This is a Learning Action Cell(LAC) Session Sampler on the topic Lesson Planning. This PPT tells of the importance of a Lesson Plan in day to day teaching. Concise, this presentation is complete in the sense that it gives an overview of the basics of Lesson Planning including suggested Learning Models and Learning Adaptations sample.

1. Lesson Planning
LAC Session Sampler
Eleanor A. Baguio

2. OUTLINE of the TOPIC
• What is Lesson Planning?
• Why do we make a Lesson Plan?
• Objectives
• Learning Models/ Teaching Strategies
• Activities
• Assessment
• Assignment

3. OVERVIEW
A Lesson Plan contains what students should learn in class.
It is the teacher’s daily guide.
IMPORTANCE OF PLANNING
A Lesson Plan is the first step towards student achievement.
A Lesson Plan means being prepared.
It is a path for success.

4. PARTS OF A LESSON PLAN
A. Objectives – written objectives should be characterized by:
pecific – well – defined to students; observable to teachers; contains
the who, what, when, where and why of the lesson
easurable – teacher can measure if students learn anything,
can be evaluated, objective is reached or not
chievable – students are academically ready for the objective
elevant – build on prior knowledge; localized, contextualized
ime ounded – Time constraints
EXAMPLE
More than 75% of the students will demonstrate the ability to differentiate
between plant and animal cells by the end of the period through formative assessment.

5. B. ASSESSMENTS
Formative Test – occurs during the lesson
Summative Test – given at the end of the chapter to evaluate learning
Diagnostic Test – administered before beginning a new unit to see where to begin
GOAL OF ASSESSMENT
To assess what is being taught in the classroom.
 Align assessment to objectives.
 Reteach if a large portion of the class failed.

6. C. ACTIVITIES
• Must be engaging/interesting to students
• Hands on – computer-based/online games
• Engaging and Fun
• Standards – based
• Classic Games – kahoots, quizziz
• Group Dynamics - need to set up Behavior Standards before actual groupwork
• Differentiated Activities – plan activities that cater to different learning levels of
pupils
• Performance Tasks – use rubrics to evaluate work/task
- can be individual or by group

7. D. LEARNING MODELS/ TEACHING STRATEGIES
Examples:
• Flipped Classroom – students complete school work at home and then discuss
and practice working through it in school. This is the reverse of the more
common practice of introducing new content at school then assigning homework
and projects to be completed by the students independently at home.
• Inquiry-based Learning – rather than the teacher telling students what they
need to know, students are encouraged to explore the material, ask questions
and share ideas.
• Project-based Learning – students utilize teambuilding skills through
working together. Students assign tasks and plan how they will work together.
• Blended Classroom – face to face with a mix of online distance learning,
modular distance learning, and TV/ Radio-based Instruction.
• Personalized Learning – individualized instruction to meet the different needs
of students.
• Student – centered Class – methods of teaching that focus instruction from the
teacher to the student.

8. E. MATERIALS
• Instructional Materials have to be provided to students.
• Most classwork done today is done online.
• Stick Puppets, Diorama, Audio/Video Materials, Clay Modelling, Pop-up
Storybooks, Realia, Cosplay, E-books

9. F. HOMEWORK
• Practice makes perfect.
• Homework reinforces what was learned in the classroom.
• Must be meaningful to students.
• Aligned with the lesson.

10. G. ENVIRONMENT
• Create the best learning environment for the students
• The classroom environment should align with the lesson.
 Seating Arrangements – horseshoe , roundtable, panel
 Student Groupings – dyads. small groups
 Learning Adaptations – instruction is individualized to the needs of each sudent
- a deliberate adjustment or modification in content,
method or presentation to optimize learning
- tutoring is an example of adaptive learning