Teachers’ Resources

INSTRUMENT FOR LESSON PLANNING

SCOPE AND FORMAT

INTRODUCTION

The instrument provided is based on the principles of the 5E Instructional Model that is expected to be used to facilitate a learner centred approach to teaching and learning. Emphasis is placed on problem solving which requires the student to make use of prior competencies to think critically, reflectively and creatively as individuals and as members of a collaborative learning group to arrive at a solution. The model is also to be used in a manner that allows for the key elements of the NSC Teaching Guides to be considered. While on the surface the model appears to be linear, the dynamic nature of the problem solving process requires a non-linear approach.

It is important to note that the 5E model is applicable across grade levels and subject areas. Additional information regarding the application of the model in a manner that is relevant to the intended context, may be obtained from the NSC Teaching Guides (2018).

PRELIMINARY COMPONENTS OF PLAN TO CONFIRM RELEVANCE TO CURRICULUM
 

COMPONENTS & GUIDING QUESTIONS

 

 

 

PRESENT [/] OR ABSENT [X] FOR EACH COMPONENT AND QUESTION

COMMENTS ( Explanation for omissions or adjustments where necessary)
SUBJECT  

 

 

 
GRADE/S

(Multi-Grade considered)

   
DATE:

 

 

   
DURATION:

 

 

   
TOPIC:

 

                                                                                                                

   
ATTAINMENT TARGET:

 

 

   
BENCHMARK/S (If applicable):

 

 

   
LEARNING OBJECTIVES

·       Cognitive Domain

·       Affective Domain

·       Psychomotor Domain :

 

 

   
KEY SKILL/S

 

 

   
KEY VOCABULARY:

 

 

   
MATERIALS/RESOURCES:

 

 

   
CONTENT SUMMARY/OUTLINE:

 

 

   
PRIOR LEARNING:

 

 

   
LEARNING OUTCOME:

 

 

   
ASSESSMENT CRITERIA:

 

 

   
 

LESSON DEVELOPMENT ACTIVITIES

 
 

ENGAGE – 5 -8 mins:

 

How can students become interested in the lesson in a novel way – i.e. without introducing the specific topic?

Consideration given to:

·       Novelty of activity

·       Readiness to process

·       Climate/Atmosphere

 

 

How will students make use of their prior knowledge?

Consideration given to:

·       Concepts

·       Principles

·       Skills

·       Attitudes/Dispositions

 

 

How will students be prepared for their roles and responsibilities/expectations?

Consideration given to:

·       Use of prior competencies

·       Objectives

·       Activities

·       Assessment Criteria?

 

How will students remain engaged throughout lesson/session?

Consideration given to:

·       Feedback

·       Agreements

·       Progress

·       Others

 

   
 

EXPLORE: What problem (big question/issues/ ill-structured scenario etc.) will be presented for students to grapple with or interrogate?

 

How were the objectives used to shape the problem?

 

How were suggested activities in the curriculum guide integrated to shape the problem/issue?

 

How will students’ prior knowledge assist them in making sense of the problem?

 

How will students gather information independently/ collaboratively?

 

How will students document/ record their ideas or thinking/products?

 

How varied are the methods for recording information/ideas?

   
EXPLAIN

 

How will students share their perspective/s/products/skills?

 

How varied are the options allowed for students to share?

 

How are students’ questions accommodated?

 

How will new concepts/ misconceptions be treated?

 

Consideration given to:

·       Why and how questions?

·       Differentiated methods

·       Individuals

·       Collective

·       Assessment criteria

 

   
EXTEND/ELABORATE  (Application)

 

How will students make use of new ideas/information/ skills in an unfamiliar situation?

 

How relevant is the situation to the real world?

 

How is the situation linked to other subjects/disciplines?

 

How will students demonstrate creative thinking?

 

How will students inform about their plans and reason/s behind their decisions?

 

Consideration given to:

·       Concepts/Principles

·       Processes/skills/ Practices

·       Assessment Criteria

·       Feasibility/Practicality  

·       Others

 

   
 

EVALUATE

 

How will students self and/or peer assess?

 

At what stages of the lesson will they assess?

 

What will be the focus of the assessment?

 

Consideration given to:

·       Objectives

·       Processes

·       Competencies

·       Roles/Responsibilities

·       Other/s

·       Attitudes/Dispositions

 

   
EXTENDED LEARNING

 

   
LINKS TO OTHER SUBJECTS    

 

 

 

 

 

PRELIMINARY COMPONENTS OF PLAN TO CONFIRM RELEVANCE TO CURRICULUM
 

COMPONENTS & GUIDING QUESTIONS

 

 

 

PRESENT [/] OR ABSENT [X] FOR EACH COMPONENT AND QUESTION

COMMENTS ( Explanation for omissions or adjustments where necessary)
SUBJECT  

 

 

 
GRADE/S

(Multi-Grade considered)

   
DATE:

 

   
DURATION:

 

   
TOPIC:

                                                                                                                

   
ATTAINMENT TARGET:

 

   
BENCHMARK/S (If applicable):    
LEARNING OBJECTIVES

·         Cognitive Domain

·         Affective Domain

·         Psychomotor Domain :

 

   
KEY SKILL/S

 

   
KEY VOCABULARY:     
MATERIALS/RESOURCES:     
CONTENT SUMMARY/OUTLINE:     
PRIOR LEARNING:    
LEARNING OUTCOME:     
ASSESSMENT CRITERIA:    
LESSON DEVELOPMENT ACTIVITIES  
ENGAGE – 5 -8 mins:

How can students become interested in the lesson in a novel way – i.e. without introducing the specific topic?

Consideration given to:

·         Novelty of activity

·         Readiness to process

·         Climate/Atmosphere

 

How will students make use of their prior knowledge?

Consideration given to:

·         Concepts

·         Principles

·         Skills

·         Attitudes/Dispositions

 

How will students be prepared for their roles and responsibilities/expectations?

Consideration given to:

·         Use of prior competencies

·         Objectives

·         Activities

·         Assessment Criteria?

 

How will students remain engaged throughout lesson/session?

Consideration given to:

·         Feedback

·         Agreements

·         Progress

·         Others

   
 

EXPLORE: What problem (big question/issues/ ill-structured scenario etc.) will be presented for students to grapple with or interrogate?

 

How were the objectives used to shape the problem?

 

How were suggested activities in the curriculum guide integrated to shape the problem/issue?

 

How will students’ prior knowledge assist them in making sense of the problem?

 

How will students gather information independently/ collaboratively?

 

How will students document/ record their ideas or thinking/products?

 

How varied are the methods for recording information/ideas?

   
EXPLAIN

 

How will students share their perspective/s/products/skills?

 

How varied are the options allowed for students to share?

 

How are students’ questions accommodated?

 

How will new concepts/ misconceptions be treated?

 

Consideration given to:

·         Why and how questions?

·         Differentiated methods

·         Individuals

·         Collective

·         Assessment criteria

   
EXTEND/ELABORATE  (Application)

 

How will students make use of new ideas/information/ skills in an unfamiliar situation?

 

How relevant is the situation to the real world?

 

How is the situation linked to other subjects/disciplines?

 

How will students demonstrate creative thinking?

 

How will students inform about their plans and reason/s behind their decisions?

 

Consideration given to:

·         Concepts/Principles

·         Processes/skills/ Practices

·         Assessment Criteria

·         Feasibility/Practicality  

·         Others

   
 

EVALUATE

 

How will students self and/or peer assess?

 

At what stages of the lesson will they assess?

 

What will be the focus of the assessment?

 

Consideration given to:

·         Objectives

·         Processes

·         Competencies

·         Roles/Responsibilities

·         Other/s

·         Attitudes/Dispositions

   
EXTENDED LEARNING    
LINKS TO OTHER SUBJECTS    

 

POST-LESSON REFLECTION:

 

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