WEEK 15
The Learner-
Centered Lesson
Plan
[Link] MARIA L. DEMOT
Learner-Centered
Lesson Plan
Is an approach that allows
students to take ownership
of their learning instead of
sitting passively and
listening as the teacher
delivers instruction.
Lesson Planning
BEFORE CLASS
•In making a lesson plan, there are
guidelines to be followed before,
during, and after the class session.
Here are the following steps in
ensuring the effectiveness of the
lesson plan created:
1. IDENTIFY THE LEARNING
OBJECTIVES
• You will first need to define the
learning goals for the lesson before you
prepare your lesson itself.
• After the learning experience, a
learning goal defines what the learner
will know or be able to do.
2. PLAN THE SPECIFIC
LEARNING ACTIVITIES
• In order to build the skills and knowledge
needed to illustrate successful learning in
the course, you should consider the types
of activities students may need to
participate in while preparing learning
activities.
3. PLAN TO ASSESS STUDEN
UNDERSTANDING
• Assessments (e.g. assessments, reports,
problem sets, performance) provide students
with opportunities to demonstrate and
exercise the information and skills expressed
in the learning goals, and to provide targeted
input to teachers that can drive further
learning.
4. PLAN TO SEQUENCE THE LESSON IN AN
ENGAGING AND MEANINGFUL MANNER
• Robert Gagne suggested a nine-step method called events of instruction, which is useful
for organizing lesson series. In accordance with Bloom 's Updated Taxonomy of
Educational Goals, using Gagne 's 9 events helps to design stimulating and meaningful
instruction.
A. Gain attention: Gain the attention of students so that they watch and listen as the
teacher discusses the learning material.
B. Inform learner of objectives: Enable students to organize what they are about to see,
hear, and/or do with their thoughts.
C. Stimulate recall of prior knowledge: Relate the information on to something they
already know or something they already have experienced
4. PLAN TO SEQUENCE THE LESSON IN AN
ENGAGING AND MEANINGFUL MANNER
D. Present new content: Make use of a variety of methods including lecture, readings, activities,
projects, multimedia, and others.
E. Provide guidance: Advise students on strategies to assist them with learning content and the
available resources.
F. Practice: The students should be allowed to apply the skills and knowledge applied
G. Provide feedback: Feedback should immediately be provided to assess and facilitate learning.
H. Assess performance: Tests to see if the desired learning results have been reached to determine
the success of the instructional activities.
I. Enhance retention and transfer: Enable learners to apply information to personal contexts.
Personalizing results improves learner's knowledge retention. Opportunities and additional time
for practice should also be provided in relating the course to their personal experience.
5. Create a realistic timeline
• It's not practical to list ten learning goals
• Narrow down the list to the two or three
main concepts, ideas, or abilities that is
necessary for the students to learn in the
lesson.
• List prioritized learning goals
6. PLAN FOR A LESSON
CLOSURE
Lesson closure gives an opportunity to solidify
student learning. For both teachers and
students, lesson closure is beneficial. Lesson
closure can help in checking student
understanding, to adjust the teaching method
accordingly.
DURING, THE CLASS: PRESENTING YOUR AFTER THE CLASS: PRESENTING YOUR
LESSON PLAN LESSON PLAN
The learners can be more engaged and
After each lesson, take a few minutes to
stay on track when they are informed of
reflect on what went well and why, and
the key objectives and the upcoming
what should have been done differently.
activities to be encountered.
TYPES OF LESSON PLAN
• DAILY LESSON PLAN
A Lesson Plan is a regular approach intended to aim for perfect and
appropriate in-class and in-home teaching and learning strategies
for students prepared by teachers, usually for a day.
• UNIT PLAN
A unit plan follows the same structure as the lesson plan, except
for weeks, months, or semester, it compasses an entire unit of
work.
• PROTOTYPE DAILY
Prototyping model is a model of software development in which
prototype is accomplished.
KINDS OF LESSON PLAN
• DETAILED LESSON PLAN
- A Detailed Lesson Plan (DLP) is the teacher's "roadmap"
for a lesson.
- It provides a thorough overview of the steps that a
teacher is going to take to teach a specific subject.
• SEMI-DETAILED LESSON PLAN
A semi-detailed lesson plan is less intricate than the
detailed lesson plan. It is having a general game plan of
what you wanted to cover for that subject on that particular
day.
PART OF LESSON
PLAN OBJECTIVES
These are the five parts of
detailed and semi-detailed
By the end of the
lesson plan: lesson, an objective
• Objectives statement itself should
• Subject Matter respond to what
• Procedure students would be able
• Evaluation Assignment to do.
SUBJECT MATTER
Subject Matter or specific topic
includes sources of information, e.g,
textbooks and library references. The
subject matters include the following:
1. Topic
2. Reference/s
3. Materials
PROCEDURE
The procedure is the body of your lesson plan, the forms in which you will
exchange knowledge with students, and the strategies you will use to make
them understand the content that leads to mastery.
DETAILED LESSON PLAN SEMI- DETAILED LESSON PLAN
In detailed lesson plan, In semi-detailed lesson plan
the expected routines, has only contains procedures
lesson proper, activities or steps to be used in the
are presented. lesson proper
Questions and answers
are written.
PROCEDURE
EVALUATION ASSIGNMENT
After the day's lesson, it It involves questions, activities
can take the form of a and/or a series of teacher-
formative test consisting specified practices. A instructor
of a 10-item multiple offers focused / specific
choice questions to questions for learners to
assess the mastery of answer in order to excel in
learning. addressing the task for the next
day.
