1. LESSON PLAN
PAUL EBENEZER.P
1ST YEAR MSC NURSING
COLLEGE OF NURSING , CMC, VELLORE

2. WHAT IS LESSON PLAN ?
A plan prepared by a teacher to teach a lesson in an organized manner

3. EVOLUTION OF LESSON PLAN
 Origin – is from Gestalt theory of learning
 The Gestalt theory has a great influence on human
learning “ the whole is perceived by parts”.

4. GESTALT THEORY- lesson plan
 In lesson planning each unit plays an
important role in learning, because the
learner usually takes the help of units in
understanding the whole concept.
 The part conveys the whole.
 The meaningful activities are related to each
other within a unit.
 These activities provides the purposeful
learning experiences and the leaner
understands the whole concept.

5. DEFINITION
 Lesson plan is the title given to the statements of
achievements to be realized and specific meaning
by which these are to be attained as a result of
activities engaged during the period
-L.S.Bossing-

6. PURPOSE OF LESSON PLAN
 Ensures definite objective for the days work
 Keeps the teacher on track
 Ensures selection, presentation and
interpretation of subject matter
 Helps to choose effective method of teaching
 Enables to evaluate the teaching sessions
 Helps to review the subject and gives up to
date knowledge

7. PURPOSE OF LESSON PLAN cont..
 Helps to clarify the ideas
 Gives the teacher greater confidence
 It stimulates the teacher to think of related
material , illustrations and audio-visual aids.
 Enables teacher to organize classroom
teaching activities
 Develops reasoning, imagination and decision
making ability of the teacher
 Facilitates micro teaching

8. PRINCIPLES
 Used as a guide rather than as a rule of thumb
 Teacher must have mastery of and adequate
training in the topic
 Needs to be fully conversant with new methods
and techniques of teaching
 Needs to organize the material in an organized
rather than a logical fashion
 Must ensure active student participation
 Should use different teaching learning methods

9. CHARACTERISTICS OF GOOD LESSON PLAN
 Should have clearly stated objectives
 To be linked with previous knowledge of
students
 Should show and specify illustrative aids
 Should contain suitable organized subject
matter
 Should be divided into units
 It should not make the students passive
learner

10. CHARACTERISTICS OF GOOD LESSON PLAN Cont..
 There should be flexibility in changing lesson
plan.
 Should include the summary of the whole
lesson.
 The lesson plan should be in such a way that it
should provide full justification to all students.
 Should plan for student assignment.
 Must have plan for self –criticisms and self
evaluation of the lesson.

11. Prerequisites for making good
lesson plan
The teacher should have--
 Good knowledge about the student’s
interests, traits and abilities.
 Mastery over the subject matter and
adequate training on the subject.
 Principles of teaching and learning.
 Awareness of individual differences among
the students.

12. Prerequisites for making good
lesson plan cont..
 The knowledge what the students already
possess about the topic
 Organization of the material in a
psychological and logical fashion
 Fully conversant with new methods and
techniques of teaching the subject
 Ensure active pupil participation

13. 5.Application
6.Recapitulation
3.Comparison or association
4.Generalizations
1.Preparation or introduction
2.Presentation
STEPS IN LESSON PLANNING

14. Preparation or introduction
 Knowledge which helps to lead them onto lesson.
 Teacher prepares student to receive knowledge.
 Testing previous knowledge.
 It arouses interest and curiosity to learn new
matter.
 Introduction should be brief and to the point.

15. Presentation
 Aim of the lesson should be clearly stated
before the presentation.
 In teaching –learning process ,both –
actively participate.
 The Teacher has to present the topic in
enthusiastic manner
 learner will be motivated and get interest
to learn

16. Comparison or association
 Quote examples
 Associate facts with to example
 So that learner can understand very easily
and arrive at generalization on their own

17. Generalizations
 It involves reflective thinking.
 Knowledge presented by the teacher
should be thought provoking.
 Innovating and stimulating to assist the
students to generalize the situation.

18. Application
 The student make use of the knowledge
acquired
 What ever they learnt in the theory has to
apply in clinical field to make learning
more permanent and worthwhile.

19. Recapitulation
 Ask suitable stimulating pivotal questions
to student on topic.
 The answer will give feed back, regarding
the efficacy of the method of teaching
clarification
 Needed or not

20. TYPES OF LESSON PLAN
Cognitive
domain
Affective
domain
Psychomotor
domain
 Lesson plan
related to
knowledge
 Lesson plan
related to
appreciation
 Lesson plan
related to skills

21. Forms Of Lesson Plan
HERBARTIAN APPROACH
BLOOMS OR EVALUATION APPROACH
(RCEM) REGIONAL COLLEGE OF EDUCATION
MYSORE APPROACH

22. Herbartian approach
 John Frederick Herbart (1776-1841)- a German
Philosopher and great educationist
 This approach is influenced by classical human
organizational theory
The previous knowledge of the student is
considered in preparing lesson plan ,but their
abilities, attitudes and values are not taken into
consideration while designing a lesson plan.

23. Five steps of teaching unit
activities
 Preparation
 Presentation
 Comparison
 Generalization
 Application

24. Merits of Herbartian lesson
planning
 It is logical and psychological
 It assists in making teaching systematic
 It is employed in the teaching of all school subjects
 It is used in achieving the cognitive objective of teaching
 It employs the deductive and inductive methods of teaching
 It is simple and easy approach of lesson planning
 It employs previous knowledge of the students for imparting new
knowledge
 It provides a useful framework, confidence and self reliance by
following these steps and thus making teaching effective

25. Demerits of Herbartian approach
 It is highly dominated by teacher
 It is suited for knowledge lesson only
 It is highly structured and does not provide opportunities for teacher’s
creativity and originality
 More stress on teaching than in learning
 Is highly loaded by cognitive objectives
 Does not consider the learning structures in organizing teaching
activities
 Teaching activities are less meaningful and practical
 There is inactivity on the part of the students

26. Blooms approach
 B .S . Bloom (1961)
 He has made education as objective
centered rather than client centered
 His approach of lesson planning is termed
as evaluative approach

27. Features
 All educational activities are objective centered
 The teaching and testing should be objective centered
 The term evaluation concerns with all activities of teaching and
testing
 It does not confine to the students achievement only
 It evaluates the teaching, learning objectives, methods and
devices of providing learning experiences.
 The student performances are evaluated in terms of learning
objectives and not the achievement of the content

28. Tripolar process in Bloom
Approach
Formulating educational
objective
Creating learning
experience
Evaluating change of
behavior

29. Merits of Blooms lesson planning
 The objectives are written in behavioral terms
 The teaching activities are related to learning
structures
 It makes the teaching purposeful and objective
centered
 It is based on psychological and scientific principles
 It has greater scope for improving and modifying
the learning experience or teaching activities

30. Demerits of blooms lesson
planning
 It is highly structured and mechanized and does not provide
opportunity for creativity and originality
 It has the greater scope for personal factors of teacher to
influence the planning and organizing teaching activities
 One teaching activity does not confine to one domain. it is
concerned with more than one domain
 The mental process and mental abilities are not taken into
consideration in writing objectives in behavioral terms

31. RCEM Approach
 Developed by Indian educationists at Regional
college of Education , Mysore
Design of lesson planning:-
 input
 process
 output

32. HIGHLY STRUCTURED SESSON PLAN
Time Specific Content Teaching Student Activity AV Aids Evaluation
Name of Teacher: Class:
Subject: No. Of Students:
Unit: Date and Time:
Topic of lesson : Duration
Previous Knowledge Of students: Venue:
Methods of Teaching:
Resources:
Central objectives:
Specific Objectives:
Recapitulation:
Assignments:
Reference:

33. LOOSELY STRUCTURED SESSON
PLAN
Time Specific objectives Content Teaching learning
Name of Teacher
Class:
Subject: No. Of Students:
Unit: Date and Time:
Topic of lesson : Duration:
Previous Knowledge Of students: Venue:
Methods of Teaching:
Resources:
Central objectives:
Specific Objectives:
Recapitulation:
Assignments:
Reference:

34. Advantages/Disadvantages
 Teacher:-
Advantages:-
 the teacher can plan the presentation in advance,
helping in making the teaching effective
 Helps in apparent time saving and avoids unnecessary
repetition
 New knowledge can be presented which is not there in
the text book
 Teacher can integrate the subject matter

35. Cont..
 It enables the teacher to present a large amount of
information in a short time
 It acts as a plan for self criticisms and self evaluation
Dis Advantage:-
 The main emphasis is given to presentation
 It confines the teaching up to memory level only

36. Cont..
Students:-
Merit:-
 A well presented class may increase the student
motivation
 Greater scope for improving and modifying the learning
experience

37. Cont..
Demerits:-
• Student attention may want the presentation to suit the
level of understanding of all students
• Poor planning and lack of direction of teaching may
result in wasting student time
• Poor lesson plan can make the student a mere passive
learner

38. Guidelines for pupil teachers
while doing teaching practice
 Every activity you undertake needs to be carefully
planned and executed
 Show good taste and neatness in dress
 Be mentally and physically alert
 Make your voice clear ,pleasing and well modulated.
 Prepare your lesson thoroughly and take it into account
the probable questions that may be put to you by
students during the course of your lesson
 Divide your lessons into suitable sections

39. Guidelines for pupil teachers
while doing teaching practice
 Illustrate your teaching by example
 Use correct and definite language while putting questions
to the students
 Be friendly and understanding but firm in your dealings
with students
 Use audiovisual aids properly
 Teach the whole class and not a few students sitting on
the front benches
 Develop the blackboard summary along with the
development of the lesson

40. Guidelines for pupil teachers
while doing teaching practice
 Make the blackboard writing very legible
 Put thought provoking questions
 Learn to ride your eyes, through the eyes of the students
 Use refined and sweet language
 Display sense of humor
 Familiarize yourself with the textbook and instructional
materials used in the class
 Ensure your lesson plan is free from mistakes
 Always consult dictionary while planning your lesson

41. Guidelines for pupil teachers
while doing teaching practice
 Be sure that everything you write on the blackboard is
correct
 Always be punctual in reaching your class
 Make all possible efforts to base the discipline in the
classroom on co-operation rather than moralizing
 Try to forget that you are being watched over by
colleagues and the supervisor
 Do not critize the regular teachers who are teaching the
class

42. Guidelines for pupil teachers
while doing teaching practice
 Cultivate the spirit of happiness and success in the class
 Turn your head backward while writing on the board to
ensure that all students are taking interest in the lesson
 Use the pointer to show some places on the map or the
chart
 Avoid mannerisms and pet phrases
 Do not feel nervous when your supervisor visits your class

43.  Give due attention to the views of the supervisor
 Accept criticism without getting your feelings hurt

44. Thank you