GENERAL METHODS OF

TEACHING
CODE NO.
8601

DEPARTMENT
OF SPEC IAL
EDUCATION
FACULTY OF
EDUCATION
ALLAM
 2.1
INTRODUCTION
A lesson plan is a detailed plan of the objectives and activities for a
particular class.
 It is an important part of the teaching and learning process.
 A lesson plan reflects what a teacher wants to achieve in each class and
how it will be achieved?
 Planning a lesson helps a teacher to control class time and its effective
use.
 A teacher’s effectiveness is usually judged by the ability to
design and implement instruction that promotes learning.
 INTRODUCTION
 Continued
Teaching goals, objectives, teaching methods and
assessment forms all come together in a lesson plan,
which ideally facilitates student learning.
 A good lesson plan contains the description and
application of the instructional methods being used in a
particular class to meet the needs of different learners.
 At the end of the lesson the teacher evaluates how
effective the plan was and makes any additions or
revisions for future use.

The lesson plans vary in degree of detail.

Some teachers write only few notes of the plan,
while others carefully write the details of each step
of the plan.
2.2
OBJECTIVES
 After the successful completion of this unit you will be
able to:
 Understand the concept of lesson planning.
 Realize the need of planning a lesson.
 Understand the stages involved in lesson planning.
 Describe different approaches of lesson planning.
 Plan a course and a unit.
 Plan weekly and daily lessons.
 Follow steps involved in lesson planning.
2.3 NEED OF LESSON
PLANNING
 A lesson plan is a road map of the instructions.
 It shows what will be taught and how it will be done
effectively during the class time.
 Teachers require a lesson plan to describe their course
of instruction for one class.
 The lesson plan is necessary to guide the instruction.
 A lesson plan is required to describe the preferences of
the,
i. subject being covered,
ii .activities being held in the class, and
iii. to ensure the progress of the students about the lesson
being taught to them.
NEED OF LESSON PLANNING
CONTINUED
 A well-developed lesson plan reflects the interests and
needs of students.
 It contains the objectives of the lesson formulated in
behavioral terms (indicate the change in behavior).
 The best and appropriate practices of teaching
methodology and techniques to achieve the
objectives are included in the lesson plan.
 The content to be covered in a class is indicated in
a lesson plan.
 The evaluation procedures are also included in the
lesson plan.
NEED OF LESSON PLANNING
CONTINUED
 Lesson planning is beneficial for the teacher in
many ways; such as:
 It helps in achieving goals and objectives, and same
can be said on the part of the students.
 It helps to get rid of problems or avoid them.
 It gives a reality check of everyday performance.
 It improves the habit and attitude of the students.
 It improves the teaching skills.
NEED OF LESSON PLANNING
CONTINUED
 It makes teaching ordinary and easy.
 It makes the teacher organized during teaching.
 Lesson planning determines when to include the
interesting facts to attract the
 students’ attention.
 It enables the teacher to impart the things the
students can do at the best of their abilities.
 2.3.1 Process of lesson
 First of all, a teacher need to identify the learning
planning
objectives for the class, then design appropriate
learning activities and develop strategies to obtain
feedback on student learning.
 A successful lesson plan addresses and
integrates these three key components:
1-Objectives for student
learning 2-Teaching/learning
activities
3-Strategies to check
student understanding
Process of lesson planning
Continued
 Objectives specified for student learning help in
determining the kinds of teaching and learning
activities to be used in class.
 These activities will define the
achievements of learning objectives.
 The following figure outline the planning of a
lesson
Planning of a
lesson
Process of lesson planning
Continued
 A detailed planning of a lesson is emphasized through
following stages:
 Pre-planning Stage
 What are my objectives for this class?
 Why is this material important?
 What content will be covered in the particular class?
 What content is most essential for them to understand?
 What will the students already know?
 What materials will be needed?
2.3.2 Designing a Lesson
Plan
 There are three main elements to a lesson plan that
most of the teachers use.
 There is variation among these components.
 All of these may not be used in every class, because
some plans may spread out over two or more classes.
 The elements are as following:
 i) Introduction
 The introduction is a way to warm up students, to ease
them into the class and to give them a context for
what they are about to learn. Any of the following will
be helpful to take a good start:
 Designing a Lesson Plan
 Continued
Provide an outline of what will be done in the class.
 Giving a structure helps the students to organize their
thoughts and integrate new ideas.
 • Summarize the previous lesson if the ideas are similar to
this class.
 Recall of previous knowledge helps the students to relate
new ideas too.
 • Present an issue related to the topic and ask students to
generate a list of questions.
 Connecting the lesson with these questions will give a
picture of students’ experiences, they are familiar with and be
able to relates the topic to their lives.
 This shows that what you are teaching is relevant
and draws their attention.
Designing a Lesson Plan
Continued
 ii) Development
 Development is an important part as it
describes about teaching, or “instructional
methods” such as, lectures, discussions, labs,
collaborative learning, etc.
 • try to engage students as much as possible in the
learning process.
Active learning is one of the ways to engage
students.
 It not only retains students’ attention but also
helps them to develop higher-level thinking skills.
Designing a Lesson Plan
C ontinued
Attempt to use a variety of teaching methods in a
class.
 Any single method may not work for all students.
 A variety of methods keeps their attention and
enhances learning.
 • Give students the chance to apply the taught skills
by using the concepts.
 This will help them learn and give a chance to the
teacher to assess informally.
Designing a Lesson Plan
Continued
 Iii) Conclusion
 Planning of how to tie it all together for the
students is also important.
 Tell them once again what they would learn
and why it is important to them.
 Consider the following activities in conclusion:
 iv) Ask for questions:
 The last few minutes of class are an excellent time
to have students raise questions and explore the
ideas on their own.
Designing a Lesson Plan
Continued
 V) Summarize the main points and explain how they
relate to the course:
Students do not always see how everything fits
together.
 The teacher makes the link between the activities of
one class to the larger course.
 In this way a teacher best helps the students
develop a conceptual understanding.
 Vi) Next lesson:
 Again, this shows relevance to the lessons linked to one
another and helps students develop a conceptual
Designing a Lesson Plan
C ontinued
 Recapitalize or a one-minute writing about the taught
lesson:
 With one or two minutes remaining in class, ask
students to take out a sheet of paper and, without
putting their name on it, write what they believe was
the main idea of the class and one question they have
about the lesson content.
2.3.3 The Post-Planning
Stage
 The teacher’s lesson planning process should
take into consideration the need to assess
whether students have learned?
 How effective the lesson was?
 This assessment is not a complicated or difficult
task.
 It is very simple and informal.
 For instance, using part of the class to let students
work on problems you have given them, or discuss
issues and apply concepts, can give you a good
sense of what and how much they have learned.
 The one-minute writing about the lesson or homework
2.4 APPROACHES TO LESSON
PLANNING
 2.4 APPROACHES TO LESSON PLANNING
 There are different styles of lesson planning.
 The common style of lesson planning contains the
following basic elements:
i) 3-5 lesson objectives
ii)Content to be covered
iii)Activities (lecture, group work, problem-solving,
etc.)
iv)Resources and materials needed (including
technology)
v) Timing
 Lesson Planning
Models
 The following classic lesson planning models are most
popular in lesson planning. These are:
1) Gagne’s frame work for instructional development,
2)Hunter’s seven steps of lesson planning and
3)The 5 E's lesson planning model 1)

 Gagne’s frame work for instructional development

 A famous educational psychologist, Robert Gagne,
identified nine instructional events that support
learning and that can be used in lesson planning.
These points are often used as a framework for
instructional development by the teachers.
Gagne’snine events of
instruction
i)Gaining attention
ii)Informing learners of the objective
iii)Stimulating recall of prior learning
iv)Presenting the content
v) Providing feedback
vi)Providing learning guidance
vii)Providing opportunities to practice
viii)Assessing performance (exam, tests,
papers ix) Enhancing retention and
transfer
2) Madeline Hunter’s Seven
Steps Plan
 Hunter developed a seven steps model of lesson
planning. These steps are associated with the direct
instruction method and behaviour change practices.
The seven steps fall under four categories as follows:
i) Getting Students Ready to Learn
[Link]
[Link] Set
[Link] the objective
ii) Instruction
4. Input and modelling
iii)Checking for
Understanding
5. Check for
Lesson Planning Continue
Models
6. Guided practice d
7. Independent practice
3) 5 E’s of Lesson
Planning
 Learning theory of Constructivism states that learners
construct new ideas or concepts on the basis of their
current/past knowledge. This model is based on the
ideas of constructive learning. The 5 E's Lesson
Planning Model is most often associated with
constructivist learning design. It involves following 5
E’s:
 Engage
 Explore
 Explain
 Elaborate
 Evaluate
2.5 COURSE AND UNIT
PLANNING
 Once you have determined the needs of learners, it
is time to consider designing and planning the
course. Following are some suggested steps in this
process.
 Decide a topic
 Determine objectives
 Identify learning outcomes- (the desirable results)
 Determine assessment
 Design learning experiences and organize
material- the content
 Develop evaluation mechanism-evaluation
 Information marketing-course description
2.6 DAILY AND WEELKY
PLANNING
 Daily and weekly planning are essential for the
teachers.
These create enough time for meeting multiple
responsibilities.
 The teacher can plan days and weeks carefully to
include time for teaching exercises, such as collecting
and organizing material, writing questions, preparing
class assignments, and managing activities of
different nature.
 This process allows creating a clear path for
teacher that maintains a healthy balance
between teaching and preparation.
Strategies for daily and weekly
planning
 The following points demonstrate why planning is so
critical to success.
 Planning can greatly reduce your stress quotient.
Proper planning gives you the peace of mind of
knowing that you have formulated a feasible plan of
action and that your goals are attainable.
 Planning also helps you to be prepared for obstacles
because part of the planning process is creating a
emergency pan for unexpected problems.
 Planning serves as a way to evaluate your progress
as you work. Planning your daily and weekly
activities will clearly illustrate whether or not you
are staying on schedule.
2.7 STEPS IN LESSON
PLANNING
 The plans of class room activities to be happened each
day make the teaching effective.
 The teachers go through many steps for planning a
lesson.
 Six steps are given below to guide the teachers to create
their first lesson plans.
i) Outline learning objectives
ii)Develop the introduction
iii) Plan the specific learning activities
iv) Plan to check for understanding
v) Develop a conclusion and a preview
vi) Create a realistic timeline
2.8 THE LESSON PLAN
FORMAT
 There are many formats for a lesson plan. Most lesson
plans contain some or all of the following elements, in this
order:
i) Title of the lesson
ii)Time required to complete the lesson
iii)List of required materials
iv)List of objectives- the objectives may be behavioral
objectives (what the student can do at lesson
completion) or knowledge objectives (what the student
knows at lesson completion)
v)The set (bridge-in) that focuses students on the lesson's
concept or skills. these include pictures or models and
asking leading questions or recalling the previous lessons
THE LESSON PLAN
FORMAT
vi)An instructional
component-
vii)Independent practice
viii)A summary
ix)An evaluation
component-
x) Analysis component
xi)0 A continuity
component-
THANK
YOU