DEVELOPING SKILLS LAB LESSON PLANS Session Objectives At

DEVELOPING SKILLS LAB LESSON PLANS

Session Objectives At the end of this session, Teachers will be able to: § Define an instructional objective § Develop an appropriate instruction objective § Understand apply the components of skills lab structure § Create a skills lab lesson plan through practicing § Create a plan of working together to create lesson plans for term 3

Activity 1# Build (TPS) (20 min) What is an instruction objective? What is the purpose of IO in lesson planning?

Lesson objectives/IO • 1. Lesson objectives are the goals for the lesson. They are what you wish to accomplish in the lesson. This is KEY to planning a strong lesson. Everything in the lesson must relate to achieving the objectives. • 2. Lesson objectives must be Learner-centered. Focus on what the students will do, not what you will say. Start every lesson objective with the phrase: STUDENTS WILL BE ABLE TO…………… • 3. Objectives must name an ACTION. Skills must be demonstrable in action: How can students demonstrate that they have this skill? To ensure this, the objective should include an ACTION VERB.

Components of an I. O Activity 2: Brainstorming the components (20 Min) • Determine WHO you're talking about • Note the BEHAVIOUR/ACTION/COMPETENCE you're looking for - evidence of student action (use verbs that build High Order Thinking Skills ) • Include the CONTENT you want the student to learn • Reflect on the CONDITIONS, or how the student will accomplish the task • Have a STANDARD OF PERFORMANCE - criteria for acceptable performance.

Bloom taxonomy as a basis for setting IO

h the statements from the table below. Draw the table on the blackboard or paper and ask groups to sort the cards into the correct location on the table: Use the table below to develop an instructional objective WHO BEHAVIOR/ACTION Learners Discuss Write Create CONTENT CONDITIONS STANDARD OF PERFORMANCE

Activity 3(In pairs)#10 Minutes Using the skills labs for term 2, identify the five components of an instruction objective for each lab

Skills labs practice # 60 Min Practice/Activity 4 # Groups In groups, discuss the following; 1. Explain the elements of skills lab structure. 2. Each group will pick a lesson from form five units of the syllabus (term 2) and create a skills lab lesson plan.

Practice Cont’d

Presentations # 30 Min Activity 5: Using Gallery walk Each group hangs their work on the wall, and the groups move around observing while asking and complimenting accordingly.

Consider using these activities in your skills labs Lesson Lectures are ideal for introducing a topic. Example. Lectures are most appropriate for the Build and Conclusion sections, and should be kept to no more than 10 mins at a time. summarize the important points at the beginning and end. Demonstrations work best when you need to show the steps in a process or task. Learners can try the task out for themselves, or you can demonstrate it in front of the group. Discussions and debates are useful after a lecture, because they allow learners to ask questions about the concepts that they have just learned. Consider handing out a list of questions or topics to prompt a discussion.

• Role play involves learners acting out a new skill in a simulated environment, and learning from feedback from other learners. • Small group teaching helps learners clarify their understanding of the new information. They can explain it to one another in their own words, and answer questions. • Case studies can help learners put new information into context. As they process the information and relate it to a situation that's relevant to them, they create mental connections that will help them recall the information later. • Pair share and pair work: have two learners sitting next to each other to work together or share their ideas on a topic. This encourages participation from those that are less comfortable speaking in front of the large group, gives an opportunity for learners to share their experiences and ideas

Conclusion #10 min • Finally, think about the timing of your skills lab Lesson. Some concepts or skills will take more time to master than others, so identify these up front, and allow learners extra time to absorb or practice the material. • Record the time that you will allocate for each section of build, practice, present and conclusion. make sure that you've allowed plenty of time to focus on learners participating rather than the teacher talking

Thank you very much