19. Jul 2013

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  2.  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 lessons  PROVIDES DIRECTION - 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.  PROVIDES RECORD
  3.  HELPS KEEP GOOD CLASSROOM MANAGEMENT - When a lesson works well, students not only learn— they behave. Classroom management + Well-designed lesson = Higher Achieving Students
  4. FOR THE LEARNER  They realize that the teacher cares for their learning.  They attend a structured lesson: easier to assimilate  They appreciate their teacher‟s work as a model of well-organized work to imitate.
  5. A written guide used to aid teachers in their lessons.
  6. Based on 4 things Interests and abilities of students Your own interests and strengths Your beliefs about teaching and learning Your own openness to change your plan
  7. Inform students why they are with you What they will be able to do The learner will……….
  8.  Objectives should also follow the „S.M.A.R.T rule‟: • Specific • Measurable • Attainable • Result-oriented • Time bound
  9.  Transition  Use time  Variety  Easy to follow  Precise
  10.  Get class ready to learn  Motivates students  Hint to the theme
  11.  Teaches skill  Presents information  Lecture, demo, pictures, etc.
  12.  Show the students  Use examples
  13.  May be predefined by the teacher  Teacher and student activities defined together with “intents” and “displays.”
  14.  Learning materials which are typically displayed and used in an instructional setting.  Pictures, written materials, spoken words, maps, etc.
  15. SMART Board Power Point Overhead Projectors Internet
  16. Teacher is available Supervise students as they learn Catch mistakes immediately
  17. Teacher is unavailable Student‟s practice learning on their own
  19. Cognitive Outcomes: Intellectual outcomes. They involve the application of facts, theories and concepts. 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).
  20. 2 way Q and A- Ongoing
  21. Bring lesson to an end Review key points Tie everything together
  22. • Used to assess students knowledge • Provides grades for report cards • Keeps parents updated
  23.  Be specific  Anticipate problems  Decide timing  Have materials ready  File your plan for the future  Avoid to many details  Do not use complex terms or words
  24.  If students are misbehaving:  consider re-arranging the order of delivery.  compare what actually happened with your original plan.
  25. Presented to: Dr. Orias And the students under Professional Education of The Divine Mercy College Foundation Inc (Batch 2013)

Hinweis der Redaktion

  1. 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.
  3. 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.
  5. 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.
  6. Computer generated lesson plan templates SMART Board for in class formative evaluation
  7. 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.”
  8. 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.
  9. 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
  10. 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!!!
  11. 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?
  12. Kid friendly language
  13. Consider Behavior implicationsTry to observe