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Presentation Theory

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The document provides guidance on creating an effective lesson plan by outlining key sections such as goals, objectives, materials, procedures, and reasons for using a teaching plan. It suggests that a lesson plan should begin by establishing goals and objectives, identify required materials and prerequisites, and provide a detailed step-by-step procedure including an introduction, main activity, and conclusion to draw ideas together and reinforce learning. The document stresses the importance of structuring a logical sequence of learning and anticipating potential issues to promote effective teaching.

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PRESENTATION THEORY Frank Knight
OBJECTIVES Goals Objectives Lesson Description Teaching Plans Learning from Practice Examples
To begin, ask yourself Three Questions Where are your students going? How are they going to get there? How will you know when they have arrived?
Goals Goals determine purpose, aim and rationale for what you and your students will engage in during class time. Use this section to express the intermediate lesson goals that draw upon previous plans and activities and set the stage by preparing students for future activities and further knowledge acquisition. The goals are typically written as broad educational or unit goals. What are the broader objectives, aims or goals? What are your goals for teaching? What do you expect students to be able to do by the end of this session?
Objectives This section focuses on what your students will do to acquire further knowledge and skills. The objectives for the daily lesson plan are drawn from the broader aims of the unit plan but are achieved over a well-defined time period. What will students be able to do during this lesson? Under what conditions will students performance be accomplished ? What is the degree or criterion on the basis of which satisfactory attainment of the objectives will be judged? How will students demonstrate that they have learned and understood the objectives of the lesson?
Prerequisites Prerequisites can be useful when considering the readiness state of your students. They allow you, and other teachers replicating your lesson plan, to factor in necessary prep activities to make sure that students can meet the lesson objectives. What must students be able to do before the lesson? What concepts have to be mastered in advance to accomplish the lesson objectives?
Materials This section has two functions; it helps other teachers quickly determine A) how much preparation time, resources and management will be involved in carrying out this plan, and B) what materials, books, equipment and resources they will need to have ready. A complete list of materials, including full citations of textbooks, worksheets and any other special considerations are most useful. What materials will be needed? What textbooks are needed? What needs to be prepared in advance? (typical for science or cookery / baking classes).
Lesson Description This section provides an opportunity for the author of the lesson to share some thoughts, experience and advice with other teachers. It also provides a general overview of the lesson in terms of topic, focus, activities and purpose What is unique about this lesson? How did your students like it? What level of learning is covered by this lesson plan? (Think of Blooms Taxonomy, knowledge, Comprehension, application, analysis, synthesis or evaluation).
Lesson Procedure This section provides a detailed, step-by-step description of how to replicate the lesson and achieve lesson plan objectives. This is usually intended for the teacher and provides suggestions on how to proceed with implementation of the lesson plan. It also focuses on what the teacher should have students do during the lesson. This section is basically divided into several components; an introduction, a main activity and closure.
Introduction How will you introduce the ideas and objectives of this lesson? How will you get student’s attention and motivate them in order to hold their attention? How can you tie lesson objectives with student’s interests and classroom activities? What will be expected of the students?
Main Activity What is the focus of the lesson? What does the teacher do to facilitate learning and manage the various activities? What are some good and bad examples to illustrate what you are presenting to students? How can this material be presented to ensure each student will benefit from the learning experience?
Rule of Thumb Take into consideration what students are learning (a new skill, a rule or formula, a concept/fact/idea, an attitude or a value). Choose one of the following techniques to plan the lesson content based on what your objectives are; Demonstration  list in detail and sequence of the steps to be performed Explanation  outline the information to be explained Discussion  list of the key questions to guide the discussion
Conclusion What will you use to draw the ideas together for students at the end? How will you provide feedback to students to correct their misunderstandings and reinforce their learning? Follow-Up lessons/ activities What activities might you suggest for further learning?
Reasons for a Teaching Plan Encourages rationalisation of notes. Promotes logical thought and anticipates possible problems Encourages a logical sequence and development Helps to indicate the method that should be used Ensures that resources are ready and available when needed
Teaching Plan Stage 1 - Introduction Stage 2 - Development Stage 3 - Consolidate Stage 4 - Summary

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Presentation Theory

  • 2. OBJECTIVES Goals Objectives Lesson Description Teaching Plans Learning from Practice Examples
  • 3. To begin, ask yourself Three Questions Where are your students going? How are they going to get there? How will you know when they have arrived?
  • 4. Goals Goals determine purpose, aim and rationale for what you and your students will engage in during class time. Use this section to express the intermediate lesson goals that draw upon previous plans and activities and set the stage by preparing students for future activities and further knowledge acquisition. The goals are typically written as broad educational or unit goals. What are the broader objectives, aims or goals? What are your goals for teaching? What do you expect students to be able to do by the end of this session?
  • 5. Objectives This section focuses on what your students will do to acquire further knowledge and skills. The objectives for the daily lesson plan are drawn from the broader aims of the unit plan but are achieved over a well-defined time period. What will students be able to do during this lesson? Under what conditions will students performance be accomplished ? What is the degree or criterion on the basis of which satisfactory attainment of the objectives will be judged? How will students demonstrate that they have learned and understood the objectives of the lesson?
  • 6. Prerequisites Prerequisites can be useful when considering the readiness state of your students. They allow you, and other teachers replicating your lesson plan, to factor in necessary prep activities to make sure that students can meet the lesson objectives. What must students be able to do before the lesson? What concepts have to be mastered in advance to accomplish the lesson objectives?
  • 7. Materials This section has two functions; it helps other teachers quickly determine A) how much preparation time, resources and management will be involved in carrying out this plan, and B) what materials, books, equipment and resources they will need to have ready. A complete list of materials, including full citations of textbooks, worksheets and any other special considerations are most useful. What materials will be needed? What textbooks are needed? What needs to be prepared in advance? (typical for science or cookery / baking classes).
  • 8. Lesson Description This section provides an opportunity for the author of the lesson to share some thoughts, experience and advice with other teachers. It also provides a general overview of the lesson in terms of topic, focus, activities and purpose What is unique about this lesson? How did your students like it? What level of learning is covered by this lesson plan? (Think of Blooms Taxonomy, knowledge, Comprehension, application, analysis, synthesis or evaluation).
  • 9. Lesson Procedure This section provides a detailed, step-by-step description of how to replicate the lesson and achieve lesson plan objectives. This is usually intended for the teacher and provides suggestions on how to proceed with implementation of the lesson plan. It also focuses on what the teacher should have students do during the lesson. This section is basically divided into several components; an introduction, a main activity and closure.
  • 10. Introduction How will you introduce the ideas and objectives of this lesson? How will you get student’s attention and motivate them in order to hold their attention? How can you tie lesson objectives with student’s interests and classroom activities? What will be expected of the students?
  • 11. Main Activity What is the focus of the lesson? What does the teacher do to facilitate learning and manage the various activities? What are some good and bad examples to illustrate what you are presenting to students? How can this material be presented to ensure each student will benefit from the learning experience?
  • 12. Rule of Thumb Take into consideration what students are learning (a new skill, a rule or formula, a concept/fact/idea, an attitude or a value). Choose one of the following techniques to plan the lesson content based on what your objectives are; Demonstration  list in detail and sequence of the steps to be performed Explanation  outline the information to be explained Discussion  list of the key questions to guide the discussion
  • 13. Conclusion What will you use to draw the ideas together for students at the end? How will you provide feedback to students to correct their misunderstandings and reinforce their learning? Follow-Up lessons/ activities What activities might you suggest for further learning?
  • 14. Reasons for a Teaching Plan Encourages rationalisation of notes. Promotes logical thought and anticipates possible problems Encourages a logical sequence and development Helps to indicate the method that should be used Ensures that resources are ready and available when needed
  • 15. Teaching Plan Stage 1 - Introduction Stage 2 - Development Stage 3 - Consolidate Stage 4 - Summary