Principles of Lesson Planning

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Principles of Lesson Planning

• Dr E S J Prabhu Kiran
• Professor HOD
• Department of Anatomy
• Father Muller Homoeopathic Medical College
• Mangalore

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Learning

• Learning is a process which results in a
  relatively permanent change in the behaviour of
  the learner.
• The change may be seen in the way of thinking,
  feeling or doing.
• Learning is an outcome of ones interactive
  experience with the environment
• Active and Continuous

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Teaching Learning Process

• Teachers Objectives
• Learners Objectives
• Learning Experience

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Principles of Learning

• Goal setting
• Relevance of learning experience
• Motivation
• Personal nature of learning
• Active involvement of leaners

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Principles of Learning

• Meaning orientation
• Application of knowledge
• Realistic learning
• Facilitative learning
• Feed back

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Development of Skills

• The out come of education should be appropriate
  development of skills and not mere acquisition of
  knowledge.
• Skill could be defined as a refined pattern of
  movement or performance based upon and integrated
  with the perceived demands of the situation.

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Development of Skills

• Intellectual skills
• Psychomotor skills
• Communication skills

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Principles of skill learning

• Explaining the skill and its theory, relevance,
  components and uses
• Demonstrating the skill
• Demonstration of correct steps
• Demonstration of common mistakes
• Allowing practice in graded fashion
• On simulation
• On reality

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Intellectual skill learning

• Learning basic facts, concepts and principles
• Solving a problem under verbal guidance
• Solving problem with the help of hints/clues etc.
• Solving problems independently
• Gaining insight into the process of solving the
  probles

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Psychomotor Skill learning

• Listening or reading about the components of the
  skill
• Watching a demonstration of the skill
• Practicing the skill under supervision
• Practicing the skill independently

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Communication skill learning

• Listening to narratives, orations or inspiring
  anecdotes
• Watching and participating in role play,
  simulation, skill sociodrama,etc
• Practicing under supervision
• Practicing independently

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T L Methods

• Large group method
• Lecture
• Symposium
• The Panel
• Team teaching

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T L Methods

• Small group method
• Group discussion
• Controlled discussion
• Free group discussion
• Buzz-group
• Brain-storming
• Syndicate
• T-group

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T L Methods

• Small group method
• Seminar
• Tutorial
• Demonstration
• Practicals / Bedside teaching / Field work
• Role play
• Workshop

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T L Methods

• Individual method
• Reading
• Programmed learning
• Project
• Individual task (or) Assignment
• Conference
• Councelling
• Simulation

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Stages of T-L experiences for Skill Learning

• Explain the skill and theories behind it
• Demonstrate the skill
• Allow Practice with feedback guidance

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Introduction

• Lecture as a teaching method - is a   primary
  mode of teaching, as it is one of the most cost
  - effective method which can transmit a large
  amount of information to a large number of
  students.
• Cognitive learning

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Controversy of Lecture Method

• Arguments in favour
• It is a live, personal means for motivating,
  sensitising and stimulations students in their
  persuit of learning of objectives hence a good
  means of introducing a new subject or topics.
• Its a an economical way of using staffs time
• It can provide up-to-date summary of the topic
  from several resources other than text book
  hence saves learners time.

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Controversy of Lecture Method

• Arguments in favour
• It can clarify difficult concepts and stress on
  main points
• It is a good means of pacing the rate of working
  of a large body of learners.

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Controversy of Lecture Method

• Arguments against
• Passive nature of the audience and limited
  feedback lead to low receptivity hence
  relatively ineffective in stimulating thoughts
  and problem solving abilities and for skill
  training.
• Teacher needs lecturing skills of high caliber to
  engage the attention of the learners for 45 60
  minutes

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Controversy of Lecture Method

• Arguments against
• Facts can be self-learned more easily by reading
  than by attending lectures
• Slow learners and under achievers learn better by
  tutorials. As lectures do not adpt to the rate of
  learning of individuals.

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How to deliver an effective lecture

• Tell them what you are going to say, then say
  it clearly and then tell them what you have said

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What should go into an Anatomy lesson?

• Every lesson and class is different.
• The content depends on what the teacher wants to
  achieve in the lesson. However it is possible to
  make some generalisations.
• When thinking about an anatomy lesson it is
  useful therefore to keep the following three
  elements in mind
• Engage
• Study
• Activate

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Engage

• This means getting the students interested in the
  class.
• Engaging students is important for the learning
  process.

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Study

• Every lesson usually needs to have some kind of
  focus.
• The study element of a lesson could be a focus on
  any aspect of anatomy, such as Gross anatomy or
  Histology or Embryology.
• A study stage could also cover revision and
  extension of previously taught material

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Activate

• Telling students about just the anatomy of a
  structure is not enough to help them learn it.
• For students to develop their knowledge of
  anatomy they need to have a chance to apply it.

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What is a lesson plan?

• A lesson plan is a framework for a lesson. If you
  imagine a lesson is like a journey, then the
  lesson plan is the map.
• It shows you where you start, where you finish
  and the route to take to get there.

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Why is planning important?

• Teachers need to know what it is they want their
  students to be able to do at the end of the
  lesson that they couldn't do before.
• Here are some more reasons planning is
  important-
• gives the teacher the opportunity to predict
  possible problems and therefore consider
  solutions
• makes sure that lesson is balanced and
  appropriate for class
• gives teacher confidence
• planning is generally good practice and a sign of
  professionalism

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The Principles of Lesson Planning

• Objectives
• Variety
• Flexibility

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The Principles of Lesson Planning

• Objectives Educational objectives inform the
  teacher the desired learner competence in terms
  of acquisition of knowledge, skills and attitudes

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The Principles of Lesson Planning

• Objectives Purpose
• They are the basis for the preparation of
  instructional materials, content or methods.
• Objectives help us to find out when the desired
  competencies have been achieved.
• Objectives help the students to organise their
  efforts towards accomplishment of these
  objectives. If we know where we are going we have
  a better chance of getting there.

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The Principles of Lesson Planning

• Objectives the following queries help us in
  setting our objectives
• What do the students know already?
• What do the students need to know?
• What did you do with the students in the previous
  class?
• How well do the class work together?
• How motivated are the students?

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Educational Objectives

• General Objectives what the student should know
  at the end of the lecture
• Specific Learning Objectives what the student
  should be able to do at the end of the lecture

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Specific Learning Objectives

• Specific Learning Objective is specific and
  pertains to a particular learning activity
• They are relevant, clear, concise, unequivocal,
  observable, measurable and feasible

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Elements of an SLO

• Activity describes what the learner should be
  able to do
• Content describes the subject, object or theme
  in relation to which the activity is performed
• Criterion desirable level of proficiency in
  performing the activity
• Condition resources supplied or the
  restrictions applied while performing the activity

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The Principles of Lesson Planning

• Variety - an important way of getting and keeping
  the students engaged and interested.

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The Principles of Lesson Planning

• Flexibility - expect the unexpected!
• It's useful when planning to build in some extra
  and alternative tasks and exercises. Students may
  raise an interesting point and discussions could
  provide unexpected opportunities learn.
• In these cases it can be appropriate to branch
  away from the plan.

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• A plan is a guide for the teacher as to where to
  go and how to get there.
• However - don't let the plan dominate - be
  flexible in your planning so that when the
  opportunities arise you can go with the flow.

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Planning the lecture

• Purpose
• Set the objectives
• Find out if there is a better TL method to
  attain the objectives

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Planning the lecture

• Sequence of the lecture
• Identify generalisations you want to get over
  with and the main points that need to be stressed
• After you have collected the material, categorise
  it into 'must say',' should say', and 'could
  say'. What do you want your audience to remember
  at the end of your lecture ? Put your emphasis on
  this and narrow down your subject matter
  accordingly, bearing in mind the time available.

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Planning the lecture

• Organise the material
• Subdivide the lecture under headings.
• Select appropriate AV aids
• Plant student preparation and follow up acivities
• Allow group discussion/buzz session to solve
  problems and to gain arousal feed back

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Planning the lecture

• Delivery of the lecture
• Begin by arousing interest
• Present aims and objectives in the beginning
• Recognise limitation of time avoid too much
  material
• Do not speak fast 100 words per minute is ideal
• Vary the pace and loudness to avoid monotony

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Planning the lecture

• Delivery of the lecture
• Use illustrative anecdotes to teach abstract or
  complex ideas aim at concept learning by all
  students.
• Appear confident, look at the learners and
  establish non-verbal contact.
• Assess learner-response and react accordingly
• Give 2-3 minute break between main parts
• Dont dictate notes use hand outs or chalk board
  to convey the outline of the lecture
• Present a summary at the end

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Planning the lecture

• Steps to improve active participation by the
  learner
• Open the lecture with a series of questions that
  the learners should be able to answer at the end
  of the lecture
• Present a case of problem and set the stage for
  analysing it. In a well-presented lecture, the
  learner will solve the problem before the
  lecturer makes it explicit towars the end of the
  session.

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Planning the lecture

• Steps to improve active participation by the
  learner
• Ask rhetorical questions to which students are
  not expected to give verbal answers but respond
  mentally
• Allow time near the end of the lecture for
  students to write a summary of the main
  presentation or answer a few questions based on
  the lecture.

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Planning the lecture

• Evaluation of lecture effectiveness
• Informal feed back in class
• Student behaviour.
• Arrival and departure
• Attendance
• Note taking, listening and seeking
  clarifications.
• Arouse student interest by questioning, e.g Are
  you with me?, Am I audible?, etc

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Planning the lecture

• Evaluation of lecture effectiveness
• Formal student evaluation
• Peer evaluation Opinion of colleague(s) who sit
  with the students and asses the lecture.
• Examination of students after the lecture
• Feedback by video (or audio) recording

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Planning the lecture

• Note-taking
• Note-taking results in loss of time of reflection
  and discussion
• Listening without note-taking is the best method
• Duplicating-summary

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Planning the lecture

• Class room management
• Teacher formulates and implements an acceptable
  and workable set of rules
• Teacher monitors and structures the class room
  activities to minimize disruptive behaviour
• Teacher should clearly define inappropriate
  behaviour and respond consistently and quickly to
  such events
• The response to any misbehaviour should not put
  down or denigrate the student(s) responsible for
  it. (Criticise the act, not the person)

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Lesson Plan Format

• Date
• Time
• Name of the staff
• Introduction
• Objective
• Revision of previous knowledge

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Lesson Plan Format

• Main body
• Key points to be stressed
• Teaching method media/ tools/ equipment
• Evaluation
• Assignment to the group
• Assignment to the individual
• Summary

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Learner Orientation in Lecture

• Present material clearly and logically
• Enables learners understand basic principles of a
  subject facts are forgotten but concepts are
  retained for life
• Clearly audible, writes legibly and concisely
• Adequately covers ground in the course and
  maintains continuity
• Is constructive and helpful in his criticism and
  an expert in the subject.
• Maintains appropriate pace in lecture

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Learner Orientation in Lecture

• Choose the subject of lecture not easily
  accessible from text books
• Illustrate practical applications of theory of
  the subject
• The presentation moves from the known to unknown
  and from simple to complex
• Stimulate the learner to think
• Does not ridicule wrong answers
• Refers to recent developments in the subject

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Learner Orientation in Lecture

• Sets clear objectives for the learners
• Possesses good sense of humour, readily considers
  learners view points and invites questions
  during lectures
• Appears confident and at ease
• Avoids excess of factual details
• Is well informed and focusses on related subjects
• Is democratic and friendly and skilled in
  diagrams

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Learner Orientation in Lecture

• Has mastery over language
• Utilises teaching aids judiciously
• Enjoys teaching
• Appreciates learners accomplishments
• Avoids personal mannerisms

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Causes of Learner Dissatisfaction

• Lecturer incoherent jumps about the subject too
  much
• Lecturer gives too much or little detail and thus
  fails to emphasise main points
• Lecturer fails to come down to learners level
• Lecturer speaks badly
• Lecturers writing in AV aids are too small/too
  crowded/unreadable.
• It is very difficult to take down notes because
  of all the factors mentioned above
• Lecturer is dull and uninspiring because he
  merely reads his own notes.

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Pre-requisites for betterment

• Good lecture habits could be cultivated to
  perfection
• My lecture methods need further improvement

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