While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order: * Title of the lesson * Time required to complete the lesson * List of required materials * List of objectives, which may be behavioral objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion) * The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts—these include showing pictures or models, asking leading questions, or reviewing previous lessons * An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and, where appropriate, guided practice by students to consolidate

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  • Die Unterrichtsplanung ist ein wichtiger Bestandteil der Arbeit von Lehrern. Sie umfasst alle Überlegungen zur Vorbereitung einer Unterrichtsstunde oder Unterrichtseinheit. In der Lehrerausbildung werden daher Konzepte gelehrt, welche fachwissenschaftlichen, didaktischen und pädagogischen Überlegungen vor einem Unterricht anzustellen und wie diese zu dokumentieren sind. Die Unterrichtsplanung dient zum einen der Orientierung für den Lehrer beim Unterrichten. Zum anderen soll sie die angestrebten Lernziele vor dem Hintergrund eines gewählten didaktischen Modells rechtfertigen. Dazu wurden verschiedene Modelle entwickelt. Die vier bekanntesten sind der sogenannte Bildungstheoretische Ansatz von Wolfgang Klafki, das in Abgrenzung dazu entwickelte Berliner Modell von Paul Heimann und das daraus entstandene Hamburger Modell von Wolfgang Schulz. Neuere Modelle der Unterrichtsplanung greifen aktuelle Fragen der Didaktik auf und binden sie in die traditionellen Planungskategorien ein. Tulodziecki, Herzig und Blömeke (2004) betonen in ihrem Planungsmodell die Bedeutung der neuen Aufgabenkultur. Maier (2012) schlägt ein Planungsmodell vor, das auf langfristige Lehr-Lern-Prozesse ausgelegt ist und Fragen der Diagnostik und Kompetenzentwicklung in den Blickpunkt rückt. (de)
  • Las unidades didácticas son unidades de programación de enseñanza con un tiempo determinado. La Unidad Didáctica es una propuesta de trabajo relativa a un proceso de enseñanza aprendizaje completo. Este modelo didáctico aparece muy ligado a las teorías constructivistas. Utilizada generalmente en los primeros niveles educativos como la Educación infantil y la Educación primaria se utiliza como medio de planificación de lo que se va a realizar a lo largo de un tiempo determinado. (es)
  • While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order: * Title of the lesson * Time required to complete the lesson * List of required materials * List of objectives, which may be behavioral objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion) * The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts—these include showing pictures or models, asking leading questions, or reviewing previous lessons * An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and, where appropriate, guided practice by students to consolidate new skills and ideas * Independent practice that allows students to extend skills or knowledge on their own * A summary, where the teacher wraps up the discussion and answers questions * An evaluation component, a test for mastery of the instructed skills or concepts—such as a set of questions to answer or a set of instructions to follow * A risk assessment where the lesson's risks and the steps taken to minimize them are documented. * Analysis component the teacher uses to reflect on the lesson itself —such as what worked, what needs improving * A continuity component reviews and reflects on content from the previous lesson Herbartian Approach: John Fedrick Herbert (1776-1841) 1. Preparation/Instruction: It pertains to preparing and motivating children to the lesson content by linking it to the previous knowledge of the student, by arousing curiosity of the children and by making an appeal to their senses. This prepares the child's mind to receive new knowledge. "To know where the pupils are and where they should try to be are the two essentials of good teaching." Lessons may be started in the following manner:a. Two or three interesting but relevant questionsb. Showing a picture/s, a chart or a modelc. A situationStatement of Aim: Announcement of the focus of the lesson in a clear, concise statement such as "Today, we shall study the..." 2. Presentation/Development: The actual lesson commences here. This step should involve a good deal of activity on the part of the students. The teacher will take the aid of various devices, e.g., questions, illustrations, explanation, expositions, demonstration and sensory aids, etc. Information and knowledge can be given, explained, revealed or suggested. The following principles should be kept in mind.a. Principle of selection and division: This subject matter should be divided into different sections. The teacher should also decide as to how much he is to tell and how much the pupils are to find out for themselves.b. Principle of successive sequence: The teacher should ensure that the succeeding as well as preceding knowledge is clear to the students.c. Principle of absorption and integration: In the end separation of the parts must be followed by their combination to promote understanding of the whole. 3. Association comparison: It is always desirable that new ideas or knowledge be associated to daily life situations by citing suitable examples and by drawing comparisons with the related concepts. This step is important when we are establishing principles or generalizing definitions. 4. Generalizing: This concepts is concerned with the systematizing of the knowledge learned. Comparison and contrast lead to generalization. An effort should be made to ensure that students draw the conclusions themselves. It should result in student's own thinking, reflection and experience. 5. Application: It requires a good deal of mental activity to think and apply the principles learn to new situations. Knowledge, when it is put to use and verified, becomes clear and a part of the student's mental make-up. 6. Recapitulation: Last step of the lesson plan, the teacher tries to ascertain whether the students have understood or grasped the subject matter or not. This is used for assessing/evaluating the effectiveness of the lesson by asking students questions on the contents of the lesson or by giving short objectives to test the student's level of understanding; for example, to label different parts on a diagram, etc. (en)
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  • Las unidades didácticas son unidades de programación de enseñanza con un tiempo determinado. La Unidad Didáctica es una propuesta de trabajo relativa a un proceso de enseñanza aprendizaje completo. Este modelo didáctico aparece muy ligado a las teorías constructivistas. Utilizada generalmente en los primeros niveles educativos como la Educación infantil y la Educación primaria se utiliza como medio de planificación de lo que se va a realizar a lo largo de un tiempo determinado. (es)
  • While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order: * Title of the lesson * Time required to complete the lesson * List of required materials * List of objectives, which may be behavioral objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion) * The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts—these include showing pictures or models, asking leading questions, or reviewing previous lessons * An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and, where appropriate, guided practice by students to consolidate (en)
  • Die Unterrichtsplanung ist ein wichtiger Bestandteil der Arbeit von Lehrern. Sie umfasst alle Überlegungen zur Vorbereitung einer Unterrichtsstunde oder Unterrichtseinheit. In der Lehrerausbildung werden daher Konzepte gelehrt, welche fachwissenschaftlichen, didaktischen und pädagogischen Überlegungen vor einem Unterricht anzustellen und wie diese zu dokumentieren sind. Die Unterrichtsplanung dient zum einen der Orientierung für den Lehrer beim Unterrichten. Zum anderen soll sie die angestrebten Lernziele vor dem Hintergrund eines gewählten didaktischen Modells rechtfertigen. (de)
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  • Unterrichtsplanung (de)
  • Lesson plan (en)
  • Unidad didáctica (es)
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