1. To ensure the right allocation - teaching time - each
topic - avoid running out of material.
2. To prevent unnecessary overlapping - repetition of
3. To teach - topics in a logical sequence.
4. To select - most suitable instructional methods -
materials - media
9. 5. To budget - for the instructional resources required - to
procure - prepare them.
6. To revise the instructional materials - in the light of the
feedback obtained - the previous year - semester.
7. To provide a variety of activities - learning experiences - for
8. To enhance teacher’s self confidence - in his/her ability -
teach in an interesting - effective way - by designing a
number of tactical alternatives.
14. • The main emphasis while preparing a Course Plan is
on the allocation of time for teaching the various units
of the syllabus of a course.
15. 1. Title of the Programme :
2. Name of the course :
3. Total No. of periods allotted for the course :
Unit No. Title of the Unit
No. of periods
Time allotted for tests & feedback
Time allotted for revision
16. • The unit plan will enable the teacher to identify
resources needed (materials and media)
teaching strategies (methods) and
evaluation procedures to be used
17. Objectives of the lesson
Maturity, interest and abilities of the target group
18. Students’ general ability level
Their learning styles
Their prerequisite knowledge and skills
in the subject
Their attitude towards learning that
19. • The resources (Instructional materials and media)
needed are to be identified:
Multimedia Learning Packages
Actual apparatus or equipment
21. Lesson refers to the learning experiences provided during a
single period of instruction.
The duration - of an Instructional period - one to three hours.
A Lesson - is highly structured to facilitate - ensure the
participation of the learners.
During a lesson - lot of opportunities - provided to the learners
- for interaction - practice
22. • Lesson Plan is a blue print for a period of
instruction. It lists the activities in which the
students and the teacher will be engaged in at
different phases of a lesson.
24. 1. INTRODUCTION (OR) PREPARATION
2. DEVELOPMENT (OR) PRESENTATION
3. CONSOLIDATION (OR) RECAPITULATION
4. EVALUATION AND FOLLOW-UP (OR)
25. Engage (INTRODUCTION)
•Ask a question
•Make connection between prior and
•Get students excited
•Teach Concepts and relate to real life
•Presenting information and examples
•Providing practice and feedback
•Summarizing the lesson
•Providing thought for further
expansion of concepts
•Evaluation guides teaching for value
26. 1. Programme :
2. Course :
3. Lesson Number :
4. Date & Time :
5. Lesson Title :
6. Entering Behaviour :
7. Specific Instructional objectives:
(in minutes)Teacher Activity Student Activity
27. Method Teacher activity Student Activity
Describes or Explains or
(with or without aids)
2. Drawing practice
Draws a diagram on the
Looks at the diagram,
Observes the method of
drawing and practices
Asks questions and provides
4. Tutorial Guides the students Solves problems
28. Method Teacher activity Student Activity
5. Discussion Leads discussion Participates in discussions
6. Demonstration Demonstrates Observes
7. Seminar Leads Participates in seminar
8. Laboratory Work /
Workshop Practice Guides Performs the experiments
29. • Does the lesson plan permit adjustment for
students with different abilities?
• Does the lesson plan encourage the students
to become continually involved in learning
• Does the lesson provide for adequate
coverage of the content to be learned for all
30. • Does the lesson permit for monitoring of
• Does the lesson provide for adequate
assistance for students who do not learn from
the initial procedure?
• Does the lesson provide adequate practice to
permit consolidation and integration of skills?
31. • A classroom lecture, unlike a formal speech should
be in the form of a lesson. It should place greater
emphasis on the teacher – student interactions
Plan an introduction to attract the students interest.
This can be done by the following techniques:
Highlight the relevance and usefulness of the topic to be
State a historical or current problem related to the lecture
Relate lecture content to the material presented in the
33. • Provide a brief overview of the lecture content by
stating the expected learning outcomes. Write the
title of the lesson on the chalk board.
• Ask questions to find out whether your students
possess the entry behaviour necessary for
understanding the lecture content.
34. • Organize the material to be presented in some
logical order. Suggested organization schemes
Problem – Solution
Ascending – Descending
35. • Strike a balance between depth and breadth of
coverage. When every nuance or detail of topic is
discussed, students often lose sight of the main
ideas. When too many ideas are presented and not
developed, students fail to gain understanding.
• Ask simple questions during the development phase
in order to ensure the logical development of the
36. • Present the material in a simple language that is suitable to
• Use analogies, comparisons, correlations and illustrations.
• Follow Inductive / Deductive / Indo-deductive method for
illustration with examples.
• Summarize the key ideas periodically – at intermittent
• Use a variety of instructional media.
37. • Avoid reading from books or notes.
• While speaking, face the students and not the
• Maintain eye contact with all the students.
• Modulate the tone of your voice in order to give
emphasis and also attract the attention of students
38. • Become aware of your mannerism and try to avoid
• Provide for humour as and when possible.
• During the concluding phase, ask questions to
evaluate the achievement of objectives.
• Briefly summarize lecture material and preview what
– Did every student meet the goal?
– How will I document?
– How and when will I remediate those that still
– When will I review this skill/concept?
41. Classroom Climate:
In order to have successful exchanges between teacher and
1. Students should feel free to ask questions of the teacher and
2. Students should feel free to answer questions.
3. Students should not feel threatened by giving a wrong
42. Steps in the Questioning Process:
1. Ask a question.
2. Give a pause, so that all students will think of an answer.
3. Call upon one student to answer the question.
4. Listen to student’s answer and provide reinforcement to him.
5. Emphasize the correct answer.