{"id":31,"date":"2007-12-13T01:36:00","date_gmt":"2007-12-12T20:06:00","guid":{"rendered":"http:\/\/attalim.ekhwan.com\/index.php\/2007\/12\/13\/lesson-plan-devolopment-guide\/"},"modified":"2007-12-13T01:36:00","modified_gmt":"2007-12-12T20:06:00","slug":"lesson-plan-devolopment-guide","status":"publish","type":"post","link":"https:\/\/taalim.ekhwan.com\/index.php\/2007\/12\/13\/lesson-plan-devolopment-guide\/","title":{"rendered":"Lesson Plan Devolopment Guide"},"content":{"rendered":"<p style=\"text-align: justify;\"><big><b>Importance Of Proper Lesson Planning<\/b><\/big><\/p>\n<div style=\"text-align: justify;\">\n<blockquote>\n<p><span style=\"font-size:100%;\">Have you ever walked into an exam totally unprepared? Ever taken a   fitness test when you were out of shape? What about briefings &#8211; ever &#8220;tap-dance&#8221;   because you weren&#8217;t properly prepared? Hopefully, these scenarios are not a regular   occurrence or part of your lifestyle. Occasionally, you may &#8220;pull something   off,&#8221; but usually such unpreparedness ends in disaster.<\/span><\/p>\n<p><span style=\"font-size:100%;\">Why then, is it that so many instructors try to &#8220;shoot from the   hip&#8221; when it comes to teaching or facilitating? People frequently say they have it   all in their &#8220;head&#8221; or they work best when they pull &#8220;something&#8221;   together at the last minute. Teaching is similar to the scenarios above in that, in order   to do a good job, you must be properly prepared. A high school football coach used to   always preach what he called &#8220;The Seven Ps&#8221;:<\/span><\/p>\n<div align=\"center\"><center><\/p>\n<table border=\"1\" cellpadding=\"7\" width=\"300\">\n<tbody>\n<tr>\n<td>\n<p align=\"center\"><span style=\"font-size:130%;\"><b>PROPER<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p align=\"center\"><span style=\"font-size:130%;\"><b>PRIOR<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p align=\"center\"><span style=\"font-size:130%;\"><b>PREPARATION<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p align=\"center\"><span style=\"font-size:130%;\"><b>PREVENTS<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p align=\"center\"><span style=\"font-size:130%;\"><b>PATHETICALLY<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p align=\"center\"><span style=\"font-size:130%;\"><b>POOR<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td>\n<p align=\"center\"><span style=\"font-size:130%;\"><b>PERFORMANCE<\/b><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>   <\/center><\/div>\n<p><span style=\"font-size:100%;\">You prepare to teach class by reviewing materials,   ensuring the equipment works, setting up student supplies, etc. You must also prepare by   developing lesson plans. A lesson plan is a plan for learning. In the lesson plan you   arrange the activities in a logical sequence for learning to take place. It is only with   careful lesson planning that we can ensure we have included everything we need to teach   the students effectively and that the material is organized in a manner that encourages   learning. <\/span><\/p>\n<\/blockquote><\/div>\n<hr style=\"margin-left: 0px; margin-right: 0px;\">\n<div style=\"text-align: justify;\">  <\/div>\n<p style=\"text-align: justify;\"><span style=\"font-size:130%;\"><b>Purposes of Lesson Planning<\/b><\/span><\/p>\n<div style=\"text-align: justify;\">\n<blockquote>\n<p><span style=\"font-size:100%;\">Do not let the time it takes to prepare a lesson plan discourage you   from doing so. The idea behind the lesson plan is to provide all instructors with a   standardized tool for presenting instruction. In short, any instructor should be able to   use the lesson plan and know exactly what needs to be taught and in what sequence. The   three primary purposes of lesson plans are:<\/span><\/p>\n<ol>\n<li><span style=\"font-size:100%;\">They aid the instructor in preparing for instruction.<\/span><\/li>\n<li><span style=\"font-size:100%;\">They provide a tool for giving the instruction.<\/span><\/li>\n<li><span style=\"font-size:100%;\">They document course content.<\/span><\/li>\n<\/ol>\n<\/blockquote><\/div>\n<hr style=\"margin-left: 0px; margin-right: 0px;\">\n<div style=\"text-align: justify;\">  <\/div>\n<p style=\"text-align: justify;\"><span style=\"font-size:130%;\"><b>Eight-step Lesson Planning Process<\/b><\/span><\/p>\n<div style=\"text-align: justify;\">\n<blockquote>\n<div style=\"float: right;margin: 3px;\"><script type=\"text\/javascript\"><!--\ngoogle_ad_client = \"pub-1603832936106174\";\ngoogle_alternate_color = \"FFFFFF\";\ngoogle_ad_width = 200;\ngoogle_ad_height = 200;\ngoogle_ad_format = \"200x200_as\";\ngoogle_ad_type = \"text_image\";\ngoogle_ad_channel =\"\";\ngoogle_color_border = \"\";\ngoogle_color_link = \"\";\ngoogle_color_bg = \"\";\ngoogle_color_text = \"\";\ngoogle_color_url = \"\";\ngoogle_ui_features = \"rc:6\";\n\/\/--><\/script>\n<script type=\"text\/javascript\"\n  src=\"http:\/\/pagead2.googlesyndication.com\/pagead\/show_ads.js\">\n<\/script><\/div><p><span style=\"font-size:100%;\">Lesson planning includes the following eight steps: <\/span><\/p>\n<ol>\n<li><span style=\"font-size:100%;\">Determine the objective<\/span><\/li>\n<li><span style=\"font-size:100%;\">Research the topic<\/span><\/li>\n<li><span style=\"font-size:100%;\">Select the appropriate instructional method<\/span><\/li>\n<li><span style=\"font-size:100%;\">Identify a usable lesson planning format<\/span><\/li>\n<li><span style=\"font-size:100%;\">Decide how to organize the lesson<\/span><\/li>\n<li><span style=\"font-size:100%;\">Choose support material<\/span><\/li>\n<li><span style=\"font-size:100%;\">Prepare the beginning and ending of the lesson<\/span><\/li>\n<li><span style=\"font-size:100%;\">Prepare a final outline.<\/span><\/li>\n<\/ol>\n<\/blockquote><\/div>\n<hr style=\"margin-left: 0px; margin-right: 0px;\">\n<div style=\"text-align: justify;\">  <\/div>\n<p style=\"text-align: justify;\"><span style=\"font-size:130%;\"><b>Step 1: Determining The Objective<\/b><\/span><\/p>\n<div style=\"text-align: justify;\">\n<blockquote>\n<p><span style=\"font-size:100%;\">A task list contains tasks (sometimes referred to as terminal   objectives) and subtasks (sometimes referred to as enabling objectives). The objectives   serve as the foundation for the entire lesson plan. For this reason, careful thought   should go into their development. The objectives must be student centered, which is why   the phrase &#8220;the student will&#8230;&#8230; is used in writing the objectives. They must be   student centered to show what the student is required to learn, not what we want to teach!<\/span><\/p>\n<\/blockquote><\/div>\n<hr style=\"margin-left: 0px; margin-right: 0px;\">\n<div style=\"text-align: justify;\">  <\/div>\n<p style=\"text-align: justify;\"><span style=\"font-size:130%;\"><b>Step 2: Researching The Topic<\/b><\/span><\/p>\n<div style=\"text-align: justify;\">\n<blockquote>\n<p><span style=\"font-size:100%;\">After the instructional objective has been decided, it is time to   outline the main points of the lesson and gather materials together to develop the lesson   plan. Once you begin to research your topic it may become necessary to modify an objective   or rearrange main points. This is normal. When deciding which material to select, choose   materials that are both <b>useful <\/b>and <b>appropriate. <\/b>In order for the material to   be <b>appropriate, <\/b>it should relate to the lesson objective and have a high   possibility for student retention. In order for the materials to be <b>useful, <\/b>it   should aid the instructor and student in the teaching-learning process. In other words, if   the instructor chooses material solely because it is interesting, it may add little or   nothing to the learning process. On the other hand, dry, uninteresting facts, even though   they pertain to the material, can serve to put the students to sleep rather than enhance   learning. You should strive to find interesting materials to support your lesson and   arrange them to enhance learning. There are <b>three sources <\/b>available for research   material: <b>yourself <\/b>(personal experiences), <b>experiences of others <\/b>(from   conversations or interviews), <b>and written or observed material.<\/b><\/span><\/p>\n<p><span style=\"font-size:100%;\"><i>Self- <\/i>When researching a topic we should always start with what   we know about the subject. Our knowledge helps to organize the lesson or point out gaps   where we have no experience and require more extensive research.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><i>Others <\/i>&#8211; Discussing the subject with someone experienced in the   topic could provide ideas, facts and<\/span><\/p>\n<p><span style=\"font-size:100%;\">testimony, or suggest sources of information for the research.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><i>Written or Observed Material &#8211; <\/i>Although a lot of information can   be gathered by personal experience, and talking to others, generally, it is not enough   information and you will need to find written material on the subject. The most important   source for written material is the library where you can find books, newspapers,   magazines, journals, and sometimes case studies. When you research these materials you may   decide that some of them should be required reading for your students. Keep that thought   in the back of your mind while conducting the research.<\/span><\/p>\n<\/blockquote><\/div>\n<hr style=\"margin-left: 0px; margin-right: 0px;\">\n<div style=\"text-align: justify;\">  <\/div>\n<p style=\"text-align: justify;\"><span style=\"font-size:130%;\"><b>Step 3: Select An Instructional Method<\/b><\/span><\/p>\n<div style=\"text-align: justify;\">\n<blockquote>\n<p><span style=\"font-size:100%;\">An <b>instructional method <\/b>is a broad approach to instruction. The   more common instructional methods include lecture, performance-demonstration, guided   discussion, and teaching interview. When selecting a teaching method, <b>consider the ways   in which people learn: <\/b>by <b>doing, <\/b>by <b>discussing, <\/b>by <b>listening, <\/b>by <b>observing,   <\/b>by <b>participating. <\/b>No single method is suitable for all teaching situations. A   method should be chosen that will best lead to the desired learning outcome.<\/span><\/p>\n<\/blockquote><\/div>\n<hr style=\"margin-left: 0px; margin-right: 0px;\">\n<div style=\"text-align: justify;\">  <\/div>\n<p style=\"text-align: justify;\"><span style=\"font-size:130%;\"><b>Step 4: Identify a Lesson Plan Format<\/b><\/span><\/p>\n<div style=\"text-align: justify;\">\n<blockquote>\n<p><span style=\"font-size:100%;\">This is your preference. Your training department can assist you in   selecting the best format for your lesson.<\/span><\/p>\n<\/blockquote><\/div>\n<hr style=\"margin-left: 0px; margin-right: 0px;\">\n<div style=\"text-align: justify;\">  <\/div>\n<p style=\"text-align: justify;\"><span style=\"font-size:130%;\"><b>Step 5: Decide How To Organize The Lesson<\/b><\/span><\/p>\n<div style=\"text-align: justify;\">\n<blockquote>\n<p><span style=\"font-size:100%;\">Now that you have developed your objectives, researched the topic,   selected your instructional (teaching) method, and identified a lesson planning format, it   is time to organize your lesson. Every lesson requires an introduction, body, and   conclusion. Most times, it is advisable to <b>develop the body <\/b>of your lesson <b>prior   <\/b>to developing the introduction and the conclusion. This may sound backwards, but after   you&#8217;ve completed the body of the lesson you will be in a better position to decide how you   want to begin and end the lesson. When beginning the body of the lesson you must <b>first <\/b>decide   how to <b>organize main points and subpoints. <\/b>Proper arrangement of the main points   will help you, the instructor, teach the material, and it will help the students learn the   material. Lessons, regardless of length, should have from <b>two to five main points. <\/b>Mainpoints   and subpoints are <b>arranged in one of<\/b> <b>six patterns <\/b>of organization: patterns   of <b>time, space, cause-effect, problem-solution, pro-con, or topical. <\/b>Along with the   patterns, there are <b>strategies <\/b>(such as <b>known to unknown or simple to complex) <\/b>to   be used. Although it may sound like a lot of decisions to make, once you&#8217;ve laid out your   lesson materials they will lend themselves to one particular pattern and strategy.<\/span><\/p>\n<\/p>\n<p align=\"center\"><span style=\"font-size:130%;\"><b>The Strategy Statement<\/b><\/span><\/p>\n<p><strong><span style=\"font-size:100%;\">The following examples have been provided as a guide.<\/span><\/strong><\/p>\n<blockquote>\n<hr \/>\n<\/blockquote>\n<p><span style=\"font-size:100%;\">WHAT? HOW? WHY?<\/span><\/p>\n<p><span style=\"font-size:100%;\">LESSON TYPE: Informal Lecture<\/span><\/p>\n<p><span style=\"font-size:100%;\">ORGANIZATIONAL PATTERN: Topical<\/span><\/p>\n<p><span style=\"font-size:100%;\">STRATEGY: This lesson will begin with a definition of personal   effectiveness to ensure that students start from a common reference point. Once the   definition is covered I will discuss the three elements of the time management model:   setting priorities, daily planning, and delegation, along with their relationship to   personal effectiveness. Beginning with priority systems, I will establish the principle   that &#8220;Using a Priority System Improves Personal Effectiveness&#8221; through lecture,   questions, and answers. Since establishing priorities is the first step one takes in a   time management system, it is logical that I begin here. Once priorities are established,   planning can begin. With the relationship between priorities and personal effectiveness   established, I will next examine how planning daily activities improves personal   effectiveness. Finally, I will discuss how &#8220;Delegation Improves Personal   Effectiveness&#8221;. Delegation is the last step in my time management model and   therefore, will be reviewed last during today&#8217;s presentation. I will summarize the three   main points in a comprehension-level summary combining my teaching points with the student   inputs from the classroom questions to aid in reaching the generalization that &#8220;Time   Management Techniques Improve Personal Effectiveness&#8221;.<\/span><\/p>\n<blockquote>\n<hr \/>\n<\/blockquote>\n<p><span style=\"font-size:100%;\">WHAT? HOW? WHY?<\/span><\/p>\n<p><span style=\"font-size:100%;\">LESSON TYPE: Teaching Interview<\/span><\/p>\n<p><span style=\"font-size:100%;\">ORGANIZATIONAL PATTERN: Topical<\/span><\/p>\n<p><span style=\"font-size:100%;\">STRATEGY: The interview will start with lead-off and follow-up questions   about the general role and purpose of the Security Assistance Training Program (SATP) to   show the main point that the SATP promotes national security. Then a series of lead-off   and follow-up questions addressing the particular role the International Officers School   (IOS) plays in the training process will demonstrate the other main point; viz., that IOS   (also, as a player in the SATP) promotes national security. Students will learn what the   SATP is from the point of view of its initial purpose as well as how it operates today.   This will be done by use of a practicing expert within the SATP. The interviewing of the   expert is chosen for two reasons: 1) to effectively present the concept of the SATP in an   understandable and interesting format with the use of personal experience and real-life   examples; and, 2) to foster an affective response on the part of the students by testimony   of one who believes in the goals of the SATP. A topical pattern will be used to explain   the goals and importance of the SATP as well as the goals and importance of IOS as it   contributes to reaching that goal through the use of Air Force training resources. The   interview will proceed from a general explanation and understanding of the role of IOS.   This strategy should be more effective in fostering a deeper comprehension of the   importance of the program as well as pointing out the personal relevance of the program to   the ordinary Air Force civilian or military member, all of whom are likely to encounter an   international military student during their careers. After the formal interview of the   guest by the instructor, a question and answer period will be directed by the instructor   to further illuminate the topic.<\/span><\/p>\n<blockquote>\n<hr \/>\n<\/blockquote>\n<p><span style=\"font-size:100%;\">WHAT? HOW? WHY?<\/span><\/p>\n<p><span style=\"font-size:100%;\">LESSON TYPE: Demonstration-Performance<\/span><\/p>\n<p><span style=\"font-size:100%;\">ORGANIZATIONAL PATTERN: Sequential<\/span><\/p>\n<p><span style=\"font-size:100%;\">STRATEGY: The lesson on determining cash value will be taught in   sequential order to show how each step of the calculation builds on the next. The lesson   will start with a brief explanation of present value and cash flows. This explanation will   help students understand the benefit of using this method in deten-nining the time value   of their money. Next, a demonstration and explanation of each task step of the process of   calculating the present value of an unequal stream of payments to show each student how to   extract necessary data from a scenario and obtain the present value of each amount. This   demonstration and explanation step will also teach students how to use the present value   table. The instructor will then have the students perform the calculations themselves   while he reads the task steps to give the students practice under controlled conditions.   Once the students have completed the task steps, they will practice once more on their own   with the last practice occurring under conditions duplicating the final evaluation so that   the instructor can be sure each student is ready. The demonstration and explanation of   problem, the controlled practice problem and the independently done practice problem   should provide enough repetition of the required sequence of steps while providing   adequate time for questions to ensure students are learning the procedure. The instructor   will then have the students perform the computations without assistance, and then he will   grade the results to ensure the students have performed to the required standards.<\/span><\/p>\n<\/blockquote><\/div>\n<hr style=\"margin-left: 0px; margin-right: 0px;\">\n<div style=\"text-align: justify;\">  <\/div>\n<p style=\"text-align: justify;\"><span style=\"font-size:130%;\"><b>Step 6: Choose Appropriate Support Material<\/b><\/span><\/p>\n<div style=\"text-align: justify;\">\n<blockquote>\n<p><span style=\"font-size:100%;\">Although the organization of the materials forms the basic structure of   the lesson, some type of clarification or proof support is still required for the student   to learn. Most students find it difficult to understand unsupported ideas or assertions.   Those of us who have children can associate with this. When children learn something for   the first time normally they ask questions like why? Where? How come? Adults are no   different. If they are learning something for the first time, they want proof to support   what you are telling them.<\/span><\/p>\n<p><span style=\"font-size:100%;\">The <b>subject, <\/b>the <b>method, <\/b>the <b>ability of the students, <\/b>and   the <b>size of the class, <\/b>along with other factors will determine how much support   material you require. For instance, if students have no background knowledge of what you   are teaching they will probably require more proof support. On the other hand, if you have   some very experienced students in the class that share their own personal experiences, you   will require less support to get your point across.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><b>Verbal support <\/b>is required to clarify points made or to prove our   assertions. Definitions, examples, and comparisons are used for clarification support.   Statistics and expert testimony can be used for both clarification and support. During   lectures the instructor provides the proof support. When student interaction is involved   (demonstration-performance, informal lecture, guided discussion), the instructor asks the   students questions in order to have them provide the proof support.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><b><i>Definitions &#8211; <\/i><\/b>These are often used to clarify or explain   the meaning of a <b>term, <\/b>concept, or principle. There can be more than one   definition, however, for any of the above. Technical terms may be familiar to the   instructor but confusing to the students. Technical terms should always be defined in a   language the student understands. If a term has a different meaning to different people it   should be defined to eliminate misunderstanding. Just as it is necessary to define   technical terms, it is also necessary to define acronyms. When teaching students a skill   it is very critical that you teach the tasks in language the student understands.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><i><b>Examples<\/b> &#8211; <\/i>Examples (especially personal experiences) add   credibility to what is being taught and give the students information they can associate   with, to better understand what is being taught.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><i><b>Comparisons<\/b> &#8211; <\/i>It is easier for students to understand   something they are unfamiliar with if you place it next to (compare it to) something   familiar to them. You can compare things that are very much alike or things that are   unlike. To prove an assertion you must compare &#8220;like&#8221; things. Contrast is a form   of comparison and helps to explain things, for example, comparing AF training or   management to civilian training or management.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><i><b>Testimony<\/b> &#8211; <\/i>The experiences, words, and thoughts of others   (experts) provides proof support for the points we are trying to make. For example, often   our children do not listen to us when we try to explain the dangers of talking to   strangers. When the police visit the schools and talk to the children, the children   consider them experts and often come home excited and remember exactly what was said to   them and why it is important.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><i><b>Statistics<\/b> &#8211; <\/i>These are the most misused and misunderstood   type of verbal support. They can help clarify ideas if collected properly and used wisely.   Statistics show relationships or summarize facts and data. Some figures, however, are just   numbers, they are not statistics. If using statistics for proof support consider the   following:<\/span><\/p>\n<blockquote>\n<p><span style=\"font-size:100%;\"><i><b>Are the statistics recent<\/b>? <\/i>If you were trying to develop a     household budget, statistics on housing, cost of living, etc., would be of no value to you     if they were several years old. Before using statistics check the date and if no date is     provided, they may be outdated.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><b><i>Do the statistics indicate what they pu&amp;port to?<\/i><\/b> A     single test score on a high school student may not give a true picture of their grades or     aptitude. This is why military personnel applying for special job positions are often     requested to submit the last 3-5 EPRs for review. If only I report was reviewed, it would     not give a clear picture of that person&#8217;s work history.<\/span><\/p>\n<\/blockquote>\n<blockquote>\n<p><span style=\"font-size:100%;\"><b><i>Do the statistics cover a long enough time to be reliable<\/i>?<\/b>     If we were to base curriculum development changes on the feelings of one class this would     not be a valid critique. Students vary with every class as far as their intellectual     capacity, their work experience, their disposition, and what they expect to learn. This is     why when we validate curriculum we normally do it over a period of 3 classes. This allows     us to reach a broad background of students, and weigh the validity of the feedback.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><b><i>If the statistics are drawn from a sample, does the sample     accurate r resent the group to which we are generalizing<\/i><\/b>? If we are going to give     statistics relating to the people in the United States (for instance), we would want a     broad sample of people and we would want to take people from all age groups, all ethnic     groups, both sexes, and different levels of social status to get accurate statistics.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><b><i>When comparing things, are the same units of measure used to make     the comparisons<\/i><\/b>? If more students <b>fail <\/b>one course more than another, we     cannot necessarily conclude that the content of one course is more difficult. It could be     that the grading scale was more difficult in one course, that prerequisite knowledge was     not the same for both courses, or several other reasons.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><b><i>Do the statistics come from a reliable source?<\/i><\/b> It is     ineffective to state &#8220;recent surveys show&#8230;&#8230;<\/span><\/p>\n<p><span style=\"font-size:100%;\">You should state the exact source of your information.<\/span><\/p>\n<\/blockquote>\n<\/blockquote><\/div>\n<hr style=\"margin-left: 0px; margin-right: 0px;\">\n<div style=\"text-align: justify;\">  <\/div>\n<p style=\"text-align: justify;\"><span style=\"font-size:130%;\"><b>Step 7: Beginning And Ending The Lesson<\/b><\/span><\/p>\n<div style=\"text-align: justify;\">\n<blockquote>\n<p><span style=\"font-size:100%;\">Before you start the final outline you must consider the beginning <b>(introduction)   <\/b>and ending <b>(conclusion)<\/b> for your lesson. If the lesson is to stand alone, you   should carefully prepare the introduction and conclusion. If other lessons follow this one   it will be fairly easy to come up with your conclusion (it will lead into the following   lessons). If this is the first lesson in a block of instruction the introduction will take   more consideration than if it follows after the first lesson, for the same reason as   above, the conclusion from the previous lesson will lead into the introduction of this   lesson.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><i>Introduction &#8211; <\/i>The introduction serves the following purposes:<\/span><\/p>\n<ul>\n<li><span style=\"font-size:100%;\">Establishes a common ground between instructor and students<\/span><\/li>\n<li><span style=\"font-size:100%;\">Holds the student&#8217;s attention<\/span><\/li>\n<li><span style=\"font-size:100%;\">Outlines the lesson and shows how it relates to the entire course<\/span><\/li>\n<li><span style=\"font-size:100%;\">Shows the student how the instruction will benefit them<\/span><\/li>\n<li><span style=\"font-size:100%;\">Leads into the instruction<\/span><\/li>\n<\/ul>\n<p><span style=\"font-size:100%;\">Jokes can be a good way to break the ice as long as the joke is relevant   to the material being presented. The three necessary elements in the introduction are: <b>gain   attention, motivate, <\/b>and <b>provide an overview <\/b>of the lesson to be taught.<\/span><\/p>\n<blockquote>\n<p><span style=\"font-size:100%;\"><strong><i>Attention <\/i><\/strong>&#8211; There are several ways to gain the     students attention: you may talk about an incident related to the lesson, thereby leading     into the lesson, you may ask a question that relates to the material, or any other means     of showing the students the lesson has begun. Your primary concern is to focus the student     on the lesson being taught.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><strong><i>Motivation <\/i><\/strong>&#8211; The whole purpose of the motivation     step is to show the students how the lesson relates to them and why they need to learn the     material. Before students can be motivated to learn, they must feel the learning will     benefit them.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><strong><i>Overview <\/i><\/strong>&#8211; The purpose of the overview is to     tell the students what you will be teaching them, show them the big picture so to speak.     You should show the students the main objectives of the lesson using visuals if possible.     The overview should serve as a roadmap to the students, showing them what they will be     learning, and the route taken to get there. The basic purpose of the overview is to     prepare the students to learn.<\/span><\/p>\n<\/blockquote>\n<p><span style=\"font-size:100%;\">The conclusion of the lesson will probably stick with the student longer   than any other part of the lesson. For this reason, you should prepare your conclusion   carefully. The conclusion should accomplish three things: summarize, remotivate, and   provide closure.<\/span><\/p>\n<blockquote>\n<p><span style=\"font-size:100%;\"><b><i>Final Summary <\/i><\/b>&#8211; When dealing with <b>knowledge level <\/b>lessons     it may be appropriate to have interim summaries throughout the lesson to emphasize the     main points. A final summary is always made at the end of the lesson and should retrace     the critical elements of the lesson. Reviewing the main points will aid the student in     retaining the information and allow them to jot down any missed information in their     notes. If dealing with a <b>comprehension level <\/b>lesson the final summary should     provide logical reasons to support the desired conclusion (lesson objective).<\/span><\/p>\n<p><span style=\"font-size:100%;\"><strong><i>Remotivation <\/i><\/strong>&#8211; As an instructor this is your     last chance to tell the students why the information-nation is important to them.     Effective instructors will continually remotivate students throughout the lesson.<\/span><\/p>\n<p><span style=\"font-size:100%;\"><strong><i>Closure <\/i><\/strong>&#8211; This is normally the most difficult     portion of the lesson. During the closure the students need to be released from active     listening. Because this part is difficult, instructors often end up saying something like     &#8220;well, that&#8217;s all I have to say&#8221; which sounds lame. Use inflection in your voice     to show the lesson has ended, or try a funny story, a cartoon, or a thought provoking     question related to your topic. If the lesson is followed by another lesson, it is very     easy to close by telling the students what is ahead in the next lesson.<\/span><\/p>\n<\/blockquote>\n<\/blockquote><\/div>\n<hr style=\"margin-left: 0px; margin-right: 0px;\">\n<div style=\"text-align: justify;\">  <\/div>\n<p style=\"text-align: justify;\"><span style=\"font-size:130%;\"><b>Step 8: Preparing The Final Outline<\/b><\/span><\/p>\n<div style=\"text-align: justify;\">     <\/div>\n<p style=\"text-align: justify;\"><span style=\"font-size:100%;\">Now it is time to prepare the final outline! By now you&#8217;ve worked and   reworked the lesson until hopefully you feel it is ready to go final.<\/span><\/p>\n<div style=\"text-align: justify;\">   <\/div>\n<p style=\"text-align: justify;\"><span style=\"font-size:100%;\">Sometimes, as you develop your lesson you will discover the students   would learn the material easier if it was presented using a different method or if the   material was rearranged in a different order. Just remember to go back and readjust your   method, media, and strategy statement, your task list, or whatever is affected by the   change. Continually evaluate what you are doing to ensure the best student learning   outcome!<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Importance Of Proper Lesson Planning Have you ever walked into an exam totally unprepared? Ever taken a fitness test when you were out of shape? What about briefings &#8211; ever &#8220;tap-dance&#8221; because you weren&#8217;t properly prepared? Hopefully, these scenarios are not a regular occurrence or part of your lifestyle. Occasionally, you may &#8220;pull something off,&#8221; &hellip; <a href=\"https:\/\/taalim.ekhwan.com\/index.php\/2007\/12\/13\/lesson-plan-devolopment-guide\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Lesson Plan Devolopment Guide<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[7,6],"tags":[],"class_list":["post-31","post","type-post","status-publish","format-standard","hentry","category-class-management","category-teachers"],"_links":{"self":[{"href":"https:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/posts\/31","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/comments?post=31"}],"version-history":[{"count":0,"href":"https:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/posts\/31\/revisions"}],"wp:attachment":[{"href":"https:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/media?parent=31"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/categories?post=31"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/taalim.ekhwan.com\/index.php\/wp-json\/wp\/v2\/tags?post=31"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}