Academic literature on the topic 'Lesson planning'

This study intended to explore the perceptions of novice and experienced teachers about the importance of lesson planning for effective learning in selected private elementary schools in Gilgit city. A qualitative approach focusing on case study was used to conduct this study. The researchers collected data by using in-depth semi-structured interviews. The study revealed that novice and experienced teachers both realized the importance to lesson planning. It was revealed that lesson planning contributes to students learning. Although teachers use different formats to plan their lessons. Moreover, it was found that novice teachers regularly develop their lessons in detail on the other hand experienced teachers do not regularly plan their lessons in detail. Teachers' workload was one of the hurdles in planning lesson. On the basis of the findings it was recommended that teachers should develop lesson plans for their classes because it provides guideline and teachers can teach effectively which ultimately improves students learning. Keywords: Perceptions, novice teachers, experienced teachers, lesson planning, private schools, Gilgit city

Planning lessons is an essential responsibility for any competent teacher. This study focuses on examining Vietnamese Philology teachers’ competencies in developing lesson plans. We employ a quantitative research approach by surveying 1,001 primary, lower secondary and upper secondary teachers in different provinces and cities in Vietnam. The results show that teachers spend a significant amount of time developing their lesson plans and they normally prepare their lesson plans one to two weeks before teaching in the classroom. They usually collaborate with their colleagues to develop lesson plans. Textbooks, teacher books, and materials from the internet are the main resources they use to design their lesson plans. They encounter many difficulties in the lesson planning processes, such as large class sizes, new curricula, and new textbooks Training and retraining of teachers are essential for developing appropriate lesson plans.

In the present article, the researcher aims to identify the relationship between lesson plans and classroom management and attempt to determine the effect of English teachers’ lesson preparation on the implementation of those lessons. Further, we seek to explore English teachers’ perceptions toward the role of lesson planning in classroom management in Saudi English as a first language (EFL) classroom. We collect data from 87 English teachers in secondary schools in Al-Baha City via electronic questionnaire, and our findings demonstrate the importance of lesson planning in classroom management, revealing that Saudi English teachers prepare their lessons effectively to sufficiently manage classrooms. In addition, our results indicate that lesson planning is an essential skill that English teachers must cultivate to create a successful classroom environment. Moreover, the outcomes of the present study highlight most Saudi English teachers’ attitudes toward the role of lesson planning in classroom management are positive. Finally, we find a significant and positive relationship between effective lesson preparation and teachers’ abilities to create a successful EFL classroom environment.

Education and training activities have an important role in the development of countries. Based on these activities, teachers are the key players. For this reason, quality teachers must be prepared to promote quality education and instructional activities.This article discusses the qualities of highly effective teachers and provides some useful tips based on some recent researches.

This yearlong qualitative study is an examination of 10 undergraduate preservice teachers' lesson planning for the classes and/or individual lessons they taught in a university string project. Data analysis revealed that these preservice teachers held differing views of lesson planning from each other and from their supervisor. Five themes emerged: (a) concerns about knowing how to begin to plan, (b) difficulty identifying what the children needed to learn, (c) the prominence of decisions made on the fly, (d) comparisons of thinking about teaching and planning with actual written plans, and (e) limited transfer of in-class experiences to teaching in the project. Suggestions for teacher educators include acknowledging the complex nonlinear relationship between planning skills, teaching experience, and professional knowledge; structuring guided experiences with a variety of lesson planning formats (e.g., written, mental, verbal); and maximizing opportunities for preservice teachers to reflect on connections between their experiences as students and as teachers. September 22, 2004 December 10, 2004.

Classrooms are complex systems, with dynamic interactions of different kinds among their composing varied elements. Such complex interactions lead to the system's unpredictable emergent learning behaviors. To support teachers’ lesson planning and monitoring in the complex environment of classrooms, the present article examines the core metacognitive skills of goal-directed lesson planning and monitoring and presents a novel tool for scaffolding teachers’ self-regulated instruction by increasing their awareness of goals, activities, discrepancy cues, and instructional time management. The chapter describes a qualitative pilot study with two experienced teachers working in a secondary school and a particular teachers’ professional development program. It investigates their utilization of this metacognitive scaffolding tool that has been previously validated as promoting ninth graders’ metacognitive awareness and adapted for teachers’ use. This Lesson Planning-Monitoring Scaffold (LPMS) supported teachers’ lesson planning (including activities sequences, learning settings, and time management), monitoring of plans’ enactment, and postlesson as well as yearly reflections on lessons’ goal achievement and tool's support. The rationale and structure of this metacognitive tool are described, and teachers’ use of the tool is analyzed. Finally, implications for future research on the LPMS and its uses are discussed.

<p style="text-align: justify;">School education should not only provide students with content knowledge but also with effective skills that will be appropriate in their adult lives, such as the competence in solving problems individually or being able to work as a member of a team. Students should be active participants instead of passive listeners in their lessons. There is a wide variety of teaching methods that practicing teachers can choose from to make their lessons varied. The present article explains the outline of an experiment that was based on Spencer Kagan’s cooperative learning focusing on one particular lesson. The mathematics lesson was planned using cooperative teaching techniques and was taught in secondary mathematics education. We analyse how well cooperative learning can be used for improving participation and effective problem-solving in the classroom.</p>

Background/Context Lesson planning is one of the most common activities required of teachers; however, since the late 1970s and early 1980s, it has not been a major focus of study, either conceptually or empirically. Although there are recent articles on the topic, much of the current work is specific to examining a particular teaching method or subject area. This essay not only examines the lesson planning process, a neglected area of study, but also puts forward a perceptual or arts-based approach to lesson planning that has not been attended to since Elliot Eisner's essays on objectives. Purpose/Objective/Research Question/Focus of Study The purposes of this conceptual paper are is to provide theoretical grounding for perceptual lesson planning; to analytically examine the two current, dominant approaches to creating lesson plans; and to put forward ideas that undergird a fresh approach to creating and analyzing lesson planning. Research Design This study consists of a major literature review and a related conceptual argument. We also present qualitative data (a lesson plan with attendant interview material) and preliminary findings from an ongoing study. Analytic Framework We use an original analytic framework to discuss the two dominant approaches to lesson planning, the behaviorist and constructivist modes, and to compare them to the perceptual mode. Our analytical categories consist of the following: intentions, process, product, and outcomes. By intentions we mean the aims, goals, or objectives of the lesson plan. The process refers to how the lesson plan is created and what that experience is like for the teacher. Product refers to the actual lessons that result from the planning. Outcomes refer to both the anticipated results of the lesson as well as the general kinds of student outcomes desired in the mode of lesson planning. Conclusions/Recommendations Perceptual lesson planning may be characterized as engaging teachers’ and students senses and creativity; as an artistic endeavor that is joyful in and of itself; as consisting of various stylized products; and leading toward meaningful learning for students and teachers in an environment open to elements of surprise and innovation. Lesson planning may be functional and meaningful to teachers and subsequently their students. Lesson planning could be something teachers enjoy, learn from, and appreciate. Thus, we note that focusing on the process of lesson planning is an important part of education that warrants much more attention.