Research indicates that even with a well-structured lesson, the success in teaching is not guaranteed without a clear plan. Ideally, the teacher should prepare the lesson plan to help him or her structure the teaching and learning process. In many schools, master teachers and subject coordinators prepare prototype lesson plans which they provide to teachers especially beginning teachers to guide then in organizing and communicating the lesson content and activities to help student achieve the intended learning outcomes.
Well-structured lesson plan can take different formats some lesson plans are more detailed than others. Each lesson highlights specific subject matter content and a strategy or set of strategies that the teacher can adopt or adapt all the lessons aim to develop the thinking skills of students.
What if the prototype lesson plans were not executed the way it should be?
Below are the common observations in the implementation of lesson plans.
a) the objectives of the lesson do not specify what the student should be able to do after completing the lesson.
b) The materials specified in the lesson are not available.
c) The intructions involving pupil participation are not appropriate for the intended level of learners.
d) The student activities described in the lesson plan do not effectively contribute to the attainment of the lesson objective.
e) The lesson assessment is not congruent with the behavior indicated in the objective.
f) There is no provision for flexible grouping.
To correct the foregoing mistakes, teachers should prepare thier own lesson plan to develop the creative and critical thinking of the learners. How would they do these if they can not make thier own lesson plans? There are the things that the school heads should consider in the use of proto-type lesson plan.
By: Dr. Rodger R. de Padua, Principal II Orion Elementary School