LESSON PLANNING

Cyrus Pontawe Casingal, MA

LESSON
PLAN
◦ It is the instructor’s road map of
what students need to learn and
how it will be done effectively
during class. Then, you can design
appropriate learning activities and
develop strategies to obtain
feedback on student learning.
◦ A carefully constructed lesson plan
for each 45–50-minute lesson
allows you to enter the classroom
more confidently and maximizes
your chance of having a
meaningful learning experience
with your students.
 A successful
Learning
Objectives
Learning
activities lesson plan
addresses
and
Assessment to integrates
check for
student
Reflection four key
understanding
components:
Lesson Plan
A lesson plan provides you with a general
outline of your teaching goals, learning
objectives, and means to accomplish them,
and it is by no means exhaustive.

A productive lesson is not one in which everything

goes exactly as planned but one in which both
students and instructor learn from each other
BEFORE CLASS
STEPS FOR PREPARING LESSON PLAN
IDENTIFY YOUR
LEARNING
OBJECTIVES
1. Identify your learning objectives
◦ Before you plan your lesson, you will first need to identify the
learning objectives for the lesson. A learning objective
describes what the learner will know or be able to do after the
learning experience rather than what the learner will be
exposed to during the instruction (i.e. topics).
◦ Typically, it is written in a language that is easily understood
by students and clearly related to the program learning
outcomes.
Curriculum Guides
PLAN SPECIFIC LEARNING ACTIVITIES
 Plan the Specific Learning Activities

◦ When planning learning activities, you

should consider the types of activities
students will need to engage in to develop
the skills and knowledge required to
demonstrate effective learning in the
course.
◦ Learning activities should be directly
related to the course’s objectives and
provide experiences enabling students to
engage in, practice, and gain feedback on
specific progress toward those objectives.
◦ As you plan your learning activities,
estimate how much time you will spend on
each. Build in time for extended
explanation or discussion, but also be
prepared to move on quickly to different
applications or problems and to identify
strategies that check for understanding.
Some questions to think about as you design
the learning activities you will use are:
◦ What will I do to explain the topic?
◦ What will I do to illustrate the topic differently?
◦ How can I engage students in the topic?
◦ What are some relevant real-life examples, analogies, or
situations that can help students understand the topic?
◦ What will students need to do to help them understand the
topic better?
TYPES OF ACTIVITIES
It is important that each learning activity
in the lesson must be:
1.aligned with the lesson’s learning objectives
2.meaningfully engage students in active,
constructive, authentic, and collaborative ways,
and
3.applicable where the student can take what they
have learned from engaging with the activity and
use it in another context or for another purpose.
PLAN TO ASSESS
STUDENT
UNDERSTANDING
 Plan to assess student
understanding
◦ Assessments (e.g., tests,
papers, problem sets,
performances) provide
opportunities for students to
demonstrate and practice the
knowledge and skills
articulated in the learning
objectives and for instructors
to offer targeted feedback
that can guide further
learning.
Planning for assessment allows you to find out whether
your students are learning. It involves making decisions
about:
◦ the number and type of assessment tasks that will best enable
students to demonstrate learning objectives for the lesson.
Examples of different assessments
◦ Formative and summative
◦ the criteria and standards that will be used to make assessment judgments
◦ Rubrics: student roles in the assessment process
◦ Self-assessment
◦ Peer assessment
•the weighting of individual assessment tasks and the
method by which personal task judgments will be
combined into a final grade for the course.
• information about how various tasks are to be weighted
and combined into an overall grade must be provided to
students
•the provision of feedback
• giving feedback to students on how to improve their
learning, as well as providing feedback to instructors on
how to refine their teaching
 PLAN TO SEQUENCE THE
LESSON IN AN ENGAGING AND
MEANINGFUL MANNER.
Robert Gagne
◦ He proposed a nine-step process called
the events of instruction, which helps
plan the sequence of your lesson.
◦ Using Gagne’s nine events in
conjunction with Bloom’s Revised
Taxonomy of Educational Objectives
(link) aids in designing engaging and
meaningful instruction.
 Gain attention: Obtain students’
attention so that they will watch and
listen while the instructor presents the
learning content

◦ Present a story or a problem to be

solved
◦ Utilize icebreaker activities, current
news, events, case studies, YouTube
videos, etc. The objective is to grab
student attention and interest in the
topic quickly
◦ Utilize technologies such as clickers
and surveys to ask leading questions
before the lecture, survey opinion, or
gain a response to a controversial
question
Inform learner of objectives:
Allow students to organize their
thoughts regarding what they are
about to see, hear, and/or do.

◦ Include learning objectives

in lecture slides, the
syllabus, and in instructions
for activities, projects, and
papers
◦ Describe the required
performance
◦ Describe criteria for
standard performance
 Stimulate recall of
prior knowledge:
◦ Help students make sense of new
information by relating it to something
they already know or something they
have already experienced.
◦ Recall events from previous lecture,
integrate results of activities into the
current topic, and/or relate previous
information to the current topic
◦ Ask students about their
understanding of previous concepts
Present new content:
Utilize a variety of
methods including
lecture, readings,
activities, projects,
multimedia, and others.
◦ Sequence and chunk
the information to
avoid cognitive
overload
◦ Blend the
information to aid in
information recall
◦ Bloom's Revised
Taxonomy can be
used to help
sequence the lesson
by helping you
chunk them into
levels of difficulty.
Provide guidance:
◦ Advise students of strategies to aid
them in learning content and resources
available. With learning guidance, the
rate of learning increases because
students are less likely to lose time or
become frustrated by basing
performance on incorrect facts or
poorly understood concepts.
◦ Provide instructional support as
needed – as scaffolds (cues, hints,
prompts) which can be removed after
the student learns the task or content
◦ Model varied learning strategies –
mnemonics, concept mapping, role-
playing, visualizing
◦ Use examples and non-examples
Practice: Allow students
to apply knowledge and
skills learned
◦ Allow students to apply knowledge in
group or individual activities
◦ Ask deep-learning questions, refer to
what students already know or have
students collaborate with their peers
◦ Ask students to recite, revisit, or
reiterate information they have learned
◦ Facilitate student elaborations – ask
students to elaborate or explain details
and provide more complexity to their
responses
Provide feedback: Provide
immediate feedback of
students’ performance to
assess and facilitate learning

◦ Consider using group / class level

feedback (highlighting common
errors, give examples or models of
target performance, show students
what you do not want)
◦ Consider implementing peer
feedback
◦ Require students to specify how
they used feedback in subsequent
works.
 Assess performance
◦ To evaluate the effectiveness
of the instructional events, test
to see if the expected learning
outcomes have been
achieved. Performance should
be based on previously stated
objectives.
◦ Utilize a variety of assessment
methods including
exams/quizzes, written
assignments, projects, and so
on.
Enhance retention and transfer

◦ Allow students to apply

information to personal
contexts. This increases
retention by personalizing
details.
◦ Provide opportunities for
students to relate
coursework to their
personal experiences
◦ Provide additional practice
CREATE A REALISTIC
TIMELINE
Create a realistic timeline

◦A list of ten learning objectives is unrealistic, so

narrow your list to the two or three key concepts,
ideas, or skills you want students to learn in the
lesson.
◦Your list of prioritized learning objectives will help
you make decisions on the spot and adjust your
lesson plan as needed
Here are some strategies for
creating a realistic timeline:
• Estimate how much time each of the
activities will take, then plan some extra
time for each
• When you prepare your lesson plan, next
to each activity, indicate how much time
you expect it will take
• Plan a few minutes at the end of class to
answer any remaining questions and sum
up key points
• Plan an extra activity or discussion
question in case you have time left
• Be flexible – be ready to adjust your lesson
plan to students’ needs and focus on what
seems to be more productive rather than
sticking to your original plan
PLAN FOR A LESSON
CLOSURE
 Lesson closure Check for student

provides an
understanding and
inform subsequent Emphasize key
instruction (adjust information
opportunity to your teaching
accordingly)

solidify student
learning. Lesson
closure is useful Tie up loose ends
Correct students’
misunderstandings
for both
instructors and
students. Preview upcoming
You can use topics

closure to:
 Your students will find your closure helpful for:

Summarizing, reviewing, and demonstrating their

understanding of major points

Consolidating and internalising key information

Linking lesson ideas to a conceptual framework and/or

previously-learned knowledge

Transferring ideas to new situation

 state the main points yourself
(“Today we talked about…”)

Here are
several ways in
which you can ask a student to help you
summarize them
put a closure to
the lesson:
ask all students to write down
on a piece of paper what they
think were the main points of
the lesson
DURING
THE
CLASS
Presenting y our Lesson P lan
During the Class
◦ Letting your students know what they will be
learning and doing in class will help keep
them more engaged and on track. Providing
a meaningful class time organization can
help students remember better, follow their
presentation, and understand the rationale
behind the planned learning activities.
◦ You can share your lesson plan by writing a
brief agenda on the whiteboard or telling
students explicitly what they will be learning
and doing in class.
 After the Class
◦ Take a few minutes after each
class to reflect on what worked
well, why, and what you could
have done differently.
◦ Identifying the severe and less
successful organization of class
time and activities would make
it easier to adjust to the
contingencies of the classroom.
◦ If needed, revise the lesson
plan.
References:
◦ Ambrose, S., Bridges, M., Lovett, M., DiPietro, M., & Norman, M. (2010). How learning works: 7 research-
based principles for smart teaching. San Francisco, CA: Jossey Bass.
◦ EDUCAUSE (2005). Potential Learning Activities. Retrieved April 7 2017, from EDUCAUSE website:
https://net.educause.edu/ir/library/pdf/NLI0547B.pdf.
◦ Fink, D. L. (2005). Integrated course design. Manhattan, KS: The IDEA Center. Retrieved from
http://ideaedu.org/wp-content/uploads/2014/11/Idea_Paper_42.pdf.
◦ Gagne, R. M., Wager, W.W., Golas, K. C. & Keller, J. M (2005). Principles of Instructional Design (5th
edition). California: Wadsworth.
◦ Gredler, M. E. (2004). Games and simulations and their relationships to learning. In D. H. Jonassen (Ed.),
Handbook of research for educational communications and technology (2nd ed., pp. 571-82). Mahwah,
NJ: Lawrence Erlbaum Associates.
◦ Richardson, J.C., & Swan. K. (2003). Examining social presence in online courses in relation to students'
perceived learning and satisfaction. Journal of Asynchronous Learning Networks 7(1), 68-88.
◦ Schuell, T.J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56, 411-436.
EXAMPLE LESSON
PLAN
DepEd Order 42, series of 2016
 DO 42, S. 2016 – POLICY GUIDELINES ON
DAILY LESSON PREPARATION FOR THE K TO
12 BASIC EDUCATION PROGRAM
◦ In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced Basic Education Act of 2013, the
Department of Education (DepEd) issues the enclosed Policy Guidelines on Daily Lesson Preparation for the K to 12
Basic Education Program.
◦ Planning lessons is fundamental to ensuring the delivery of teaching and learning in schools. These guidelines aim
to support teachers in organizing and managing their classes and lessons effectively and efficiently and ensure the
achievement of learning outcomes.
◦ Furthermore, these guidelines affirm the role of the K to 12 teachers as a facilitator of learning. Preparing for lessons
through the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) provides teachers with an opportunity for
reflection on what learners need to learn, how learners learn, and how best to facilitate the learning process. These
guidelines also aim to empower teachers to carry out quality instruction that recognizes the diversity of learners
inside the classroom, is committed to learners’ success, allows the use of varied instructional and formative
assessment strategies, including the use of information and communications technologies (ICTs), and enables the
teacher to guide mentor, and support learners in developing and assessing their learning across the curriculum.