ԹԵՄԱ 9

LESSON PLANNING AND CURRICULUM DESIGN

Դասի և դասընթացի պլանավորում

ՀԻՄՆԱԿԱՆ ՀԱՍԿԱՑՈՒԹՅՈՒՆԵՐ / ԱՌԱՆՑՔԱՅԻՆ ՀԱՐՑԵՐ

Education system, collaborative teaching, principles, planning, lesson procedure, curriculum design,
syllabus

ԴԱՍԱՎԱՆԴՄԱՆ ԵՎ ՈՒՍՈՒՄՆԱՌՈՒԹՅԱՆ ՄԵԹՈԴՆԵՐ

Դասախոսություն-քննարկում, ինտերակտիվ զրույց, դասախոսություն,

խմբային/անհատականաշխատանք, տեսաֆիլմ/

ԴԱՍԱԽՈՍՈՒԹԱՆ ՏԵՔՍՏ

What is a lesson plan?

A lesson plan is a lesson "project" written down on paper. It is only a "project" because a lot of
unpredictable events occur in the classroom. It is also a dreaded part of instruction that most teachers
detest. It nevertheless provides a guide for managing the learning environment. As one of the
teacher's roles is that of designer and implementer of instruction, the preparation of lesson plan will
ensure the organization of the English lesson according to some criteria. Regardless of the format, all
teachers need to make wise decisions about the strategies and methods they will employ to help
students move systematically toward learner goals. The more organized a teacher is, the more
effective the teaching, and thus the learning, is. Writing daily lesson plans is a large part of being
organized.
Goals
Teachers need to have a precise notion of educational goals / objectives / standards / competences
Content
Content is chosen according to the level and needs of the learners. It must be interesting and
appealing to them.
Instructional procedure
The effective teacher also needs to develop a plan to provide direction toward the attainment of the
selected objectives. Teachers must decide how to sequence the teaching items according to the
methodology and approach they opted for. Sequencing may be from easy to difficult, from known to
unknown, from familiar to unfamiliar ...
Timing

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The effective teacher certainly controls the way time is used. Effective teachers systematically and
carefully plan for productive use of instructional time.
Evaluation procedure
There should be some kind of feed back tasks to highlight lesson deficiencies.
Finally, even teachers who develop highly structured and detailed plans rarely strictly stick to them.
Such rigidity would probable impede, rather than help, the teaching-learning process. The elements
of your lesson plan should be thought of as guiding principles to be applied as aids, but not blueprints,
to systematic instruction. Precise preparation must allow for flexible delivery. During actual
classroom interaction, the instructor needs to make adaptations and to add artistry to each lesson plan
and classroom delivery.

Lesson plan sample

This is a sample of a lesson plan form. You can adapt it to the situations and needs of your class!

DATE LESSON NO. UNIT

COURSE TOPIC

INSTRUCTOR

OBJECTIVES

INSTRUCTIONAL AIDS, MATERIALS, OR TOOLS NEEDED

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 LESSON OUTLINE

ASSIGNMENT

NOTES

REFERENCES

Principles for curriculum design

The curriculum should be designed on the basis of the following principles:
 Challenge and enjoyment
 Breadth
 Progression
 Depth
 Personalisation and choice
 Coherence
 Relevance.
The principles must be taken into account for all children and young people.

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 They apply to the curriculum both at an organisational level and in the classroom and in any setting
where children and young people are learners.
The principles will assist teachers and schools in their practice and as a basis for continuing review,
evaluation and improvement. They apply to the curriculum at national, education authority, school
and individual levels and must be taken into account for all children and young people
Although all should apply at any one stage, the principles will have different emphases as a child or
young person learns and develops.
Challenge and enjoyment
Children and young people should find their learning challenging, engaging and motivating. The
curriculum should encourage high aspirations and ambitions for all.
At all stages, learners of all aptitudes and abilities should experience an appropriate level of challenge,
to enable each individual to achieve his or her potential. They should be active in their learning and
have opportunities to develop and demonstrate their creativity. There should be support to enable
children and young people to sustain their effort.
Breadth
All children and young people should have opportunities for a broad, suitably weighted range of
experiences. The curriculum should be organised so that they will learn and develop through a
variety of contexts within both the classroom and other aspects of school life.
Progression
Children and young people should experience continuous progression in their learning from 3 to 18
within a single curriculum framework.
Each stage should build upon earlier knowledge and achievements. Children should be able to
progress at a rate which meets their needs and aptitudes, and keep options open so that routes are not
closed off too early.
Progression in the experiences and outcomes
Depth
There should be opportunities for children to develop their full capacity for different types of
thinking and learning. As they progress, they should develop and apply increasing intellectual rigour,
drawing different strands of learning together, and exploring and achieving more advanced levels of
understanding.

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Personalisation and choice
The curriculum should respond to individual needs and support particular aptitudes and talents. It
should give each child and young person increasing opportunities for exercising responsible personal
choice as they move through their school career.
Once they have achieved suitable levels of attainment across a wide range of areas of learning, the
choice should become as open as possible. There should be safeguards to ensure that choices are
soundly based and lead to successful outcomes.
Coherence
Taken as a whole, children and young people's learning activities should combine to form a coherent
experience. There should be clear links between the different aspects of children and young people's
learning, including opportunities for extended activities which draw different strands of learning
together.
Relevance
Children and young people should understand the purposes of their activities. They should see the
value of what they are learning and its relevance to their lives, present and future.

ն
ԷԼԵԿՏՐՈՆԱՅԻՆ ՆՅՈՒԹԵՐ

https://youtu.be/DkTauEKg2bo
https://youtu.be/zFXaxhmtwlg
https://youtu.be/a7yjoqDpChA

ՀԵՏԱԴԱՐՁ ԿԱՊ

 ԱՌԱՋԱԴՐԱՆՔՆԵՐ

1. Մատնանշել դասավանդողի գործառույթները սովորողների ճանաչողական և

վերլուծական մտածողություն զարգացման գործընթացում:
2. Դասապլանի նմուշ-օրինակի ներկայացում:

 ԻՆՔՆԱՍՏՈՒԳՄԱՆ ՀԱՐՑԵՐ

 Դասընթացի կազմակերպման գործում ո՞րն է դասախոսի դերը:

5
  Որո՞նք են թեմատիկ պլանի և դասապլանի բաղկացուցիչ մասերը:
 Որքանո՞վ է կարևոր դասի պլանավոորումը և արդյո՞ք այն ուսուցման
գործընթացի հաջողության գրավականն է:

 ԹԵՄԱՅԻ ԳՆԱՀԱՏՈՒՄ /ԱՆԴՐԱԴԱՐՁ/

Գրիր դասախոսության ամենակարևոր գաղափարները:

Մեկ բան, որ դու կարող ես կիրառել:

ԳՐԱԿԱՆՈՒԹՅՈՒՆ

 Countdown to Your First Year: Making Planning Manageable: Need help figuring out where
to start when planning for your first year of teaching? Discover answers to general questions, and
find a few go-to resources. (Teaching Channel, 2014)
 Backwards Planning Takes Thinking Ahead: Review five steps to backwards-plan your
lessons -- it's like preparing for a vacation. (Edutopia, 2012)
 Understanding by Design Overview: Bookmark this step-by-step overview of the
book Understanding by Design to better understand the Backwards Design approach to designing
courses. (Vanderbilt University)
 3 Ways to Plan for Diverse Learners: What Teachers Do: Focus on content, process, and
product during lesson planning to give students opportunities to grow and shine as individuals. For
more on differentiating instruction, the other posts in this series are great resources -- also visit
Edutopia’sDifferentiated Instruction page. (Edutopia, 2014)
 Designing Learning That Matters: Explore four ideas for bringing the characteristics of deep
learning to classrooms and school learning. (Edutopia, 2015)
 To Teach Students First: Meet diverse learners' needs through a range of classroom
strategies: lecture, discussion, experiential learning, games, student presentations, technology
integration, and free response writing. (Edutopia, 2015)