Instructions on how to design a lesson plan
By Prof Sanae EL MELLOUKI
To design a lesson plan following the "approach, method, technique"
framework, you must align your overall teaching philosophy with a specific
instructional plan and concrete classroom activities.
Understanding the Framework
Approach: Your underlying philosophy or set of assumptions about
how students learn and the nature of the subject matter. (E.g.,
A constructivist approach assumes learners build knowledge through
experience and interaction).
Method: A systematic, planned procedure for presenting material
that is consistent with your approach. (E.g., The inquiry-based
method where students explore problems to derive understanding,
aligned with constructivism).
Technique: The specific, concrete activities, tasks, and skills used
in the classroom to achieve immediate objectives within the chosen
method. (E.g., A brainstorming session or a specific experiment as
part of an inquiry-based lesson).
Instructions for Designing Your Lesson
1. Define Your Approach (Philosophy): Start by clearly stating your
beliefs about teaching and learning for this lesson. This is your
"why".
1. Example: I believe that students learn best when they can
relate new information to their prior knowledge and apply it in
real-world contexts (meaningful learning approach).
2. Identify Learning Objectives (Goals): Based on your approach,
determine what you want students to know or be able to do by the
end of the lesson. Write these using action verbs (e.g., "By the end
of the lesson, students will be able to analyze a primary source
and formulate a hypothesis").
3. Select a Method (Systematic Plan): Choose an instructional
method that logically implements your approach and helps achieve
your objectives.
Example: I will use the problem-solving method, where
students are presented with a challenge and work to find a
solution.
4. Plan Learning Activities (Procedures & Techniques): Design a
sequence of specific activities (techniques) that align with your
chosen method. These should actively engage students and provide
opportunities for practice and feedback.
[Link]/Engagement: Use a technique to gain student
attention and stimulate recall of prior knowledge.
o Technique Example: A short, provocative video clip or a
case study related to the problem.
[Link]/Exploration & Explanation: Plan the core content
delivery and guided practice.
o Technique Example: Guided small-group research on
possible solutions, followed by instructor modeling and
feedback.
5. Independent Practice/Elaboration: Provide opportunities for
students to apply the knowledge independently.
o Technique Example: An individual assignment where
students write a proposal for their best solution.
6. Plan for Assessment: Determine how you will measure student
understanding throughout and at the end of the lesson. This can
involve both formative (during the lesson) and summative (at the
end) assessments.
Technique Example: Verbal checks for understanding ("thumbs
up/down"), quizzes, or evaluating the final written proposal or
other
7. Sequence and Time the Lesson: Organize the activities logically
(e.g., introduction, body, conclusion) and estimate how much time
each will take. Plan for flexibility and a meaningful lesson closure to
summarize key points.
By following these steps, each concrete technique will serve the
overall method, which in turn is guided by your educational approach,
ensuring a cohesive and effective lesson design.
APPENDIX 3 (mostly used in science classes)
The constructivist approach to teaching is a student-centered
educational philosophy based on the premise that learners
actively construct their own knowledge and understanding of the
world through experiences and reflection, rather than passively receiving
information.
Core Principles
Knowledge is Constructed: New information is built upon a
foundation of what the student already knows (prior
knowledge/schemas). Learning is a process of adapting old ideas to
accommodate new information.
Active Learning: Students must be actively engaged in the
learning process through hands-on activities, discussions, and
problem-solving, not just listening to a lecture.
Social Interaction: Learning is inherently a social process.
Interaction with peers and teachers in a collaborative environment
helps students to share perspectives, question assumptions, and
build knowledge together.
Learning is Contextual: Students learn best when concepts are
tied to their real-world experiences and interests, making the
information relevant and meaningful.
Student Ownership: The approach encourages students to take
responsibility for their own learning by asking questions, exploring
topics of interest, and participating in assessment design.
Roles in the Classroom
Role Traditional Classroom Constructivist Classroom
Teach Disseminates information; role Acts as a facilitator, guide, coach, and co-
er is directive and authoritative. learner. They pose relevant problems and
provide resources and guidance.
Stude Recipient of knowledge; works Active participant; works in groups; explores,
nt alone; seeks a single correct hypothesizes, and constructs personal meaning.
answer.
Implementation and Activities
Teachers can implement the constructivist approach using methods and
techniques such as:
Inquiry-Based Learning (IBL): Students pose their own questions
about a topic and conduct research and observations to find
answers, presenting their supporting evidence.
Problem-Based Learning (PBL): Students work collaboratively in
groups to devise solutions to complex, open-ended, real-world
problems.
Cooperative Learning: Structured group activities (e.g., "jigsaw"
method, reciprocal teaching) where students rely on each other to
reach a common goal, promoting communication and collaboration
skills.
Experiential Learning: Activities like science experiments, field
trips, model building, and role-playing allow students to test theories
and apply knowledge in practical contexts.
Reflection: Activities such as journal writing, class discussions, and
oral presentations help students reflect on their learning process,
identify challenges, and articulate their evolving understanding.
By fostering an environment of active engagement, collaboration, and
reflection, the constructivist approach helps students develop critical
thinking skills and a deeper, more meaningful understanding of the subject
matter.
Methods within the constructivist approach emphasize active, student-
centered, and collaborative learning experiences, where the teacher
acts as a facilitator or guide rather than a lecturer.
Key methods and instructional strategies include:
Inquiry-Based Learning (IBL): Students are encouraged to pose
their own questions about a topic and then investigate those
questions through research and observation. This method
emphasizes the process of exploration and evidence gathering to
draw conclusions.
Problem-Based Learning (PBL): This method involves presenting
students with complex, real-world, open-ended problems or
scenarios. Students work in groups to identify the information
needed to solve the problem and develop solutions, acquiring
knowledge and skills along the way.
Cooperative and Collaborative Learning: Students work
together in small groups on common tasks or projects, which helps
them maximize their own and each other's learning. This promotes
communication, negotiation, and social skills. Specific techniques
within this include:
o Jigsaw Classroom: Students become "experts" on one
subtopic and then teach their part to their "home" group, so all
members learn the entire subject material.
o Reciprocal Teaching: Students alternate roles as the teacher
within small groups, leading dialogues using strategies like
questioning, summarizing, clarifying, and predicting.
Discovery Learning: Learners are encouraged to discover main
ideas on their own through hands-on interaction with their
environment and materials, such as using manipulatives in math or
performing experiments in science.
Anchored Instruction: Learning activities are centered around a
single "anchor" or theme, often presented as a narrative or a case
study, allowing students to explore problems from multiple
perspectives.
Experiential Learning: This involves learning through direct
experience, observation, and reflection. Activities can include field
trips, role-playing, or simulations where students apply concepts in
practical, relevant contexts.
Guided Instruction/Scaffolding: The teacher provides
strategically placed prompts, cues, questions, and modeling to guide
student thinking. The support is gradually withdrawn as students
become more competent and able to complete tasks independently.
Authentic Assessment: The evaluation process focuses on student
work, observations, and points of view, rather than just traditional
testing for correct answers. Examples include portfolios, oral
discussions, and KWL (Know, Want to know, Learned) charts.
These methods require teachers to adapt their curriculum to student
suppositions and encourage students to take ownership of their learning,
fostering critical thinking and deeper understanding
A KWL chart is a simple yet effective graphic organizer used in
constructivist classrooms to activate prior knowledge, set learning goals,
and summarize what has been learned.
Here is an example of a KWL chart for a lesson on the topic of
"Honeybees":
K W L
What I Know What I Want to Know What I Learned
Initial ideas and Questions that guide New knowledge constructed
prior knowledge exploration
Bees are yellow and How do bees make Bees collect nectar from flowers and turn
black and fuzzy. honey? it into honey inside the hive.
They live in hives or Are all bees the same? No, there are queen bees, worker bees,
nests. and drone bees, each with a specific role.
Bees can sting you, Why are bees important Bees are crucial pollinators for many
and it hurts. for the environment? plants, including a lot of our food crops.
They like flowers. How long do bees live? Worker bees live for only a few weeks in
the summer, but the queen can live for
years.
How to Use This Chart
1. Before the Lesson (K & W Columns): The teacher presents the
topic ("Honeybees"). Students individually or as a class brainstorm
what they Know and what they Want to know, filling in the first two
columns.
2. During the Lesson: Students engage in activities (reading, videos,
experiments, discussions) related to the topic.
3. After the Lesson (L Column): Students revisit the chart and fill in
the Learned column with new facts they discovered, answering the
questions they listed in the 'W' column. They may also add new
questions that arose.