Lesson 6: Lesson Planning Lesson 7: Organizing content for Meaningful

 Instructor’s roadmap Learning

 Provides general outline
• Meaningful learning involves understanding
 Both students and instructors can learn from
how all the pieces of an entire concept fit
~Before class~ together. The knowledge gained through meaningful
 Identify learning objectives learning applies to new learning situations. This type
 Plan specific learning activities of learning stays with students for life.
 Create realistic timeline • Meaningful learning is active, constructive,
 Plan for lesson closure and long-lasting, but most importantly, it allows
~During Class~ students to be fully engaged in the learning
 Share Lesson Plan process.
~After Class~ • Two important goals of all types of learning include
 Reflect on what worked well retention and transfer;
 What could have done differently  “Retention” is the ability to remember the
Lesson Objectives material at a later time.
- What the learner must be able to do  “Transfer” is the ability to use prior knowledge to
SMART- a well-written objective solve new problems.
1. Specific = well-defined and clear Students achieve meaningful learning when both of these
 states what is exactly what will be accomplished goals are fulfilled.
2. Measurable = benchmark ~Steps in Organizing Content ~
 determine when the target has been reached • Organization of learning experiences has to be done
3. Attainable = accomplished in the proposed time-frame carefully, systematically, and sequentially.
 do they have prior learning necessary? • Organizing involves identification and grouping of
4. Relevant = address the overall program goals activities to be performed along with the
 Will the objective have an impact on the goals? establishment of authority responsibility relationships.
5. Time-bound = specific date • In organizing the learning experience two aspects are
 Enough time but not too much necessary:
 Grouping learning experience under subject
Learning Outcome Statements headings.
~ ABCD~ Robert Meager  Placement of the selected learning experience.
1. Audience = Who? Lesson 8: Webbing content for Engaging Learning
2. Behavior = observable and measurable  Capture diverse ideas
 refer to action verbs that describe behaviors  Brainstorming in a concrete way
 What is the work to be accomplished by the learner?  Practicing important 21st century skills
3. Condition o Critical thinking
 constraints in which the learners will be expected to 1. MAKE IT MEANINGFUL- it is essential that students
perform these tasks? perceive activities as being meaningful.
4. Degree
2. FOSTER A SENSE OF COMPETENCE
 How will the behavior need to be performed?
The notion of competence may be understood as a student's
ongoing personal evaluation of whether he or she can succeed.
~ 3 Domains of Lesson Objectives ~ 3. PROVIDE AUTONOMY SUPPORT
1. Cognitive Benjamin Bloom/Lorin Anderson the students' sense of control over their behaviors and goals.
KCAPANSE RUAPANEC 4. EMBRACE COLLABORATIVE LEARNING
 Mental skills and acquisition of knowledge
powerful facilitator of engagement in learning activities.
2. Affective David Krathwohl RRVOC
5. ESTABLISH POSITIVE TEACHER-STUDENT
 ability of the student to prioritize a value over another RELATIONSHIPS
 create a unique value system is known as
especially in the case of difficult students and those from lower
“organization”.
socioeconomic backgrounds
3. Psychomotor Anita Harrow IMPAN
6. PROMOTE MASTERY ORIENTATIONS
 Imitation, Manipulation, Precision, Articulation,
students' perspective of learning activities also determines
Naturalization
their level of engagement.
 Utilizing motor skills and the ability to coordinate
~ 8 tips for Webbing~
them
1. Define a clear information structure
 Most logical starting point
2. Start with critical content
 Most important. Go into more details
3. Group-related content
 Group relevant elements
 What your visitors think belongs together.
4. Show only what’s relevant
 keeping it simple
5. Show everything that’s relevant
 leave out redundant, or distracting content
 It all comes down to knowing what your students do and
what kind of content they are interested in
6. Consider the level of students
 Diversity based on learning style
7. Offer different entry points
 Clear distinction between students and their capacity
8. Test before implementation
 Content should meet expectations
 Lesson 10: Selection and Use of Teaching
Strategies Lesson 11: Different Teaching Approaches
 A teaching practice that shows students how to and Methods
learn the content or skills 1. Approach
 Provides students with clear strategies to help them  Enlightened View
process, remember, and express the information o Philosophy- set of beliefs (isms)
they learn A. Constructivism
1. Visualization  Previous learning
 Mental images based on the words we hear  Since they are from unique background, they
 Reading Comprehension strategy may interpret things differently from others
 Helps the student receive a deeper understanding of B. Essentialism
the story  teaching and mastery of core basic skills
2. Cooperative learning  4R’s
 a small group of students work on a given task C. Idealism
3. Differentiated Instruction  Ideas are the only reality
 Takes Into account that students from a single  Awareness of a role model
classroom may be at different starting points D. Realism
4. Use technology to advantage  Reality and the mind's perception of it are
 Great way to engage separate phenomena
 Encourage participation  There is no perfect approach
 Platform to learn through plan  Focus on teaching critical thinking and the
5. Student-centered Inquiry scientific method
 See the students exploring the material E. Perennialism
 Making sense  Subject-centered
6. Lecture  Teaching of ideas that have everlasting and
 Teachers as sources of information universal value
 Boring but still proven effective F. Pragmatism
Guiding Principles  Authentic & practical
1. Learning is an active process  project based, play- based, experiential learning
 Engage learning activities 2. Method
 Hans-on-minds  Organization of topic (Mastery)
2. More sense, better learning  Broader techniques used to help students achieve
 Consider which is appropriate learning outcomes
3. A non-threatening atmosphere enhances learning  The general principles, or pedagogy used for
 Comfortable and conducive classroom instruction
 >Physical Classroom Condition< Deductive Inductive
o What you can see around you Reasoning from one/more statement Start with examples
o Order Doesn’t give new knowledge Gives new knowledge
Verification Discovery
 >Psychological Atmosphere<
Instruction Teaching
o How students feel about learning
Ready-made info and make use of it First-hand info by actual observation
a. Cultivate culture of respect Quick process Slow process
b. Believe in our student’s capacity Dependence on other sources Trains mind & gives self-confidence
Less scope of activity Full of activity
- give challenging activities
Downward process Upward process
c. Sense of belonging
Leads to useful results Leads to principles
- consider their opinion 3. Strategy – Activities
d. Encourage more collaboration and cooperation 4. Technique – When to use the strategy
- less competition
- don’t compare them
e. Give allowance for mistakes
- second chances
4. Emotion has the power to increase retention
and learning

5. Learning is meaningful when it is connected

to the students’ everyday life

6. Good teaching goes beyond recall of

information
- ApAnSE/EC
7. An integrated teaching approach is far more
effective than teaching isolated bits of
information

The examples of strategy and technique are the same. That is because
technique refers to the art of teaching. It refers on how you, as a
teacher, integrated these strategies on your lesson; which part of the
lesson. A procedural rule of teaching strategy. On the other hand,
strategy is a teaching practice that shows students how to learn,