Finding the Balance Between Process and Product through Perceptual Lesson Planning

The Elementary School Journal Volume 81, Number 1 ? 1980 by The University of Chicago 0013-5984/81/8101-0008$0o1.00 In colleges and universities across the country, prospective and practicing teachers and administrators take courses on planning-curriculum-planning and instructional planning. During the courses, teachers and administrators usually study an objectives-first model of curriculumplanning. This model has four steps. Planners are expected to 1. Formulate objectives 2. Choose appropriate learning activities

An Analysis Of English Lesson Plan Academic Year 2012/2013 At The First Semester Of MAS Darul Ulum, Banda Aceh

In response to dissatisfaction with an overloaded, exam-oriented curriculum that did not meet 21st-century needs, Uganda undertook a curriculum review, leading to the development of a Competence-Based Curriculum at the lower secondary school level. The Lower Secondary Curriculum (LSC), which was launched in February 2020, aims to facilitate the process of producing competent graduates for the 21st-century world of work. The implementation of the LSC, therefore, emphasizes lesson planning as a deliberate strategy to ensure that teachers intentionally contribute to the achievement of learner-expected outcomes from this curriculum. Most research on the LSC currently in Uganda has concentrated on establishing the challenges encountered during the implementation process and little has been conducted on discrete aspects like lesson planning. This qualitative case study explored teachers’ practices for lesson preparation, enablers, and challenges to the lesson planning process. This study was guided by three research questions 1. What are the teachers’ lesson planning practices within the LSC? 2. What facilitates the lesson planning process within the LSC? 3. What kind of challenges do teachers encounter during lesson planning? Data was collected through one-on-one interviews and documentary analysis. Purposive sampling was used to select the research sites and study participants. The findings revealed that lesson planning involved occasional development of lesson plans, development of schemes of work, utilization of the internet, and collaborative scheming. Further, the presence of school facilities and collaborative planning majorly facilitated the planning process. Lesson planning was tedious, constrained by inadequate time for preparation and, inadequate resources. This study recommends that teachers be provided with training opportunities and resources to optimize the lesson planning process.

Lesson planning is of central importance to the teaching of all subjects in school. However, despite its high relevance, there is still a substantial need for a comprehensive review of factors affecting lesson planning. Empirical evidence on how teachers’ competence in lesson planning can be developed, what challenges may be encountered during the lesson planning process, and successful lesson planning designs and practices should come to light on. To close this gap the current paper presents the results of a systematic review of 20 empirical research studies on teacher competence in mathematics lesson planning. For detailed insight into the most recent contributions of the reviewed studies on mathematics lesson planning, we analyzed studies conducted during the past decade, adapting the “process model of lesson planning” and the model of “competence as continuum” as a heuristic for approaching lesson planning. We present key results of the studies related to four major themes: (1) dispositions and their influence on developing and implementing lesson plans, (2) quality aspects of lesson plans and the development of lesson planning skills, (3) difficulties in lesson planning, and (4) the relationship between lesson planning skills and performance in implementation of lesson plans. The results of our literature review reveal that teachers (especially novice teachers) face difficulties in lesson planning and their overall competence (and knowledge) are not at an expert level. However, as the results of the examined studies pointed out, teachers can acquire such competence and knowledge through training within initial teacher education and professional development. Overall, teachers need support in planning mathematics lessons by delineating their lesson plan to improve their awareness of students’ thinking, possible learning trajectories, effective usage of the curriculum and teaching resources, and the potential of innovative pedagogies that incorporate new technology.

The lesson plan plays an important role in the achievement of learning objectives. This paper aimed to describe the effect of lesson plan role play on changes in teacher understanding regarding the process of mathematics lesson plan writing using the ELPSA framework. The method used was descriptive qualitative. 13 West Nusa Tenggara math teachers were involved through filling out questionnaires about the lesson plan writing habits among teachers, the usefulness of role-playing, and the impact on the lesson plan improvement process they designed. Results showed that the lesson plan role play was able to change the teacher's understanding, particularly on the importance of clear and communicative lesson designs as well as the sequential and anticipatory learning scenarios included. This change in teachers' understanding also has an impact on the awareness of teachers to improve their draft lesson plan in terms of integrated learning indicators, sequentialness, and the content quality of learning activities and clarity of teaching notes that allow the lesson plan to be more explicit and applicable. Overall, it can be concluded that more than 95% of the teacher respondents stated that role play had a positive influence in the form of a willingness to re-reflect and reconstruct each lesson plan. In general, they gain knowledge and awareness about how to build a good lesson plans so that they have the potential to create activities and an atmosphere of teaching and learning that are interactive, focused, and pay attention to what students already know.

1 IntroductionIn the recent decades, the teaching profession has been concerned by the search for a single, ideal method, generalizable across widely varying audiences that would successfully teach students a foreign in the classroom. Historical accounts of the profession tend to describe a succession of methods, each of which is more or less discarded in due course as a new takes its place (Brown, 2002).The concept of teaching has a long tradition in teaching (Richards and Renandya, 2002). Many teachers have found the notion of methods attractive over the last century, since they offer apparently infallible systems for classroom instruction and are thus sometimes embraced enthusiastically as a universal remedy for the language teaching problem. 1970s and 1980s are considered the years of greatest enthusiasm for methods. In this post-methods era, attention has shifted to teaching and learning processes and the contributions of the individual teacher to teaching However, there are some authors that discuss a number of reasons for the decline of the method concept in teaching. Brown (2002) supports the idea that the term method is best replaced by the term pedagogy. former implies a static set of procedures, whereas the latter suggest the dynamic interplay between teachers, learners and instructional materials during the process of teaching and learning.The present chapter offers an insight on the lesson planning process as part of the teaching and learning followed by teachers in the EFL classroom. Special attention will be given to activities and materials related to new technologies to be implemented in lessons.2 Lesson planning in the EFL classroomWhen ELF teachers face each new lesson there is a feeling of uncertainty with regard to what they have to do in the course of it. This usually means that teachers need to plan what they want to do in their classrooms. A unit plan is a series of related lessons around a specific theme (Farrell, 2002: 30). Planning lessons is the result of a complex planning process that includes the yearly, term, and unit plans. A daily lesson plan is a written description of how students will move toward attaining specific objectives. It describes the teaching behaviour that will result in student learning.Richards (1998:103) stresses the importance of lesson planning for English teachers: The success with which a teacher conducts a lesson is often thought to depend on the effectiveness with which the lesson was planned. In this sense, lesson planning could be defined as the daily decisions a teacher makes for the successful outcome of a lesson.The lesson planning process is of vital importance for the successful development of the class (Salaberri and Sanchez, 2012). Not many teachers enter a classroom without some kind of plan. Lesson plans are systematic records of a teacher's thoughts about what will be covered during a lesson. Richards (1998) suggests that lesson plans help the teacher think about the lesson in advance to resolve problems and difficulties, to provide a structure for a lesson, to provide a 'map' for the teacher to follow, and to provide a record of what has been taught (p. 103). There are also internal and external reasons for planning lessons (McCutcheon, 1980). Teachers plan for internal reasons in order to feel more confident, to learn the subject matter better, to enable lessons to run more smoothly, and to anticipate problems before they happen. Teachers plan for external reasons in order to satisfy the expectations of the principal or supervisor and to guide a substitute teacher in case the class needs one.Planning is often viewed as a key aspect of teaching a successful lesson (Richards, 1998). During the planning phase, the teacher makes decisions about goals, activities, resources, timing, grouping, and other aspects of the lesson. …

The mastery of writing a lesson plan is a skill that every pre-service teacher must acquire. The lack of a model guide for developing this skill necessitates the creation of a new model anchored in the socio-cultural theory and the CODE-Plan model, which can address the challenges of pre-service teachers in writing lesson plans. Using both quantitative and qualitative approaches in analyzing the quality of lesson plans and teaching strategies, it was discovered that the quality of lesson plans written by pre-service teachers in Filipino was unsatisfactory. They encountered difficulty in aligning objectives with learning activities, which resulted in poorly designed instructional plans. However, this study also confirmed that the teacher educators themselves demonstrated excellent teaching practices. They possessed broad content knowledge and provided ample opportunities for learners to engage with concepts, enabling them to learn lesson planning skills. The study further revealed a significant relationship between teaching methods and the quality of pre-service teachers’ lesson plans. Effective instruction in lesson plan writing also led to better-quality lesson plans. In conclusion, the lesson plans produced by pre-service teachers exhibited weaknesses and required enhancement of their knowledge on the subject matter, activities, and teaching strategies. Thus, there is a need for a guiding framework that can significantly support the improvement and enrichment of lesson plan development in teaching Filipino.

Background: Lesson planning has a distinct role in enhancing education quality, as well as maintaining the friendly and dynamic atmosphere of the academic environment and increasing student's initiatives for achieving better educational attainments. Lesson planning is a process for defining the goals, understanding the needs, and specifying available tools and possible limitations. Lesson planning is a written description of this process, which shows the materials, the route, the time, and the place of instructions, as well as a method for evaluating students. Purpose: to identify the attitudes of Semnan University of Medical Sciences (SUMS) on lesson planning. Methods: Fifty-three faculty members of the SUMS participated in this study. A questionnaire was used, which contained 8 demographic questions, and 24 r questions for identification the faculty members' attitude. Questionnaires were distributed among the faculty members in sealed envelopes, without denoting their names. The questionnaires were gathered after being completed. Results were analyzed by calculating the mean, standard deviation, absolute and relative frequencies, and using chi-square and Fischer exact test at the level of 5%. Results: It was shown that 88% of faculty members favoured lesson planning before the beginning of the semester. But they found lesson planning a difficult task, because of their heavy workload. Of the faculty members, 60.4% organized their teaching classes according to a designed lesson plan, and believed that it did affect the quality of their teaching, but 49.1% disagreed with distributing the designed lesson plan among the students. Discussion: Although professor favoured lesson planning and find it necessary to work according to such to plan workload and lack of knowledge are defined as two main obstacles in doing so. It is believed that by decreasing the professor's workload and provision of lesson planning workshops, these problems could be solved. Professors did not favour informing the students a bout the contents of the lesson plan.. But students' awareness of the lesson plan can improve student's viewpoints on the quality of educations. It can also guide the student's activity, motivates the student's as well as produce a dynamic interaction between instructors and their students to pay particular attention to the lesson plan. Considering all these possible benefits further studies is needed to specify the effect of revealing lesson plan for the student. Professors were interested in participating in workshops help for improving lesson planning skills and modern teaching methods. This shows that the need to learn has been formed in faculty members a need which should be answered by the authorities in universities. Key words: CONCEPTS, PROFESSORS, LESSON PLANNING

This study aims to identify what curriculum resources preservice teachers are using when planning a lesson individually and with a group. Moreover, it is interested in understanding the criteria they use when selecting curriculum resources in their lesson plans. The data were obtained from 28 preservice mathematics teachers through a written questionnaire, individual lesson plans, group lesson plans, and focus group interviews in a period of nine weeks. In the individual lesson planning process, most of the preservice teachers used both the activities from the prescribed textbook and ready-to-use internet-based resources. They included one type of curriculum resource in a phase of individual lesson plans. However, some groups used multiple curriculum resources in a phase of the group lesson plans. The groups produced a shared understanding of the selection of curriculum resources and produced a joint lesson plan by reviewing their choices in individual lesson plans. In both individual and group lesson planning, the frequency and types of curriculum resources used in the lesson plans notably varied according to the mathematics contents and the phases of the 5E (Engage, Explore, Explain, Elaborate, Evaluate) lesson plans. When selecting curriculum resources, preservice teachers considered learner-related, teaching-related, mathematics-related, and constraints-related criteria.

"For teachers, plan gives the lesson a framework, an overall shape," according to Harmer (2007, p.156). It refers to a lesson plan that instructs teachers on how to deliver teaching-learning activities. Teachers' ability to create lessons is critical for developing a strategy to increase the quality of teaching and learning activities. In order to achieve the National Education goals, lesson plans must be relevant to government regulations. The Indonesian government enacted Permendikbud No. 22 Tahun 2016 to control the Standar Proses. To assist instructors in creating lesson plans, the rule lists components of a lesson plan based on the 2013 curriculum. Especially for intern English teacher in order to designing lesson plan. The results of the document analysis revealed that all lesson plans included every component of a lesson plan, such as indicators and basic competences, objectives, materials, media, activities, and assessment; however, when the quality of each component was assessed using Permendikbud Nomor 22 Tahun 2016, the quality of each component varied. The findings of the study revealed that while intern English teachers' lesson plans were totally based on the 2013 curriculum, some components of the lesson plan were not applicable.

The purpose of this study was to examine how pre-service teachers (PSTs) develop their teaching adaptive competence through teaching rehearsal and repeated teaching, which is one of the focused teacher education strategies in practice-based teacher education (PBTE). This study was conducted in an introductory teaching methods course of a physical education teacher education (PETE) program. A total of 22 PSTs participated in the study. Fourteen were male, and eight were female. The PSTs had varied coaching experiences ranging from little to no coaching in limited recreational sports settings, and none had teaching or coaching experience in the school setting. A total of 150 lesson plans (three different lesson plans per PST that were revised across five weeks) and 85 teaching videos (five peer-teaching sessions) were collected and analyzed to examine PSTs’ adaptive competence in the lesson plans and enacted teachings. First, PSTs’ lesson plans were analyzed by the total number of adaptations, the number of adaptations to each Core Practice, and the number of types of adaptations. Second, PSTs’ teaching videos were explored by the number of adaptations (add and miss), and errors. Last, it was examined whether there are relationships between PSTs’ teaching adaptations demonstrated in lesson plans and errors in enacted teaching. The results showed that PSTs created a wide-ranged number of adaptations to lesson plan one to three (lesson plan one [Median=38.50, range 6-101]; two [Median=49.00, range 14-184]; three [Median=38.00, range 18-97]). The PSTs made the most adaptations to Core Practice two (providing clear instruction) followed by one (establishing rules and routine) and five (building positive relationships with students); minimum adaptations were made to Core Practices three (breaking down the content into smaller elements) and four (checking students’ understanding). Also, the majority of teaching adaptations made by PSTs were type two (refine) adaptations, and a minimal number of teaching adaptations were made for types one (modify) and three (apply). Relative to teaching, the results showed that PSTs were able to make teaching adaptations (add and miss) in enacted teaching that was not on their lesson plans, and PSTs showed fewer errors in enacted teaching as they progressed from week one to five. Last, Spearman’s rho analysis showed that there were no relationships between PSTs’ adaptations to their lesson plans and errors in enacted teaching. Preservice teachers developed their teaching adaptive competence in lesson plans and enacted teaching through teaching rehearsals and repeated teaching in authentic settings with

Abstract: This paper investigates how mentor coaching, which is intended to prepare preservice teachers of English as a Foreign Language in facing their teaching practices, help them design lesson plans. A lesson plan, as Farrell (2002) stated, is a collection or a summary of a teacher’s thoughts about what will be covered during a lesson. This means that before coming to the teaching process, a teacher should prepare systematic steps to be conducted in a class in order to reach the objective of a lesson. However, most pre-service teachers are confused with the designing process of lesson plan that is how to articulate the government curriculum into operational details. For example, they do not know which activities to include in the lesson plan, and they do not understand how to determine indicators or “enabling objectives” (Brown, 2007) for assessing students’ achievement in the lesson. Therefore, mentor coaching is seen as one of alternatives in helping pre-service teachers. Mentor coaching, as Nolan (2007, cited in Zepeda, 2012, p. 165) said, is a “structured process whereby an experienced person introduces, assists, and supports a less-experienced person (the protege) in a personal and professional growth process.” In the context of this study, the experienced person refers to the teacher/the lecturer in the class and the less-experienced person in this context refers to the pre-service teachers or student teachers. This study used action research as the method. Furthermore, the data were obtained by distributing questionnaire and collecting pre-service teachers’ lesson plans as well as conducting an interview. In addition, after having designed a lesson plan with mentor coaching technique, the pre-service teachers were asked to reflect the process in order to gain their perception about the mentor coaching technique. It is important to find what they think and feel about this mentor coaching process because it is expected that this type of coaching will be useful in helping pre-service teachers to write an effective lesson plan.

The aim of the study is to explore the perspectives of English language teachers about content and language integrated learning (CLIL) after their preparation of lesson plans and accompanying materials in line with the language-driven CLIL approach. The participants are five English language teachers who are enrolled in the MA program in the department of English Language Teaching (ELT) at a state university in Turkey. After receiving adequate theoretical background, they were given time to develop three language-driven CLIL lesson plans following the steps of a lesson template. When the participants completed each lesson plan based on the contents they chose, they received feedback from their peers and revised their lesson plans accordingly. At the end of the whole lesson planning procedure, their lesson plans were analyzed to uncover their CLIL lesson plan preferences in terms of content. Also, by means of semi-structured interviews, their perspectives about the lesson planning process and in what ways the process contributed to their improvement were revealed. It was found that the CLIL lesson planning process and its contribution to their improvement in certain areas were generally perceived positively. Thus, it can be suggested that English language teachers should be encouraged to develop CLIL lesson plans.

Food Science Education Publications and Websites

Lesson plans are generally written in a way that helps teachers to layout and run classroom activities. Many researchers have examined how teachers go about planning. This clearly shows that instructional plans play a central role in teaching and creating effective learning environments (Clark & Dunn, 1991; Reiser & Dick, 1996; Shauelson, 1983 cited in Koszalka et al., 1999). In context of school using lesson study and open approach followed conception of Inprasitha (2010), the importance of lesson study processes is collaborative lesson planning. After that the teachers who participate in lesson study group use these lesson plans in the classroom, observe and collect students’ thought and learning processes. And in planning the lessons use problems that students encounter in everyday life, so as to stimulate students to work to achieve the objective (Fernandez & Yoshida, 2004). The data were collected by video and audio recording while the target group were planning and teaching the lessons in lesson study process, then were transcribed to the protocol and analyzed by using theoretical framework of Stigler and Hiebert (1999). The research revealed that the target group discussed during the lesson planning process detailing about exact words, problem situations, materials, the anticipated solutions, students’ thoughts and responses, time used in each part of the lesson, and how to summarize the lesson. In the lesson planning, the exact words used in the problem situations were mostly mentioned. Moreover, in lesson planning, the issue of details of introduction design was discussed a lot. There were some issues which were not discussed during the teachers-included designing of the lesson plan. However, they were discussed while the teacher was using the lesson plan in class during instructional management.