to see besides listening to the instructor. Such items that A
the instructor has selected, prepared and planned to use N
in the class to help the presentation and aid the learning N
of the lesson are listed here. The instructor will see that I
all these items are available and ready in the class for N
use before the class assembles. G

Introduction F
O
This is the stage at which the learners are prepared for R
the lesson of the day. There are five types of introduction
as I
N
• Revisionary or review S
• Anecdote T
R
The specimen lesson plan format being utilized for • Analogy U
vocational training is shown below, in which all the four • Topical C
steps of activities and preparations to be made by the T
• Shock I
Instructor are explained in the following paragraphs.
Method of introducing the new lesson in the class must O
The detailed description of all the elements of Lesson be written briefly. Depending on the subject matter of the N
Plan format is explained below lesson and its relation to previous lesson, you have to
use this as a link between the known to unknown . It is
The major components of 4 step of a lesson plan are the stage that effective motivation is done to in the learner
and keen desire to the new lesson. Introduction does not
• Preparation step have to be a long one. A few relevant points properly
• Presentation step developed with realistic examples, which the learner can
understand would serve the purpose. The success or
• Application step failure of the presentation of a lesson would be a large
• Testing step extent depends in the manner in which the introduction
to the lesson or preparation of the learner is done. Under
Elements in the four steps of lesson plan format review and motivation only brief notes are to be written in
the lesson plan with the help of which you should be in a
Step 1: Preparation position to explain while presenting the lesson.
Title Review
This indicates the name (core idea) of the lesson clearly The fact that the learners are physically present in the
class does not necessarily mean that they are mentally
Objectives
ready to receive your presentation. Before teaching a new
lesson to the class, you should make the learners to be
There are some specific purpose for teaching a lesson
ready or prepared to receive, the new lesson. As part of
which we call objectives. These should be clearly stated
the preparation, one of the first things you have to do in a
in terms of what the learner is expected to learn from this
class is to discuss the important topics of the previous
lesson. In each, there may be about 3 or 4 closely related
lesson. Here you have to write some small questions
objectives. If the objectives are more, the chances are
about the previous lessons to make sure that the learners
that the matter to be covered may be too much for the
have remembered what you taught in the previous class.
learner and if the objectives are too few there may not
You may tell the importance of present lesson with
be sufficient material for the learner to be interested in
previous lesson by linking the main points. If the lesson
during the period of 45 minutes to 60 minutes normally.
is a first lesson in a class, in that case instead of linking,
discuss about the relevant knowledge gained by the
Teaching Aids
learners.
Learning becomes easier, interesting and deeper, when
multiple senses of the learners are employed/involved.
Further, in the training of craftsmen, the intruction is almost
always on matters such as tools, materials, machines

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 LESSON PLAN
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A Name .................................Adm No...................Unit No.................................Lesson No.................................
N
N Trade...................................Date................................................................................... Time..............................
I
N
G I Preparation

F 1 Title : .............................................................................................................................................................
O 2 Objectives : At the end of this Lesson the trainee shall be able to
R
a ...................................................................................................................................................................
I
N
S b ...................................................................................................................................................................
T
c ...................................................................................................................................................................
R
U d ...................................................................................................................................................................
C
T 3 Aids : .............................................................................................................................................................
I
O ......................................................................................................................................................................
N 4 Introduction :

i Review :

ii Motivation :

II Presentation (Lesson) :

Topics Information points Spot hints

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 Topics Information points Spot hints P
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F
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III Application:

Summary:

IV Test:

Assignment:

Next Lesson :

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 Motivation In practical demonstration, the instructor has to ask the
P learners to initiate the steps followed during the
L Motivation is creating willingness. As an instructor, you demonstration. Write simple questions to make the
A must create interest and willingness in the minds of learner to involve in that particular activities.
N learners to learn the new lesson. Method of creating
N interest in the minds of learner to learn the new lesson Summary
I must be written briefly.
N After the above steps and interaction, you may feel good
G Topics that your learners followed your instruction, and
understand the lesson. Now this is a time to sum up all
F The important points of the lesson as planned are to be the important topics of the lesson taught in the class. In
O developed with catch words written clearly so that you the summary time, you must emphasise and reinforce
R can refer and pickup at a glance. Complete sentences the points, which are important to the lesson. Main topics
need not be written. Write selected topics according to
of the lesson may be written under summary or you can
I the lesson to be taken so as to reach the aim or fulfill the recapitulate the main points of the lesson.
N objectives of the lesson. This has to be written in
S sequential order. Test
T
R Information points At this step, comprehensive questions about the lesson
U taken should be asked to the learners. This can be done
C Use key words and catch words of points only to be written either by oral or in written form.
T like telegraphic message. Write the must know
I information of each topic properly . Information may be Assignment
O written in codes, symbols and abbreviation reference to Series of questions about the lesson already taken are to
N the objectives and topics as convenient/familiar. be written under assignment. Related problem, exercises,
drawing of sketches including various types of questions
Spot hints
like objective and subjective types can be given as
separate assignment sheet.
You need to enter spot hints in the appropriate place.
Write hints such as codes, symbols or simple diagrams
Next lesson
to attract the learner’s attention and make the instruction
as effective as possible. Hints can be given through
Title of the next lesson to be taken has to be mentioned
charts, models or abbreviations that can make you
under this heading. A brief insight into the next lesson
convenient or familiar, that your efforts are directed
must be given to help the learners to think ahead of the
towards better teaching. For instruction at a particular
subject and make them to understand better.
stage of development of the lesson a chart is to be shown,
may be indicated as “w/c” or “c” and asking a question by
• Hints
“A/Q” or ‘?’ as key word as the entire plan is made and
used by you in the presentation stage. Display of teaching • Developing questions
aids in an appropriate time is very important. • Display of teaching aids in appropriate time
Application Learner’s activities such as active participation,
interaction, question and answer.
Learning takes place only when the learner has an
opportunity to apply the acquired knowledge to various Summary it is an opportunity for you to wrap up the
situations. Necessary time for applications of knowledge discussion.
may not be available in the class during presentation.
Hence the manner in which such opportunities are Test to know the effectiveness of teaching and the
provided in respect of the subject matter covered in the understanding level of the learners.
lesson must be stated in the application stage. Ask simple
and direct questions related to the topics. This is an Assignment include objective and subjective type of
opportunity for the learners to answer the questions and questions.
showing their level of understanding. You may clarify the
learners doubt. Interact with them. After questioning, Reference materials information book name and author’s
remember to receive the answer (yes,yes, nodding your name.
head, etc) Reward the answer (good, very good, etc),
and repeat the answer. Topic for next lesson

Feedback

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Instruction Instructional objectives - important tools
P
It is a goal directed teaching process which is pre-planned. Instructional objectives are important tools in the training L
It is always necessary to identify the pre-determined goals process, as the use of precisely stated objectives often A
and objectives to be achieved. determines the nature of training methods, media and N
process of testing. All learning activities are classified N
Instructional objective under acquisition of knowledge, development of skills, I
and modification of attitudes and habits. N
It is the description of the form of the behaviour that G
instruction is to produce, stated in terms of what the We are generally concerned with development of skills,
trainee (learner) is to be able to perform (do-explain, but we cannot segregate skill from knowledge and F
describe, discuss, solve) the conditions under which the attitude. For effective implementation of the programme O
action is taken and where appropriate, a standard of of training and in the context of instructional design, R
accuracy or speed. The behaviour described or its objectives play a very important role.
consequences should be observable and measurable. I
Objectives N
Objectives direct attention to the learner and the types of S
behaviour they should exhibit. Sometimes these An objective is a more restricted term in scope and its T
statements are called behavioural objectives. finality, and in this context of learning system, it is defined R
as the terminal behaviour or set of behaviours the U
Objective is a point which one aims at reaching after a instructional designer expects the learners to display as C
certain amount of learning experience. Clearly defined a result of training imparted to the learner. Statement of T
objectives would not only help the teachers and learners objectives must be regarded as a vital element in any I
to understand what exactly they are supposed to do, but instructional planning. O
also provide the means for evaluating their own N
achievements. The statement of objectives is therefore A trainee enters the training situation with a certain set of
expected to be specific, measurable, achievable, realistic behaviours - which may even be nil - towards certain
& time bound (The ‘SMART approach’) and pesented in stimuli. As a result of training, he comes out with a
operational terms. difference i.e behavioural change and this constitutes the
result of training.
Ambiguous statements of objectives
This difference is usulally measured through pre - testing
While writing the objectives, statements that are not clear, (given at the end of training activity). Thus the behavioural
vague must be avoided. changes taken place is measured through - in terms of
knowledge, attitude and psychomotor skills (muscular
When clearly defined objectives are lacking, there is no action).
sound basis for the selection or designing of instructional
materials, content, or methods. Essential ingredients of instructional objectives

Instructional objectives describe the skills, knowledge, Learning is a process. This process of learning is mostly
abilities or attitudes learners should posses or internal. The effect of learning is exhibited by changes in
demonstrate after they complete the training. the starting behaviour. We infer that the learning has taken place as
point for designing a course of study should include these a result of this changes of behaviour.
instructional objectives; the objectives determine the
intended outcomes of the training. Good instructional Thus, objectives or instructional objectives are stated in
objectives describe an observable performance, one that terms of external behaviour exhibited by the learner that
can be observed and measured by an instructor. In a are measurable.
nutshell,instructional objectives:
Objectives are therefore useful to decide what to learn
• Describe a skill that learners are expected to posses and what to measure, to find out how much has been
after instruction learnt by the learner.

• Describe a measureable performance A training objective must be a clear, precise statement of

what a learner will be able to do at the end of training
• Describe the performance conditions (Instruction). They are far more than goals; and must be
Instructional objectives are also called as learning stated ingredients in instructional objectives. They are:
objectives.

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 Performance To signal To slide To secure
P
L To state To tighten To touch
Statement of what a trainee should be able to do perform
A at the end of the learning session. (terminal behaviour) To turn To twist
N
N Condition Motor chaining (producing a sequence of motion)
I
N The objective describes the condition under which a To activate To adjust To align
G trainee should be able to perform the task to exhibit the
To close To copy To (dis) assemble
terminal behaviour.
F To (dis) connect To draw To duplicate
O Standard
R To draw To insert To load
The standard to which he should be able to perform (the To handle To measure To mix
I criteria) the skill. How well the task or behaviour must be
N performed to meet the standard. To open To operate To prepare
S To remove To repair To replace
T An example of writing objectives
To stencil To service To state
R
U “The trainee should be able to find the square root of any To tune To turn-off To dismantle
C number, using logarithm tables, and answers correct to
T three significant figures, Nine times out of ten” - This is a Verbal chaining (producing a sequence of words)
I precise statement, using unambiguous terms. This can
O be stated as the terminal performance that is measurable. To cite To copy To enumerate
N To letter To list To quote
Many words represent either vague or ambiguous
concepts and cannot be precisely measured. So, one To recite To record To reiterate
should avoid using such words. To repeat To reproduce To restate
Ambiguous terms To transcribe To type

Knows, understands, appreciates, grasps, enjoys, Discriminating (identifying two or more stimuli)
believes, have faith in etc.
To choose To compare To contrast
Words which permit fewer interpretations
To couple To decide To detect
Writes, recites, indentifies, distinguishes, differentiates,
solves, constructs, lists, enumerates, compares, To differentiate To distinguish To isolate
contrasts, defines, states, recongizes, demonstrates, To judge To match To pick
locates, labels, measures, categorise, detects, operates,
etc. To select

List of verbs (action Words) used to write as Classifying (using concept)

objectives
To allocate To arrange To assign
Related to specific kind of Learning
To catalogue To categorize To classify
Specific responding
To collect To divide To file
(Producing a single isolated response)
To grade To group To index
To associate To define To distinguish
To inventory To itemize To order
To differentiate To evaluate To explain
To rank To rate To reject
To grasp (with hand) To hold To identify
To screen To sort To specify
To label To lift To locate
To survey To tabulate
To loosen To measure To move
To name To pick up To place Rule using (using principles)

To press To pull To push To anticipate To calculate To calibrate

To repeat To reply To respond To check To compile To compute
To rotate To say To set To conclude To construct To convert

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To coordinate To correct To deduce • Determine the review item of the previous class
subject with respect to what you are going to teach P
To define To demonstrate To design L
the knowledge, facts by the current lesson.
To determine To diagram To equate A
• Prepare the motivating item appropriate to explain N
To estimate To evaluate To examine them and link the lesson what they are going to learn N
To expect To explain To extrapolate (objectives). I
To figure To generalize To illustrate • Arrange all the key points in the logical order for N
learner’s participation. G
To monitor To organize To plan
• Present the topics in sequence allowing for learner’s F
To predict To prescribe To program participation. O
To re-project To schedule To solve • Plan lesson activity for learners (application), explain R
To translate To verify and guide them to ensure assimilation (questions,
statements, discussions, problem solving etc ensure I
more time is used for this step.) N
Key points for lesson plan preparation
S
• Summarize the topic in sequence (questions and T
• Refer to relevant materials that are WIM, Subject answers, chalk board summary). R
books, etc collect information points for the subject
matter for the lesson. • Check your “AIM” has been achieved and evaluate U
the result. C
• Decide suitable title for the lesson subject of your trade. T
• Present the points to the learners with assistance to I
• Select appropriate Specific objectives of the lesson allow them to be perfect and attain the accuracy and O
with which you make your learners should be able to also speed, you demand by practice. N
do certain definite activities after the lesson.
• State your next lesson, and issue your information
• Plan and decide your teaching steps/ method. sheet or assignment sheet for further study or
• Plan and prepare your information sheet, select/ preparation for the next lesson.
prepare suitable teaching aids.
• Arrange the classroom (and demonstration) area in
advance.

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