Techniques and steps of draft ing a lesson plan

• Author: Aida Semini
• Pages: 62-69

62

Vol. 4 No.2

September, 2018

Balkan Journal of Interdisciplinary Research

IIPCCL Publishing, Graz-Austria

ISSN 2410-759X

Acces online at www.iipccl.org

Techniques and steps of dra ing a lesson plan

Aida Semini

Abstract

A lesson plan is a plan for learning. As is true in most activities, the quality of planning

a ects the quality of results. Successful executives and professional people know

that the price of excellence is careful preparation. A lawyer spends hours planning

a case before appearing in court. A minister does not ad-lib a sermon but plans

days or weeks in advance. In anticipation of the big game, the coach spends hours

planning the plays and watching the team execute them. Should we a empt such a

complicated process as learning with less a ention than is given to other important

activities? The answer is obvious: of course not. The e ective instructor devotes

much time and energy in carefully planning and preparing each lesson, whether the

lesson encompasses one or several periods of instruction.

To ensure the greatest probability of learning, we must carefully select and arrange

activities that will produce the desired learning outcomes in our students. Only

through careful planning can we be certain that we include all necessary information

and have our lesson plan properly organized to achieve the lesson objective. The

complete cycle of lesson planning includes eight steps:

(1) Determine the objective

(2) Research the topic as defi ned by the objective

(3) Select the appropriate instructional method

(4) Identify a usable lesson planning format

(5) Decide how to organize the lesson

(6) Choose appropriate support material

(7) Prepare the beginning and ending of the lesson

(8) Prepare a fi nal outline.

Determining the Objective: O en we will begin our lesson planning with an

objective or objectives clearly in mind. Objectives need to be student-centered.

Researching the Topic: A er we have wri en or been provided with a teaching

objective, we are ready to decide on the main points of the lesson and gather materials

about the lesson topic.

Self: The fi rst step in researching a lesson topic is to see what we ourselves know

about the subject.

Others: The second step in the research process is to draw on the experience of others.

Library: Modern libraries provide us with an abundance of sources: books,

newspapers, popular magazines, scholarly journals, abstracts, subject fi les, and

microfi lms.

Selecting Instructional Methods: A er deciding exactly what to teach, the teacher

determines how best to teach it and what instructional method to use.

Philosophy Underlying Selection: We should choose a teaching method suited to

the student’s needs as a learner.

The Selection Process: No one method is suitable for all teaching situations, because