Lesson planning and demo teaching

Lesson Planning: An Introduction
Jonathan Manantan Mensalvas
Instructor

Definition
According to Nelson Bossing (1961)
It is a statement of achievements to be realized and the
specific means by which these are to be attained as a result
of the activities engaged in day by day under the guidance
of the teacher.
This definition shows a change in emphasis. In the past,
the teacher emphasized knowledge as an end in itself.
Today lessons are means of acquiring desirable habits.
Attitudes and skills that will lead to the social and personal
development.

It helps the teacher to know what to do in class
(prepared by them) with quite specific activities.

It serve as the “blue print” and “bible” of the
teacher and the teaching learning process.

RECIPE FOR EFFECTIVE LESSON
PLANNING
To ensure successful learning and teaching, teachers must use a
number of skills from their considerable learning armory: planning,
recording, challenging, demonstrating, securing, managing,
adapting, explaining, discussing, interrogating, reviewing,
evaluating, modifying, establishing, and questioning. Now ask
yourself if you could do all of that without planning for it.

The effective lesson plan is the means by which all of these things
are prioritized and orchestrated. It is the means by which we can
provide for the diverse and complex elements of learning lesson on
lesson. The planning that underpins lessons must be robust,
relevant and manageable.

WHY PLAN LESSONS?
Planning what and how we teach is something that every
teacher embraces every lesson of everyday of their
teaching career. The days when teachers could go into a
lesson without planning have long since thankfully
disappeared.

Lesson planning for the 21st century requires a deep
knowledge of a variety of issues. Effective curriculum
managers know who within their teams can model the way
forward for others and who will be the weakest links in
need of strengthening and support.

IMPORTANCE OF LESSON
PLAN
• 1. A student’s educational growth depends on the selection of
subject matter, activities, experiences, and methods adapted to
his interests, needs and abilities, and level of maturity. The wise
teacher who plans his lessons well gets optimum results in his
teaching.

2. A lesson plan includes framing objectives and
choosing subject matter, procedures, materials, and
evaluation techniques. A teacher who has to do all
these things is forced to prepare and organize his
lessons well.

3. Making lesson plan involves foreseeing what is likely to
happen and choosing experiences that will change
students for the better. Foresight contributes to good
teaching which incidentally, is the aim of every teacher. A
lesson plan stimulates the teacher to be creative.

4. A lesson plan serves as a guide to the apprentice
teacher.

5. Planning prevents waste of time that usually
accompanies unorganized or haphazard teaching. A
lesson plan helps the teacher to be systematic and
orderly.

6. A lesson plan prevents wandering away from
the subject matter by making the teacher
conscious of what he has to accomplish for the
day.
7. A lesson plan gives a feeling security
especially to the beginning teacher who
usually feels nervous and tense.

9. The principle of self-activity applies to the
learning of both teachers and students. If students
learn by doing so do the teachers. By making lesson
plans, the teacher learns to be a more effective in as
much as good preparation insures good instruction
10. Past lesson plans will be of use to a substitute
teacher who may take over in an emergency. A
substitute teacher will frame future lessons based
on what the class has already covered.

Lesson planning and demo teaching

I. OBJECTIVES
II. SUBJECT MATTER
a. Topic
b. References
c. Materials of instruction (IM’s)
III. Procedure
a. Drill/Daily routines
b. Review
c. Motivation
d. Presentation of the lesson
e. Lesson proper
f. Development of the lesson
IV. EVALUATION
V. ASSIGNMENT

OBJECTIVES

Provide goals to be attained, give direction to the class
discussion, and call for what outcomes to expect, may
be general or specific.

SPECIFIC OBJECTIVE

It is usually attainable in a specific lesson and
contributes to the accomplishment of the
general aim.

GENERAL OBJECTIVE

It is usually broad in scope and may be the
objective of a course, subject or semester. It
can not be attained in one lesson.

The acronym in formulating objectives of
lesson is SMART, which stands for
S - specific
M- measurable

A - attainable
R - result oriented

T - Time bounded

Behavioral Objectives
Current lesson plans used this because they are directed to
the development of certain changes in behavior of the
individual. Such objectives are visible and measurable.
Behavioral objectives are further broken down into
cognitive, psychomotor, and affective domains.

Bloom's Taxonomy of
Learning Domains

Bloom's Taxonomy was created in 1956 under the
leadership of educational psychologist Dr. Benjamin
Bloom in order to promote higher forms of thinking in
education, such as analyzing and evaluating, rather than
just remembering facts (rote learning).

The committee identified three domains of
educational activities or learning (Bloom, 1956):
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas
(Attitude or self)
Psychomotor: manual or physical skills (Skills)

Since the work was produced by higher education, the words tend
to be a little bigger than we normally use. Domains can be thought
of as categories. Trainers often refer to these three categories as
KSA (Knowledge, Skills, and Attitude). This taxonomy of learning
behaviors can be thought of as “the goals of the learning process.”
That is, after a learning episode, the learner should have acquired
new skills, knowledge, and/or attitudes.

This compilation divides the three domains into
subdivisions, starting from the simplest behavior to the
most complex. The divisions outlined are not absolutes
and there are other systems or hierarchies that have been
devised in the educational and training world. However,
Bloom's taxonomy is easily understood and is probably the
most widely applied one in use today.

Cognitive Domain
The cognitive domain involves knowledge
and the development of intellectual skills
(Bloom, 1956). This includes the recall or
recognition of specific facts, procedural
patterns, and concepts that serve in the
development of intellectual abilities and
skills. There are six major categories,
which are listed in order below, starting
from the simplest behavior to the most
complex. The categories can be thought
of as degrees of difficulties. That is, the
first ones must normally be mastered
before the next ones can take place.

Category

Example and Key Words
(verbs)
Examples:

Knowledge:
Recall data or information.

Recite a policy. Quote prices from
memory to a customer. Define a
term.
Key Words:
arranges, defines, describes,
identifies, knows, labels, lists,
matches, names, outlines, recalls,
recognizes, reproduces, selects,
states.

Comprehension:

Examples: Rewrites the principles
of test writing. Explain in one's own
words the steps for performing a
complex task. Translates an
equation into a computer
spreadsheet.

Understand the meaning,
translation, interpolation, and
Key Words: comprehends, converts,
interpretation of instructions and
defends, distinguishes, estimates,
problems. State a problem in one's
explains, extends, generalizes,
own words.
gives an example, infers,
interprets, paraphrases, predicts,
rewrites, summarizes, translates.

Examples:
Use a manual to calculate an
employee's vacation time. Apply
laws of statistics to evaluate the
Use a concept in a new situation or reliability of a written test.
unprompted use of an abstraction. Key Words: applies, changes,
Applies what was learned in the
computes, constructs,
classroom into novel situations in demonstrates, discovers,
the work place.
manipulates, modifies, operates,

Application:

predicts, prepares, produces,
relates, shows, solves, uses.

Analysis:

Examples: Troubleshoot a piece of
equipment by using logical deduction.
Recognize logical fallacies in
reasoning. Gathers information from a
department and selects the required tasks
for training.

Separates material or concepts into
component parts so that its organizational Key Words: analyzes, breaks down,
structure may be understood. Distinguishes compares, contrasts, diagrams,
between facts and inferences.
deconstructs, differentiates, discriminates,
distinguishes, identifies, illustrates, infers,
outlines, relates, selects, separates.

Examples: Write a company operations or
process manual. Design a machine to
perform a specific task. Integrates
training from several sources to solve a
problem. Revises and process to improve
Builds a structure or pattern from the outcome.
Key Words: categorizes, combines,
diverse elements. Put parts
together to form a whole, with compiles, composes, creates, devises,
designs, explains, generates, modifies,
emphasis on creating a new
organizes, plans, rearranges,
meaning or structure.
reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells,
writes.

Synthesis:

Evaluation:

Examples: Select the most
effective solution. Hire the most
qualified candidate. Explain and
justify a new budget.

Key Words: appraises, compares,
Make judgments about the value
concludes, contrasts, criticizes,
of ideas or materials.
critiques, defends, describes,
discriminates, evaluates, explains,
interprets, justifies, relates,
summarizes, supports.

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Lorin Anderson, a former student of Bloom, revised the
cognitive domain in the learning taxonomy in the midnineties and made some changes, with perhaps the two
most prominent ones being,

1) changing the names in the six categories from noun to
verb forms, and

2) 2) slightly rearranging them
(Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock,
2000; Pohl, 2000)

This new taxonomy reflects a more active form of thinking
and is perhaps more accurate:

Table of The Revised Cognitive Domain
Category

Remembering:
Recall previous learned
information.

Example and Key Words (verbs)

Examples: Recite a policy. Quote
prices from memory to a customer.
Knows the safety rules.
Key Words: defines, describes,
identifies, knows, labels, lists,
matches, names, outlines, recalls,
recognizes, reproduces, selects,
states.

Understanding:
Comprehending the meaning,
translation, interpolation, and
interpretation of instructions and
problems. State a problem in one's own
words.

Examples: Rewrites the principles of test
writing. Explain in one's own words the
steps for performing a complex task.
Translates an equation into a computer
spreadsheet.
Key Words: comprehends, converts,
defends, distinguishes, estimates,
explains, extends, generalizes, gives an
example, infers, interprets, paraphrases,
predicts, rewrites, summarizes,
translates.

Applying:
Use a concept in a new situation or
unprompted use of an abstraction.
Applies what was learned in the
classroom into novel situations in
the work place.

Examples: Use a manual to calculate
an employee's vacation time. Apply
laws of statistics to evaluate the
reliability of a written test.
Key Words: applies, changes,
computes, constructs,
demonstrates, discovers,
manipulates, modifies, operates,
predicts, prepares, produces,
relates, shows, solves, uses.

Analyzing:
Separates material or concepts into
component parts so that its
organizational structure may be
understood. Distinguishes between facts
and inferences.

Examples: Troubleshoot a piece of
equipment by using logical deduction.
Recognize logical fallacies in
reasoning. Gathers information from a
department and selects the required
tasks for training.
Key Words: analyzes, breaks down,
compares, contrasts, diagrams,
deconstructs, differentiates,
discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates,
selects, separates.

Evaluating:
Make judgments about the value of
ideas or materials.

Examples: Select the most effective
solution. Hire the most qualified
candidate. Explain and justify a new
budget.
Key Words: appraises, compares,
concludes, contrasts, criticizes,
critiques, defends, describes,
discriminates, evaluates, explains,
interprets, justifies, relates,
summarizes, supports.

Examples: Write a company
operations or process manual.
Design a machine to perform a
specific task. Integrates training
from several sources to solve a
Builds a structure or pattern from problem. Revises and process to
improve the outcome.
diverse elements. Put parts
together to form a whole, with Key Words: categorizes, combines,
emphasis on creating a new
compiles, composes, creates,
meaning or structure.
devises, designs, explains,
generates, modifies, organizes,
plans, rearranges, reconstructs,
relates, reorganizes, revises,
rewrites, summarizes, tells, writes.

Creating:

Affective Domain
The affective domain (Krathwohl, Bloom,
Masia, 1973) includes the manner in which
we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms,
motivations, and attitudes. The five major
categories are listed from the simplest
behavior to the most complex:

Category

Receiving
Phenomena:


Examples: Listen to others with
respect. Listen for and
remember the name of newly
introduced people.

Key Words: asks, chooses,
Awareness, willingness to hear, describes, follows, gives, holds,
identifies, locates, names, points
selected attention.
to, selects, sits, erects, replies,
uses.

Responding to
Phenomena:

Examples: Participates in class
discussions. Gives a presentation.
Questions new ideals, concepts,
models, etc. in order to fully
Active participation on the part of understand them. Know the safety
the learners. Attends and reacts to a rules and practices them.
particular phenomenon. Learning Key Words: answers, assists, aids,
outcomes may emphasize
complies, conforms, discusses,
compliance in responding,
greets, helps, labels, performs,
willingness to respond, or
practices, presents, reads, recites,
satisfaction in responding
reports, selects, tells, writes.
(motivation).

Examples: Demonstrates belief in the
democratic process. Is sensitive towards
individual and cultural differences (value
diversity). Shows the ability to solve
The worth or value a person attaches to a
problems. Proposes a plan to social
particular object, phenomenon, or
improvement and follows through with
behavior. This ranges from simple
commitment. Informs management on
acceptance to the more complex state of
matters that one feels strongly about.
commitment. Valuing is based on the
Key Words: completes, demonstrates,
internalization of a set of specified
differentiates, explains, follows, forms,
values, while clues to these values are
expressed in the learner's overt behavior initiates, invites, joins, justifies,
proposes, reads, reports, selects, shares,
and are often identifiable.
studies, works.

Valuing:

Organization:
Organizes values into priorities by
contrasting different values, resolving
conflicts between them, and creating an
unique value system. The emphasis is on
comparing, relating, and synthesizing
values.

Examples: Recognizes the need for
balance between freedom and responsible
behavior. Accepts responsibility for one's
behavior. Explains the role of systematic
planning in solving problems. Accepts
professional ethical standards. Creates a
life plan in harmony with abilities,
interests, and beliefs. Prioritizes time
effectively to meet the needs of the
organization, family, and self.
Key Words: adheres, alters, arranges,
combines, compares, completes, defends,
explains, formulates, generalizes,
identifies, integrates, modifies, orders,
organizes, prepares, relates, synthesizes.

Internalizing values
(characterization):
Has a value system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most
importantly, characteristic of the
learner. Instructional objectives are
concerned with the student's general
patterns of adjustment (personal, social,
emotional).

Examples: Shows self-reliance when
working independently. Cooperates in
group activities (displays teamwork). Uses
an objective approach in problem
solving. Displays a professional
commitment to ethical practice on a daily
basis. Revises judgments and changes
behavior in light of new evidence. Values
people for what they are, not how they
look.

Key Words: acts, discriminates, displays,
influences, listens, modifies, performs,
practices, proposes, qualifies, questions,
revises, serves, solves, verifies.

Psychomotor Domain
The psychomotor domain (Simpson,
1972) includes physical movement,
coordination, and use of the motorskill areas. Development of these
skills requires practice and is
measured in terms of speed, precision,
distance, procedures, or techniques in
execution. The seven major categories
are listed from the simplest behavior
to the most complex:

Category


Examples: Detects non-verbal
communication cues. Estimate where a
ball will land after it is thrown and then
moving to the correct location to catch
Perception (awareness): the ball. Adjusts heat of stove to correct
The ability to use sensory cues to guide temperature by smell and taste of food.
motor activity. This ranges from
Adjusts the height of the forks on a
sensory stimulation, through cue
forklift by comparing where the forks are
selection, to translation.
in relation to the pallet.
Key Words: chooses, describes, detects,
differentiates, distinguishes, identifies,
isolates, relates, selects.

Set:
Readiness to act. It includes
mental, physical, and emotional
sets. These three sets are
dispositions that predetermine a
person's response to different
situations (sometimes called
mindsets).

Examples: Knows and acts upon a
sequence of steps in a
manufacturing process. Recognize
one's abilities and limitations.
Shows desire to learn a new
process (motivation). NOTE: This
subdivision of Psychomotor is
closely related with the
“Responding to phenomena”
subdivision of the Affective
domain.
Key Words: begins, displays,
explains, moves, proceeds, reacts,
shows, states, volunteers.

Guided Response:
The early stages in learning a
complex skill that includes
imitation and trial and error.
Adequacy of performance is
achieved by practicing.

Examples: Performs a
mathematical equation as
demonstrated. Follows
instructions to build a model.
Responds hand-signals of
instructor while learning to
operate a forklift.
Key Words: copies, traces, follows,
react, reproduce, responds

Mechanism
(basic proficiency):
This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual and
the movements can be performed
with some confidence and
proficiency.

Examples: Use a personal
computer. Repair a leaking faucet.
Drive a car.
Key Words: assembles, calibrates,
constructs, dismantles, displays,
fastens, fixes, grinds, heats,
manipulates, measures, mends,
mixes, organizes, sketches.

Complex Overt Response
(Expert):
The skillful performance of motor acts
that involve complex movement
patterns. Proficiency is indicated by a
quick, accurate, and highly coordinated
performance, requiring a minimum of
energy. This category includes performing
without hesitation, and automatic
performance. For example, players are
often utter sounds of satisfaction or
expletives as soon as they hit a tennis ball
or throw a football, because they can tell
by the feel of the act what the result will
produce.

Examples: Maneuvers a car into a tight
parallel parking spot. Operates a
computer quickly and accurately. Displays
competence while playing the piano.
Key Words: assembles, builds, calibrates,
constructs, dismantles, displays, fastens,
fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes,
sketches.
NOTE: The Key Words are the same as
Mechanism, but will have adverbs or
adjectives that indicate that the
performance is quicker, better, more
accurate, etc.

Examples: Responds effectively to
unexpected experiences. Modifies
instruction to meet the needs of the
learners. Perform a task with a machine
that it was not originally intended to do
Skills are well developed and the
individual can modify movement patterns (machine is not damaged and there is no
danger in performing the new task).
to fit special requirements.

Adaptation:

Key Words: adapts, alters, changes,
rearranges, reorganizes, revises, varies.

Examples: Constructs a new
theory. Develops a new and
comprehensive training
Creating new movement patterns
programming. Creates a new
to fit a particular situation or
gymnastic routine.
specific problem. Learning
outcomes emphasize creativity Key Words: arranges, builds,
combines, composes, constructs,
based upon highly developed
creates, designs, initiate, makes,
skills.
originates.

Origination:

Lesson planning and demo teaching

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