CH-4 NEED FOR LESSON PLANNING AND APPROACHES
Planning is very
important in our life. The competitions of any task planning is very necessary.
Planning is helpful for us for achieving our target with proper planning and
direction. In every country all governments prepare planning and development
success is impossible without planning. A teacher teach throughout the year
with the help of planning the whole curriculum is completed in proper time with
the help of proper planning it also helpful for students for achieving success
in life.
4.1 MEANING AND DEFINITIONS OF LESSON PLANNING
Word ‘lesson-plan’ is
combination of two words, ‘lesson’ and ‘plan’. Thus ‘lesson-plan’ means preparing
and planning tor the lesson. What topic the teacher has to teach in the class?
For how much time? With which method he is going to teach? What
teaching-learning material will be used for teaching? All these things are
described in the lesson-plan. Teacher prepares a lesson-plan by keeping in mind
the nature of the topic, mental level of the student, objectives of lesson etc.
Various educationists have given different definitions of lesson- plan. Some of
the most often referred definitions of lesson-plan are given below:
According to Lester B.
Sands, “A lesson-plan is actually a plan of action. It, therefore, includes the
working philosophy of the teacher, his knowledge of philosophy, his information
and understanding of his pupils, his understanding of the objectives of
education, his knowledge of the material to be taught and his ability to
utilize effective methods.”
According to Davis,
“Preparation of lesson is very crucial. Nothing is more dangerous for teacher’s
progress than incomplete
preparation,”
According to NN.
Bossing, “Lesson-plan is the description which
explains what is to be accomplished in a lesson hoe to and using which is
to be accomplished in a lesson, how to and using which material and activities
it would be accomplished etc.
According to Bhatia
and Bhatia, Lesson plan tells us what the students have leant in which
direction they should be guided further and what should be taught at the
moment?
According to
International Dictionary of Education, “Lesson- plan is Outline of the
important points of a lesson arranged in the order in which they are to be
presented to students by the teacher.” According to Binning and Binning, “Daily
lesson planning involves defining the objectives, selecting and arranging the
subject- matter and determining the method of procedure.”
4.2 AIMS AND OBJECTIVES OF LESSON PLANNING
The main aims and
objectives of lessons planning are as follows:
1. To give a definite
shape to the teaching work.
2. To ensure
continuity in teaching-learning process.
3. To save time and
energy of the teacher as well as of the
students.
4. To provide a
definite direction to the teacher regarding his topic
5. To limit the
teaching-work according to the specific unit, :das and period. .
6. to help the teaches
in getting mastery over the subject and content.
7. To relate the topes which is to be taught
with the previous tease bared the students,
8. To correlate the content of the present topic
with the other topics.
9. To develop
self-confidence in the teacher.
10. To relate the
theoretic teaching-method.
11. To relate the
theoretic teaching-learning material.
12.To relate the
knowledge of the student with their practical application.
13. To formulate
questions for recapitulation.
14, To frame
assignments/homework for the students.
15, To clarify general
and specific objectives of the teaching learning process.
16. To prepare
appropriate plan for utilizing the teaching-learning material.
17. To plan the
black-board work for teaching learning process.
18. To ensure
pupil-participation in the teaching-learning process.
19. To make the
teaching learning process interesting and effective.
20. To properly select
and organize subject matter of the topic to be taught in the class.
21. To make the
teaching learning process regular and well-organized.
22. To frame
appropriate teaching-learning activities.
23. To plan for
dealing with the problems of classroom management in an effective manner.
24. To arrange
appropriate teaching materials such as models, charts, flash-cards etc.
25. To help in framing
evaluation-programme.
Thus, we see that
lesson-planning is done keeping in mind the above-stated aims and objectives. A
well-prepared lesson-plan based on above-said objectives is surest mark of
success in the teaching learning-process.
4.3 NEED AND IMPORTANCE OF LESSON-PLANNING
Although all the
phases of teaching-learning process are important, the pre-teaching phase is
considered the most important phase. It is the phase in which the teacher
prepares a lesson-plan. The success of teaching- learning process is reflected
in the lesson plan. The need and importance of lesson-plan is evident from
following factors:
1, Clarification of
Objectives: Through lesson-planning the teacher defines the objectives of teaching-Iearning
process. Thus _. objectives of teaching are clarified to him and there remains
no doubts regarding objective in his mind. He tries to achieve these objectives
through his teaching.
1.
Proper
Testing of Pupil’s Previous Knowledge: It is very necessary to check the
previous knowledge of the students before teaching. If the teacher has proper
knowledge about previous-know levee of the student, then his teaching would be more
effective. Through lesson- plan, teacher prepares tentative questions for
checking previous. knowledge of the
students.
3. Development of Self-confidence in the Teacher: Through
lesson-planning, the teacher gets knowledge about all aspects of topic which is
to be taught in the class. He also decides about teaching-style and selects
teaching-learning material. Thus he gets mentally prepared for teaching.
Therefore, Lesson-plan also creates self-confidence in the teacher.
4. Saving of Time and Energy: Through lesson-planning a lot of time of
teacher as well as of the students is saved. Because through lesson-planning,
teacher plans in advance about what is to be taught? How to be taught? Which material
is to be used? etc. This enables in keeping his attention on his teaching and
it results in saving of time and energy.
5. Presentation of Subject-matter in Proper Order: Lesson-plan enables
the teacher to present the subject-matter in a proper order. The teacher
divides the curriculum in different parts so that the previous topics could be
related to the next topics. He teaches the syllabus in such a way that the students
doesn’t have to face any difficulty or problem during learning.
6. Selection of Teaching-Method: Teacher cannot teach all the topics by
using just one teaching-method. Different teaching- methods should be used for
teaching different subject. For example, teaching internal structure of earth,
powers of president and victories of
Akbar need different teaching-methods. Lesson-plan helps the teacher in
selecting appropriate teaching-method.
7. Selection of Proper Teaching-Learning Material/Aid: The teacher also selects appropriate
teaching-learning material for teaching. Teacher chooses the teaching-aid by
keeping into mind the mental level, teaching method and subject-matter. He
describes about the use of this material in the lesson-plan.
8. Helpful in Keeping Record of Teaching-Work: Lesson- plan also helps
in keeping record of teaching-work. Teacher keeps a proper record of how much
syllabus he has taught. In addition to this, lesson plan also provide proper
record to school administration and management.
9. Giving Proper Shape to Teacher-Education Programe: Lesson-planning is
very useful in teacher-education. Through this. it becomes easy for the trainee-teachers
to learn teaching skills. Thus. it provides a proper shape to the teacher
education procaine’s.
10. Making the Teaching Process more Interesting ‘and Effective:
Lesson-planning also helps in making the teaching learning process more
interesting and effective. Teacher prepares by keeping in mind the interests
and abilities of the students. Thus lesson-planning helps in making the teaching-process
better, effective and interesting. .
11. Mastery Over the
Subject: Lesson-planning also helps the teacher in getting mastery over the subject.
Through lesson-planning, the teacher gets knowledge about all aspects of
subject/topic so that he could answer all the questions of the students. Thus,
gradually, he gets mastery over the subject.
12. Continuity in the
Teaching-Process: Lesson-planning ensures continuity in teaching-process. Through
lesson-planning teacher relates the knowledge of previous lessons/topics with
the next topics/ lessons. Thus students can learn the concepts easily and
continuity remains in teaching-process.
13. Helpful in
Evaluation: Lesson-planning is also helpful in evaluation. Through this, proper
and effective evaluation of both the teacher’s and students is possible. Pupil’s
previous knowledge testing and recapitulation helps in evaluating students’
knowledge and understanding. Teacher’s teaching-work can also be evaluated
through it.
14. Correlating
different Subjects and Topics: Lesson- planning helps the teacher in correlating
different subjects with his subject and also different concepts of his own
subject. This helps the students to learn different topics and lessons easily.
15. Helpful in
Reinforcement: Lesson-planning also helps the teacher in providing appropriate
reinforcement to the students. Through lesson-planning, the teacher prepares a
definite plan for providing appropriate enforcement to the students.
16. Assignments: Home-work: Lesson-planning also
helps in assigning home work to the students. While framing a lesson-plan, the rougher
also plans homes ore and assignments for the students.
17 Help full in
All-round Development of the Child: Lesson planning is based on psychological principle of teaching
learning process the teaching imparted thus helps in all round development of
the child.
18. Formal basis for
the teaching learning process: process teaching is a process it can be
successful its formal shape is preserved.
19. Proper
Recapitulation: Lesson-planning also helps in proper recapitulation. While
preparing the lesson-plan, the teacher frames questions for sectional and final
recapitulation.
20. Helpful in Completing
the Whole Syllabus in the Prescribed Time Limit: Lesson-planning also helps the
teacher in completing the whole syllabus in the prescribed time-limit. Through lesson-planning,
the teacher completes the syllabus in a definite direction with a definite
pace. Thus, the syllabus ends in the prescribed time- limit.
4.4 KINDS OF LESSON PLANS
Teaching is not
everybody’s cup of tea. It is an ordered, structured and planned activity.
During the teaching process, the teacher has to plan a lot of things. Some
important planning’s done by teacher are:
1. Annual Curriculum
Planning: In this type of planning, the teacher plans for completing the whole
syllabus within the academic session.
2. Unit-Planning: In
unit-planning the whole syllabus is divided into various units. A draft of
teaching these units to the students is planned.
3. Daily Lesson
Planning: Daily lesson-planning is the most important aspect of a teacher’s
teaching work. The plans framed by the teacher to teach the different topics in
the class everyday are called daily-lesson plans or lesson-plans.
The success of any
work depends on its planning. This fact is also applicable to the teaching.
Therefore, if a teacher wants to make his teaching better and effective, he must
have proper knowledge about lesson planning and construction of lesson plans.
4.5 ANNUAL OR SESSION LESSON PLAN
The annual or session
lesson plan is for the whole year or session. It is describes the content to be
taught throughout the year or in an academic session or semester. Then
according to that lesson plans are prepared by dividing those topics monthly or
weekly. Each sub- subject included in the subject curriculum is given time
according to its importance and length. For example the following Punjabi
Grammar (for middle categories) annual plan is also given below:
Annual plan/session
plan
Subject-Punjabi
grammar (for middle categories)
|
Subject/matter Teaching objectives |
Knowledge |
Skill |
Application |
Period |
|
Noun |
|
|
|
|
|
Pronoun |
|
|
|
|
|
Adjective |
|
|
|
|
|
Total period |
|
|
|
|
|
Verb |
|
|
|
|
|
Adverbs |
|
|
|
|
This annual plan shows
that 20 periods will be required for the study of Punjabi grammar. How much
importance will be given to the teaching objectives in this division is shown
in the number of periods in the same way an annual plan can be prepared on the
organs and content of other subjects.
4.6 MONTHLY PLANNING
Example: October, Science Plan
|
Subject matter |
skill |
Performance objectives |
Evaluation used |
|
Weather |
Students will learn how to read a thermometer |
The weather is measured by a thermometer |
Giving paper thermometer children will enable
to read a given degree from it |
|
Trees |
Children will be the guardians of a tree in
the school yard. |
Students will learn about tree parts, keep
the tree alive which is necessity |
All living things have the same basic
features needs and functions. |
|
Seasons |
Students will learn about the changing
seasons beyond summer |
Children will recognize the sequence of
changes by keeping records |
Patterns will determine by keeping records |
|
recycles |
Students will learn about the tasks behind
the cycle and how it is done |
Man is dependent on his environment they will
know that how human decisions make climate change. |
Students will present examples of cycle in
the class |
4.7 UNIT PLANNING
Unit planning may be
defined as comprehensive series of the related content and meaningful
educational activities, so developed as To achieve pupil's purposes, provide
significant educational experiences which result in appropriate behavioral
changes. The main body of unit includes the content in the form of sections and
sub-sections each emphasizing points to remember, Some units are long, which
require several hours of study and others are short with few hours of teaching.
Unit planning provides
you with a sense of direction and organization that helps you and your students
achieve significant academic gains within a particular time period.
4.7.1 Characteristics of Unit Planning
Whatever the type of units,
there are certain general characteristics which a unit should possess. They
are:
1. The aims of the
unit should be clear and well defined. Each unit should indicate its general
and specific objectives. A good unit is organized around the purposes of
learners.
2. A good unit
indicates activities of students and the procedures to be adopted to carry out
these activities to a successful . completion of a unit. Some of these
activities will be pre- . determined by the teaching; and some of them will
emerge as the work of the unit progresses.
3. A good unit
incorporates a good body of instructional material and the sources to be used.
These materials are related to the aims, activities and procedures. The
materials should be : within the range of understanding of all the students and
allow for individual differences. |
4. A good unit is
unified and with its emphasis on a series of | related and meaningful activities,
suggests wholeness in the organization.
5. A good unit
provides place of beginning and ending. This means that it starts with a
definite problem situation.
6. An effective learning-teaching unit is
generally comprehensive. It provides learning situations which are large and
unified and which can be completed in a couple of class periods.
4.7.2 Structure of Unit Planning
The following steps
included in unit planning structure:
1. Basic knowledge
·
Class
·
Topic
·
Unit name
·
Numbers of
lesson
·
time
needed
2 Unit summary: In it
the whole explain of unit is given it also involved the identifications of main
concept.
3. Major Objectives:
In this part the major objectives of unit is written.
_ 4. Presentation: In
this part the Whole unit lessons presentation is given in sequence according to
their importance. The main aspect of presentation are:
·
Name of
concept/Lesson
·
Time
needed
·
Area of
subject matter
·
Behavioral
objectives .
·
Pupil
teacher activities
5. General Aids: In
this part the general aids information is given which is used in lessons.
6. Evaluation: It
includes the evaluation activities which are going to use after completion of
lessons.
Example of Unit Plan
1. Title of the unit -
properties of liquids
Class - IX Standard
(it) Submits —
(a) liquids show the
properties of fluidity
(b) Liquid transmit
pressure in all directions
(c) Application of
Pascal’s law
(d) Pressure on the
bottom and wall of the vessels and inside the liquid.
(e) Liquids tend to
keep their level.
(f) Liquids exert up
word thrust or force of buoyancy
(g) Floatation of a
body depends upon the specific gravity of the body as well as that of the
liquid.
(h) 7th Class (45
minutes period)
3. Scope of
Significance-liquid is one of the essential states of matter, liquid properties
will give the important laws like Pascal’s law Archimedes law, which are the
basis for floating bodies.
4. General Objectives:
(i) The pupils will get
the knowledge about properties of liquid
(ii) The pupils
understand and the properties of liquids.
5.) Specific Objectives:
(1) Students will rec
MU) the properties of liquids.
qi) students will recognize
the different properties of liquids.
(iii) Students will be
able to explain the properties of different
(iv) Students will be
able to analysis the properties of different liquids.
(v) Students will be
able to solve mathematical problems.
(vi) Students will be
able to get the manipulative skills - constructive skills.
6. Introductory Activities:
(i) Teacher explains
three states of matter.
(ii) Teacher explains
with example the arrangement of atoms in liquid.
(iii) Teacher gives
back ground with showing liquids available.
(iv) Teacher uses the
liquids like water and explains the general properties.
(v). Assessment: In
the end of each lesson evaluation activities mentioned.
4.7.3 Types of Unit Planning
Many different types
of units have been proposed and used for organization of teaching learning activities,
Campbell and Campbell classified the types of units into 2 main group’s viz.
Subject Matter Units and Experience Units.
1. Subject Matter
Units: Subject matter units are used more widely by teachers because of its
easy organization. The primary emphasis of the subject matter unit is on
materials to be learned. The arrangement of the subject matter and the learning
activities will’ be shaped in accordance with the objective. Unless what is
learned is understood by the learner, learning the subject matter will be of no
use to the learner.
2. Experience Units:
Experience units is planned by organizing the learning around or bound together
by a central theme of interest. It is usually the basis for the activity programmers
emphasized in the elementary grades. It can be used in clinical nursing studies
of nursing students as takings a case study of a patient other ere the formal
or theoretical part of nursing curriculum will benefit very Tithe from this
type of organization,
3. ‘Teaching Learning
Unit: Besides the above two types of units the term use another type viz. the
teaching: learning unit he term embodies the concept of useful learning
experiences which involve comprehensive problems or projects focused on stated objectives.
It permits the inclusion of knowledge components and a series of selected and
organized teaching-learning activities to provide learning outcomes specified
by the objectives.
4.7.4 Advantages/Need/Importance of Unit
Planning
In every activity,
systematic planning is absolutely essential the present educational scenario is
based on scientific planning. Without planning, education will not move a step
forward. For every activity of human beings planning is a prerequisite.
i. Integrated and
meaningful learning: The unit planning is likely to ensure more integrated and
meaningful learning experience for the students.
2. Variety of learning
activities: Unit planning incorporates a great variety of learning activities,
such as reading, writing speaking, listening dramatizing, experimenting, co-operative
planning researching and reporting.
3. Focus on Individual
differences: Unit planning meets the individual difference in the school, because
it was rich, varied aids and activities.
4. Opportunity for
student to choice: Unit planning gives wide opportunity for the students to
choice, greater appeal to diversified interests and better use of talents
assured.
5. Based on
Psychological Principles: It is based on the psychological principle of
learning by whole.
6. Plan —and perfect —
into the future: Unit planning /s demanding. It requires a repeated upfront
investment of time and effort. However, once a teacher creates a plan, they
have a solid foundation upon which they can create future lessons — for their
current class and the next — with only minor iterations needed.
7. Document their own
progress: Unit plans provide 4 full and ongoing picture of all the learning
that’s occurring in a classroom: as well a quick reference of learning that has
happened in the past making them a perfect resource for teachers to share with administrators
and supervisors who need a front-line view of classroom progress. They can even
help measure teachers’ professional performance and even become portfolio
pieces when looking for teaching jobs. "
8. Approach each
lesson with confidence: The planning process gives teachers a chance to check
their own knowledge of the concepts being taught and ensures they've gathered
all the materials they need to teach those concepts ahead of time, so they can
more effectively pass that learning on to their students. That, in turn, helps inspire
more respect and engagement from the learners throughout the lesson.
9. Align learning with
standards: While each unit should have an objective of its own, it also fits
into a much larger landscape of national, state or school standards that
dictate what students need to learn in each grade level and subject. At the end
of the year, they should be able to see how all the lessons add up to meet
those standards.
10. Less Dependent on
Specific Resources: Teachers might find that a textbook’s material is not a
match for students’ academic level at a given time in the year. We also know
that information, especially in subjects like science or social studies, change
and printed material could be out of date. When units are written to address standards,
content, and skills, a teacher has more flexibility to change and update
resources as better ones become available. The units are the basic structure of
a grade or course and they remain the backbone.
11. Collaboration:
Teachers, in addition to administrators, also see planning at the unit level as
beneficial because it provides an established structure to PLC and grade level
meetings. Conversations can stay focused and allows for more productive collaboration
during these meetings.
12. Time Management:
Teachers need strong lesson plans to help them organize their day, but an instructional
leader might have limited time to review these lessons in meaningful ways.
Reviewing a unit plan is more realistic and allows time for quality feedback
and thoughtful reflection that will be more helpful to the teacher.
13. Helpful in Enables
Possible Changes: During the development of the unit plan, teachers might
realize that certain points need to be reviewed, tools that need to be
replaced, and a lesson that requires special attention. Nursing students as
taking a case study of a patient otherwise the formal or theoretical part of
nursing curriculum will benefit very little from this type of organization.
3. Teaching Learning
Unit: Besides the above two types of units in nursing we use another type viz.
the teaching learning unit the term embodies the concept of useful learning
experiences which in valve comprehensive problems or projects focused on stated
objectives it permits the inclusion of knowledge components and a series of
selected and organized teaching-learning activities to provide learning
outcomes specified by the prerequisite.
4.7.4 Advantages/Need/Importance of Unit
planning
In every activity,
systematic planning is absolutely essential the present educational scenario is
based on scientific planning. Without planning, education will not move a step
forward. For every activity of human beings planning is a prerequisite.
1. Integrated and
meaningful learning: The unit planning is likely to ensure more integrated and
meaningful Craning experience or the students.
2. Variety of learning
activities: Unit planning incorporates a great variety of learning activities,
such as reading, writing speaking, listening dramatizing, experimenting, co-operative
planning researching and reporting.
3. Focus on Individual
differences: Unit planning meets the individual difference in the school, because
it was rich, varied aids and activities. .
4. Opportunity for
student to choice: Unit planning gives wide opportunity for the students to
choice, greater appeal to diversified interests and better use of talents
assured.
5. Based on
Psychological Principles: It is based on the psychological principle of
learning by whole.
6. Plan — and perfect
— into the future: Unit planning is demanding. It requires a repeated upfront
investment of time and effort. However, once a teacher creates a plan, they
have a solid foundation upon which they can create future lessons — for their
current class and the next — with only minor iterations needed.
7. Document their own
progress: Unit plans provide a full and ongoing picture of all the learning that’s
occurring in a classroom, as well as a quick reference of learning that has
happened in the past, making them a perfect resource for teachers to share with
administrators and Supervisors who needs front-line view of classroom progress.
They can even help measure teachers: professional performance and even become
portfolio pieces when looking for teaching jobs,
8. Approach each
lesson with confidence: The planning process gives teachers a chance to check
their own knowledge of the concepts being taught and ensures they've gathered
all the materials they need to teach those concepts ahead of time, so they can
more effectively pass that learning on to their students. That, in turn, helps inspire
more respect and engagement from the learners throughout the lesson.
9. Align learning with
standards: While each unit should have an objective of its own, it also fits
into a much larger landscape of national, state or school standards that
dictate what students need to learn in each grade level and subject. At the end
of the year, they should be able to see how all the lessons add up to meet
those standards.
10. Less Dependent on
Specific Resources: Teachers might find that a textbook’s material is not a
match for students’ academic level at a given time in the year. We also know
that information, especially in subjects like science or social studies, change
and printed material could be out of date. When units are written to address standards,
content, and skills, a teacher has more flexibility to change and update
resources as better ones become available. The units are the basic structure of
a grade or course and they remain the backbone.
11. Collaboration:
Teachers, in addition to administrators, also see planning at the unit level as
beneficial because it provides an established structure to PLC and grade level
meetings. Conversations can stay focused and allows for more productive collaboration
during these meetings.
12. Time Management:
Teachers need strong lesson plans to help them organize their day, but an instructional
leader might have limited time to review these lessons in meaningful ways.
Reviewing a unit plan is more realistic and allows time for quality feedback
and thoughtful reflection that will be more helpful to the teacher.
13. Helpful in Enables
Possible Changes: During the development of the unit plan, teachers might
realize that certain points need to be reviewed. tools that need to be
replaced, and a lesson that requires special attention.
4.7.5 Limitations of Unit Planning
While unit planning is
of much value to teachers it may suffer from the limitations mentioned below:
·
It is
sometimes difficult to clearly anticipate the teaching. Learning approach in
advance,
·
The
division of content/ competencies is artificial.
·
It gives a
piecemeal view of the competencies developed, during a year,
·
I require
a conscious effort on the part of a teacher. A less experienced teacher
sometimes find it difficult to plan units.
·
It puts a check
to the flexibility of the teacher when followed rigidly.
4.8 DIFFERENT APPROACHES TO DAILY LESSON PLAN
NING
1. Herbartian Approach
of Teaching
While Herbart
emphasized only four steps, i.e. clarity, association, system and method, his
followers modified the four steps. Thus, the five steps are termed as
Herbartian five steps of teaching.
1.
Preparation/Introduction: Some questions are asked from the pupils in order to
test their previous knowledge so that curiosity may arouse in them for learning
of new knowledge. By testing their previous experiences pupils are prepared for
acquiring new knowledge.
2. Statement of Aim:
Here, the topic becomes clear to the pupils and the teacher himself is supposed
to write the topic on black- board in clear words.
3. Presentation: The
lesson is developed with the cooperation of the pupils. Opportunities are
provided to pupils to learn themselves by stimulating their mental activity.
The teacher tries to receive most of the point from the pupils by questioning so
that the new knowledge may get related to the previous knowledge.
4. Comparison and Association: In this, the
facts, events and application taught are related mutually by comparison to
enable the pupils to understand the taught material. The teacher establishes a
relationship between two subjects and also between the facts and events of one
subject and the Events and events of other subject. The compares them so that
the new knowledge may get stabilized and clarified in the minds of the pupils,
5. Generalization:
Herbart termed this step as ‘system’. After explaining the main lesson, the
pupils are provided With opportunities to think. They formulate such principles
and rules which may be used in various situations of the future life.
6. Application: In
Application it is observed whether the acquired knowledge may be applied to the
new situations. The teacher verifies this by asking recapitulate question or by
providing opportunities to apply the acquired knowledge in the new situations.
This stabilizes the new knowledge and validity of the rules may also be proved.
Advantages
1. Organized Teaching:
Each step has been organized in a logical order which provides an opportunity
to the fresh teacher to become aware of future mistakes. Originality is never
affected and . the teaching goes on in a very organized way.
2. Acquiring thoughts
as Apperception: Herbart believed | that when the new thought related to the thoughts
lying in unconscious . mind of the pupils are presented, the thoughts of
unconscious mind ! come to the conscious mind, establish relationship with the
new thought and again go to the
unconscious mind. Herbart termed this material process of acquiring thoughts as
apperception.
3. Use of Inductive
and Deductive Methods: While presenting the new knowledge, help of various
examples is sought through generalization and rules are derived. It is an inductive
method. In the step application, these rules are to be executed, this is a
deductive method. Thus, both indicative and deductive methods are used in this five
steps approach.
4. Recapitulation:
Such question is asked while recapitulating Which, on answering, result in the learning
and application of the acquired knowledge in new situations.
5. Correlation Possible:
Herbart considered entire Knowledge as a single unit. The knowledge of the
pupils is acquired in A single unit. This allows to establishing a correlation
between previous and new knowledge and between all subjects of the curriculum.
Disadvantages
1 Mechanical Method of
Teaching : the use of these steps takes away the freedom of the Of the teacher
as he cannot incorporate his independent thought inane step. This reduces his
originality. Home herbarium approach is a mechanical method of teaching.
No Place for
Individual Differences; While using Herbartian
approach, Similar questions are asked to the entire. This overlooks individual
differences.
3. Useful in
Knowledge: lessen only Herbartian approach is useful in the knowledge lesson
only, not in appreciation and skill lessons.
4. Teacher More Active
:In Herbartian approach, the teacher has to be more active. It is more
desirable if the pupils remain more active than the teachers. As this teaching
method is not activity: centered. pupils don’t get any motivation for learning.
.
5. No need of Generalization
:Generalization is not needed while teaching language. geography. history,
music and arts etc. Thus, all the five steps are not needed while teaching.
6. Uninteresting: This
approach stresses upon the teaching Of all the subjects of curriculum in a similar
sequence overlooking the interests, attitudes, abilities, and capacities of the
pupils according to their mental development. The entire teaching becomes
monotonous. The pupil does not show any interest in acquiring new knowledge. Thus,
Herbart’s teaching method is not interesting.
2. Unit Approach of Morrison
Unit Approach of
Morrison is based on unit transaction and planning. It emphasizes more on learning
objectives and the needs of students.
The Morrison’s lesson plan of teaching is cyclic; Morrison has given five steps
for his ‘cycle phase’ of teaching:- Exploration, E Presentation, Assimilation, Organization, and
Recitation. It stresses on assimilation aspect of a learner, i.e., whatever a
student understands is more important than whatever a teacher transacts.
Steps involved in Unit Planning Approach
1. Exploration: The
teacher through questions and tests or in discussions discovers what previous
knowledge or experience the pupils have about the unit to eliminate repetitions
of subject matter already . learned and to decide on the perceptive basis for
the new unit.
2. Presentation: The
essential features of the unit are presented and important points emphasized,
The aim is to give the pupil a bird's eye view of the entire unit. Through
proper motivation, the pupil’s interest is aroused and goals or objectives are established.
A presentation test much the pupils have absorbed during the presentation if is
necessary to present the lesson a new if the presentation test shows that the
pupils did not get the material taken up.
3. Assimilation: The
child learns what has been presented by the teacher, absorbs it, and makes it
part of himself. This period presents an excellent Opportunity for the teacher
to check up on the study habits of children. It is an opportunity to develop
valuable habits of study. As the teacher goes around, he may commend good work
or suggest that it be improved. The teacher reaches the individual pupil, thus
meeting to some extent individual differences. The assimilation period may vary
depending on the length and difficulty of the unit under study. An assimilation
test may be given which also serves as a diagnostic test at the end.
4. Organization: In
this step, cooperative outlining is usually worked out by the teacher and the
pupils. This outline is placed on the board, criticized, and adopted in a final
form. This is an opportunity for the teacher to train the pupils in outlining.
Pupils can be led to discern relationships among the items of the outline. It
is also a chance for the pupils to develop logical thinking.
5. Recitation: Now the
class performs while the teacher and the other pupils listen. In the unit
recitation, the pupil has mastery of What he is talking about and may give a
report or lecture for a given time. This step should be the liveliest part.
This step has for its purpose the presentation of the whole subject matter in
different situations. A written recitation or achievement test covering the
whole unit may be given after the recitation, Steps of the unit mastery
technique insure mastery.
Advantages
It takes up big Blocks
of subject matter and cuts across subject
boundaries, and is therefore more true to life.
It dose was with the fragmentation of subject
matter those results with the use of other traditional methods.
because the subject
matter is encountered in every step of the unit and because it 1s presented as a
unified whole, learned to the point of mastery.
The Morison steps are
not only logical but also psychologically sound.
Disadvantages
1. Not all teachers
are capable of making long range unit plans that cover a week or more.
2. Teachers may just
go through the motions and leave out the essence.
3. Method alone does
not insure mastery.
4. It is suitable for
small children.
5. It is very time consuming method.
6. Because of
individual differences it is not suitable for all children.
3. Evaluation Approach
The evaluation
approach is quite popular. B.S.Bloom who gave us system of classification of
objectives, propagates this approach. According to him education may be
regarded as a tripolar process involving educational objectives, learning
experiences and evaluation devices. It may be diagrammatically represented as
shown below Evaluation approach has three components:
1. Educational
Objectives: This component is concerned with the identification and formulation
of educational objectives in relation to the terminal behavior’s. Terminal
behavior’s are comprising desired behaviors by learning experiences to be
presented to the students. These objectives are clearly specified and written
in observable behavioural terms.
2. Learning Experiences:
This is concerned with the provision of suitable learning environment. The
learning environment is created by learning experiences provided for the
realization of stipulated educational objectives. While planning learning
experiences the following ideas are to be kept in mind by the teacher.
(i) Selection of
learning experiences and its systematic organization according to the specific
behavioursl changes.
(ii) Planning for
teacher and student’s interaction. This consists of sequences of
teacher-student activities proposed by the. Teacher Selection of suitable student’s
interaction This consists of sequences of teacher student activities proposed
by the teacher selection of suitable teaching learning strategies, methods and
techniques suitable to the nature of content intelligence of the learner and
teacher preferences.
(iii) Selection of
suitable learning materials and instructional resources.
2.
Evaluation:
This component is concerned with the evaluation of the teaching learning out
coms. Learning and evaluation go together. teaching learning outcomes have to
match stated objectives and specifications appropriate tools and techniques
must be planned or evolved to assess immediate learning outcomes among students
the tools and techniques to asses behavioral changes must be specifically meet
the performance expectations in cognitive affective and psychomotor domains.
Steps of Evaluation approach to
lesson planning
Blooms Evaluation approach includes later modifications made by blooms
followers. Steps in planning under this approach are:
1.
Content or
teaching point: In this first column the planning, the concepts or the subject
matter or content is written in the from of main teaching points.
2.
Objectives
and their speculations: In this column the instructional objectives in clear
and specific behavioral terms in relation to the content column is to be
written.
3.
Teachers
activity: In this column of the lesson planning all the activities to be
performed by the teacher corresponding to the teaching point are to be written
systematically.
4.
Student,s
activity: In this column all the activities to be under taken by the students
in relation to the corresponding content are to be written.
5.
Learning
aids: In this column different types of learning aids to be used in relation to
the content and objectives are to be mentioned.
6.
Evaluation:
In this column of lesson planning the evaluation technique to be used should be
written clearly it should be directly related to the instructional objectives
it helps to know to what extent stipulated objectives have been realized by the
teaching learning process.
Merits of Evaluation
Approach to lesson planning:
1.
This
approach is providing for speciation of instructional or learning objectives in behavioural so it achieve
the objectives. > his approach is suitable to ache , :
2. This approach is
suitable to achieve not only cognitive electives but also effective and
conitive/psychomotor.
3. There is Horizontal
link between instructional objectives, Teacher activities and evaluation so it
makes teaching teacher, student activities ; systematic. more meaningful and system
a.
4. It is
student-centered approach. The whole planning is done to bring about desirable changes
in the behaviour of the students.
5. Here provision is
made for continuous evaluation. learning
outcome is assessed immediately as and when it occurs.
6. Like Harbartian approach
the learning process to not compartmentalized. Here learning is made
continuous process.
Limitations of Evaluation Approach
I. All the human
behaviour has all the three components i.e., cognitive, cognitive and affective
domain. The behavioural outcomes cannot be specified only in one domain as it
is done in this approach.
2. Here the specific
instructional objectives are achieved one by one. There is no provision for integration
of all the learning outcomes into one integrated experience.
3. There is no
provision to evaluate integrated leaning outcome at the end of the lesson.
RCEM approach
The Regional College
of Education Mysore (one of the four Regional Colleges of Education established
by NCERT) has developed a paradigm of the lesson plan and an. it consists of
teaching objectives NS experiences, is commonly known as the RCEM approach to
lesson planning. The design of lesson ] CEI this approach consists of three
aspects: Plan according to
1. Input,
2. Process and
3. Output
1. Input: It contains the identification of objectives in behavioral terms. These
are known as Expected Behavioral Outcomes (EBOS). During this the entering
behavior of the learners is also identified, With the help of instructional
objectives, the sequence of instructional procedure is determined. These objectives
are classified into four categories: Knowledge, Understanding, Application and
Creativity. These objectives can be transformed in behavioral terms.
2. Process: This is an interactive stage when teacher actually communicating with
students in the classroom. For effective presentation of the content, teacher has
to choose different teaching strategies, audio-visual, and all support
materials.
3. Output: This aspect of instructional procedure refers to real learning outcomes
(RLOs). This is equivalent to terminal behavior which is measured by using oral
and written questions. This aspect is considered for measuring of the desirable
change in behaviour of students.
Advantages of RCEM approach
1. RCEM approach is
applicable in cognitive, affective and psychomotor domain in teaching and
learning.
2. It is very easy and
useful for Indian schools as it has been developed in Indian situations.
3. This method
explains human learning in terms of mental processes or abilities.
4. In does not have
any doubt in the preparation of criterion test items.
5. When the objectives
are written rightly , it is easy to make efforts in right direction RCEM
approach provides statements or frames with the help of which we can write the
objectives in different school subjects.
Limitations RCEM Approach: The following are
the Limitations of RCEM Approach
All the behavioral
objectives can only be written in seventeen mental abilities where there are
120 mental abilities according to Guilford.
These seventeen mental processes are employed
in writing the behavioral objectives in all the three domains. Hence it is
difficult to differentiate among cognitive, affective and psychomotor
objectives.
It is generally very
difficult to select appropriate mental process for a content element.
There are seven mental
processes for understanding for understanding two for knowledge, five for
application, and three for creativity In this way there is no proper balance in
mental abilities assigned to different categories.
There are mental
abilities in creativity objective where as Torrance and others have given five
types of activities.
4.9 PLANNING FOR SPECTETC STUDENTS
Every individual has
individual differences. So no students is equal
in mental, cognitive. emotional, physical and intellectual aspect, Some students
are those who are normal physically but they have learning disability in
different areas. These children have different mental and physical needs. A
teacher has to prepare different lesson plan for teaching these types of
students.
4.9.1 Kinds of Learning Disabilities
1. Dyslexia: Dyslexia is the most common form of all learning disabilities. It is a
language-based disability in which a person has trouble - understanding words,
sentences, or paragraphs. People with dyslexia often have problems with
processing or understanding what they read or hear. Many dyslexic people are
notably talented in arts and music: 3-D visual perception; athletic and
mechanical ability.
2. Dyscalculia: Dyscalculia is a life-long learning disability
that affects the ability to grasp and solve math concepts. There are many
different types of math disability and these can affect people
differently at
different stages of a person’s life. People with dyscalculia often have
difficulty manipulating numbers in their head and remembering steps in formulas
and equations. Just like dyslexia, people with dyscalculia can be taught to
achieve success.
3. Dysgraphia: Dysgraphia is a writing disability where
people find it hard to form letters and write within a defined space. Many people
with dysgraphia possess handwriting that is uneven and inconsistent. Many are
able to write legibly but do so very slowly or very small. Typically, people
with dysgraphia are unable to visualize letters and do not possess the ability
to remember the motor patterns of letters and writing requires a large amount
of energy and time.
4, Dyspraxia: Dyspraxia is a disorder that affects the development of motor skills.
People with dyspraxia have trouble planning and executing fine motor tasks,
which can range from waving voucher to getting dressed. Dyspraxia is a life-long
disorder with no cure, but options are available for helping to Improve a
person's ability to function and be independent, Dyspraxia is not a learning
disability, but it commonly coexists with other learning disabilities that can
affect learning ability,
5. ADHD: ADHD is a disorder that causes people to lose focus on tasks very easily.
ADHD has two main types, with a third being a combination of the two.
Hyperactive-Impulsive ADHD is distinguished by the person's excessive amount of
activity. This may include constant fidgeting, non-stop talking, problems with
doing quiet activities, trouble controlling their temper, and more. Inattentive
ADHD causes people to not put the needed attention into a required task. People
with inattentive ADEID may struggle with paying attention to instruction,
daydream a lot, process information slowly, become bored easily, and be very
poorly organized. ADHD is nota learning disability but can cause people to
struggle with learning and is commonly linked to other learning disabilities.
6. Auditory Processing Disorders: Auditory processing disorders are disorders
that may cause a person to struggle with distinguishing similar sounds, as well
as other difficulties. Auditory processing disorders are not considered Learning
disabilities by the Canadian Government, but they might explain why someone
would be having troubles with learning.
7. Visual Processing Disorders: Visual processing disorders are disorders that
cause people to struggle with seeing the differences between similar letters,
number, objects, colors, shapes and patterns. Just like auditory processing
disorders, visual processing disorders are not considered learning disabilities
by the Canadian Government, but could be an issue when it comes to learning.
8. Non-verbal Learning Disorders: Non-verbal learning disabilities (NLD). or
non-verbal learning disorders, are neurological syndromes that develop in the
right side of the brain. People with NLD have a very strong verbal ability,
remarkable memory and spelling skills, and strong auditory retention; although
they possess poor social skills and have difficulty understanding facial
expression and body language. Many do net react well to change and some possess
poor Social judgment. Some people with NLD have poor co-ordination. balance
problems and difficulty with fine motor skills.
4.9.2 Planning for Removing Learning
Disabilities or Children with Special Needs
Disabilities can be
overcome by making proper plans and applying learners’ learning. But it must be
taken to ensure that the plan is tailored to the needs of the particular child.
Such a plan may include the following:
1. Proper Environment:
Appropriate environment should be created according to the individual needs of
the students. Give them what they need. The environment should be calm, relaxed
and disciplined.
2. Use of Proper Teaching
Method: Education methods should be formulated keeping in view the shortcomings
of special children. For example, teaching children with hearing loss should
use teaching methods that emphasize hearing less and more cognition.
3. Use of Technical
Instruments: Nowadays with the advancement of science and technology such
modern instruments have come in the market which can completely eliminate the
reading disability of special children. Such as hearing aids, laser blinds,
etc. The use of such devices is becoming more common nowadays. Content printed in
Braille for visually impaired children. Many modern versions of Braille have
emerged.
4. Motivation:
Motivation is very important for the learner. If there is motivation in the
mind of the student to read, then he may be able to get a good education in
spite of many shortcomings and disabilities. Teachers and parents need to
motivate and encourage their children to read. This is the best way to overcome
their inferiority complain.
5. Co-operation: In
order to overcome the learning disability of children, teachers, parents and
classmates should all come together and support them in everything. Those students
should not fee! Helpless Only cooperation can help them learn more. ‘
6. Discipline: [tis
very important to have discipline in school and class. Only then can special
children do some thane and only° their laming disabilities. Lack of discipline
is a major , overcome way of building a conducive environment. Aga res Joe
Stable in the hale to caftan education. result, they will not be special
Educational . As a result, they will not be able to get an education.
7. Special Educational
programs: Special education programs should be organized in the school to
overcome the learning disabilities of the students. Seminars and workshops
should be arranged. These education programs teach about learning, in Hew Ways.
The student is also aware of his shortcomings and abilities.
8. Arrangement of
Special Classes: Special classes should be arranged for those students who are
unable to learn any subject skill or task duct to disabilities. They should
include specially trained teachers who specialize in those skills or tasks.
This will inspire students to read.
9. Guidance and
Counseling: Every organization must have a guidance and counseling center to assist
special children. If these students get proper and proper guidance and
counseling then they can gradually come out of their disability.
For making lesson plan
for special child, it should be necessary to kept his/her disability in front
of this. For this they understand the lesson like normal children.
EXERCISE
1. What is a lesson
plan? Explain its types and benefits.
2 What is meant by
annual lesson plan? How to prepare it? Explain with an example. ,
3. What is Unit Plan?
Explain the principles and benefits of building it.
4 Describe the
approaches to creating a daily lesson plan.
5, What are special
children? For helping these children what can do teachers and schools.
6. Write a brief note
on the following:
(i) Unit Plan
Limitations
(ii) Lesson Plans for
Special Children
(iii) Planning for
Special Children
(iv) Monthly Lesson
Plan
(v) Annual Planning
Calendar
