USED AS GUIDE FOR THE TEACHER
- They don‟t have to think on their feet.
- Gives the teacher a starting point
- They build on previous teaching and prepare for coming
- They are clear on the procédure to follow.
GIVES TEACHER A SENSE OF SECURITY AND CONFIDENCE
- They dont lose face in front of their learners.
HELPS KEEP GOOD CLASSROOM MANAGEMENT
- When a lesson works well, students not only learn—
Classroom management + Well-designed lesson =
Higher Achieving Students
FOR THE LEARNER
They realize that the teacher cares for
They attend a structured lesson: easier to
They appreciate their teacher‟s work as a
model of well-organized work to imitate.
Cognitive Outcomes: Intellectual outcomes. They
involve the application of facts, theories and
Psychomotor Outcomes: They describe skills the
learner develops (Physical).
Affective Outcomes: They describe feelings and
attitudes which shape our behavior towards people,
work and our world (behavioral).
• Used to assess
• Provides grades for
• Keeps parents updated
Have materials ready
File your plan for the
Avoid to many details
Do not use complex terms
If students are
consider re-arranging the
order of delivery.
compare what actually
happened with your original
Presented to: Dr. Orias
And the students under Professional
The Divine Mercy College Foundation
Inc (Batch 2013)
Hinweis der Redaktion
Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior.
Specific means only one objective is discussed at a time.Attainable describes the parameters for achieving the objective.Measurable refers to the precise evaluation method that will be applied.
TRANSITION – SHIFT FROM ONE TOPIC TO ANOTHERPRECISE – BE SPECIFICVARIETY – DIVERSITY OR MIXTURE
The teacher helps the students to better see and do each new concept by demonstrating exactly what s/he expects of the students.So if it is a math problem, you do one, step by step while the students watch first--- then you do one with them--- you modeling, the students giving you the directions so you can hear how they are thinking and how well they can verbalize the concepts. The same would apply in a computer class, chemistry class, nursing class, physical education class, art class or clothing construction class.
Computer generated lesson plan templates SMART Board for in class formative evaluation
Provides opportunities for students to practice new learning while the teacher is closely monitoring.Utilize manipulative and concrete materials.Utilize partners or groups.Should include examples from the teacher.Allows the teacher an opportunity to prevent students from “practicing misinformation.”
Provides opportunities for students to practice new learning on their own.The IP should match your Lesson Objective!Provides opportunities to develop speed, accuracy and internalization of new information.Should be meaningful- not busy work.Strive for activities that require thinking, reasoning, organizing, creating, researching ….not just worksheet after worksheet.
Checking for UnderstandingWe don’t really know when a person truly comprehends a concept or to what level-- at least not at first. We can however use a taxonomy of questions and learning activities to address the different levels of readiness. Here is Bloom’s Taxonomy (1956)KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
Lesson ClosureAsk questions of the students to check for understanding. •“Tell me what you’ve learned”•“Explain what we’ve done so far”•“What can you do now, that you couldn’t do before the lesson?”Though a lesson may be continued when the class returns later in the week, there still needs to be a closure for each lesson.Good closure includes:Recalling the objective for the lessonReminding them of what was importantPreviewing the next lessonDirecting students to the syllabus for assignments and deadlinesNot getting ‘caught by the bell’; saving time for your closure!!!
Student Performance: How did the students react to the lesson? Did they learn the material? How do you know?Teacher performance: Reflect on how well you delivered instruction. What went well and what did not? Why? What would you change? What would you keep the same? Which parts of the lesson were confusing and/or not helpful for the students? Describe your Classroom Management for this lesson plan. What management issues interfered with the lesson; what management issues supported the lesson. Give evidence. What needs to be changed?