UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

Lesson 1: Planning

Introduction

A Lesson Plan is a teacher’s detailed description of the course of instruction

or ‘learning trajectory’ for a lesson. A daily lesson plan is developed by a teacher
to guide class learning. Details may vary depending on the preference of the
teacher, subject being covered, and the needs of the students. There may be
requirements mandated by the school system regarding the plan. A lesson plan is
the teacher’s guide for running the particular lesson, and it includes the goal (what
the students are supposed to learn), how the goal will be reached (the method,
procedure), and a way of measuring how well the goal was reached (test,
worksheets, homework, etc.)

This module puts emphasis on the understanding and preparation process

of lesson plan as well as its importance. Having a carefully constructed lesson plan
allows teacher to enter the classroom with more confidence and maximizes the
chance of having a meaningful learning experience with their students.

Take this challenge!

In this lesson, challenge yourself to:

 Defined the term lesson planning and identified the preparation process of
lesson plan;
 Explained the importance of lesson planning;
 Known the kinds of lesson plan and elements of a daily lesson plan; and
 Constructed a well-organized lesson plan using different strategies,
methods, and techniques;
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

Abstraction

DEFINING LESSON PLANNING

Lesson Planning is a term relevant among the educational sphere because

it is one of the main tasks assigned to the teacher. It can be stated, without fear
of being mistaken, that the task of planning is inherent to the teacher’s profession.
Besides, an appropriate planning must be the key factor in order to put an end to
the teaching based on improvisation, uncontrolled activism and routine.

Once this aspect has been classified, the focus will be based on the
definition of this concept. On the one hand, PLANNING is known as the
representation of the organization of the teaching and learning process. On the
other hand, LESSON or DIDACTIC is referred as the basic unit of organizing the
pedagogic action. Therefore, planning implies the design and organization
of the learning sphere and it can be defined as the sum of organized and
sequenced didactics units. These units are represented according to the
subjects and courses of each educational level where goals, contents,
methodological strategies, resources, assessment activities and measures to
address diversity are set. This last curricular component must be present in order
to address situations where students with learning difficulties and highly gifted
students can be found.

The responsibility of creating the Lesson Planning belongs to teachers of

each educational cycle or to the didactic department’s staff. The responsibility of
creating the Lesson Planning of each classroom belongs to each teacher. However,
it is advisable that this Planning should be created among all teachers
of the same department that teach at the same school year. Thus, a more
coherent Planning could be obtained thanks to this team-work. Generally, it can
be stated that planning and organizing Lesson Planning brings advantages to
teachers because it enables them to structure the teaching/learning process. It
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

also helps to avoid uncontrolled improvisation and it favors the training and
professionalization of the teachers’ teaching community. Since it has to do with a
decision making process that verifies itself with its usage and practice, it is also
helpful to ease the permanent reflection of the different issues that have taken
place inside the classroom. More advantages can be observed: for instance, Lesson
Planning can help to arouse a sense of control, security and confidence between
teachers and students. Last but not least, Lesson Planning can also contribute to
favorably regarding the use of time, the creativity and it can reinforce the links
between the teachers’ team.

STEPS FOR PREPARING LESSON PLAN

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BEFORE CLASS: STEPS FOR PREPARING A LESSON PLAN

Listed below are the 6 steps for preparing lesson plan before class.

1. Identify the learning objectives.

Before you plan your lesson, you will first need to identify the learning
objectives for the lesson. A learning objective describes what the learner will know
or be able to do after the learning experience rather than what the learner will be
exposed to during the instruction (i.e. topics). Typically, it is written in a language
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

that is easily understood by students and clearly related to the program learning
outcomes. The table below contains the characteristics of clear learning objectives:

Characteristic Description

Free from jargon and complex vocabulary; describe specific and

Clearly stated tasks achievable tasks (such as ‘describe’, ‘analyse’ or ‘evaluate’) NOT
vague tasks (like ‘appreciate’, ‘understand’ or ‘explore’).

Important learning Describe the essential (rather than trivial) learning in the course
goals which a student must achieve.

Can be achieved within the given period and sufficient resources

Achievable
are available.

Demonstrable and Can be demonstrated in a tangible way; are assessable;

measurable achievement and quality of achievement can be observed.

All students, including those with disabilities or constraints, have

Fair and equitable
a fair chance of achieving them.

Linked to course Consider the broader goals - i.e. course, program and
and program institutional goals.
objectives
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The Bloom’s Revised Taxonomy of Educational Objectives (link) is a useful

resource for crafting learning objectives that are demonstrable and measurable.

2. Plan the specific learning activities.

When planning learning activities you should consider the types of activities
students will need to engage in, in order to develop the skills and knowledge
required to demonstrate effective learning in the course. Learning activities should
be directly related to the learning objectives of the course, and provide experiences
that will enable students to engage in, practice, and gain feedback on specific
progress towards those objectives.
As you plan your learning activities, estimate how much time you will spend on
each. Build in time for extended explanation or discussion, but also be prepared
to move on quickly to different applications or problems, and to identify strategies
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

that check for understanding. Some questions to think about as you design the
learning activities you will use are:

 What will I do to explain the topic?

 What will I do to illustrate the topic in a different way?
 How can I engage students in the topic?
 What are some relevant real-life examples, analogies, or situations that can
help students understand the topic?
 What will students need to do to help them understand the topic better?

Many activities can be used to engage learners. The activity types (i.e. what
the student is doing) and their examples provided below are by no means an
exhaustive list, but will help you in thinking through how best to design and deliver
high impact learning experiences for your students in a typical lesson.

Activity Type Learning Description

Activity

Interaction with content Drill and practice Problem/task is presented to

students where they are asked
Students are more likely to retain to provide the answer; may be
information presented in these timed or untimed
ways if they are asked to interact
with the material in some way. Lecture Convey concepts verbally,
often with visual aids (e.g.
presentation slides)

Quiz Exercise to assess the level of

student understanding and
questions can take many
forms, e.g. multiple-choice,
short-structured, essay etc.

Student Oral report where students

presentation share their research on a topic
and take on a position and/or
role

Interaction with digital Game Goal-oriented exercise that

content encourages collaboration
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and/or competition within a

Students experiment with controlled virtual environment
decision making, and visualise the
effects and/or consequences in Simulation Replica or representation of a
virtual environments real-world phenomenon that
enables relationships,
contexts, and concepts to be
studied

Interaction with others Debate Verbal activity in which two or

more differing viewpoints on a
Peer relationships, informal subject are presented and
support structures, and teacher- argued
student interactions/relationships
Discussion Formal/informal conversation
on a given topic/question
where the instructor facilitates
student sharing of responses to
the questions, and building
upon those responses

Feedback Information provided by the

instructor and/or peer(s)
regarding aspects of one’s
performance or understanding

Guest Speaker Feelings, thoughts, ideas and

experiences specific to a given
topic are shared by an invited
presenter

Problem solving and Critical Case Study Detailed story (true or fictional)
thinking that students analyse in detail
to identify the underlying
Presenting students with a principles, practices, or lessons
problem, scenario, case, it contains
challenge or design issue, which
they are then asked to address or Concept Graphical representation of
deal with provides students with Mapping related information in which
opportunities to think about or common or shared concepts
use knowledge and information in are linked together
new and different ways
Real-world Planned set of interrelated
projects tasks to be executed over a
fixed period and within certain
cost and other limitations,
either individually or
collaboratively
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Reflection Reflection Written records of students’

journal intellectual and emotional
The process of reflection starts reactions to a given topic on a
with the student thinking about regular basis (e.g. weekly after
what they already know and have each lesson)
experienced in relation to the
topic being explored/learnt. This
is followed by analysis of why the
student thinks about the topic in
the way they do, and what
assumptions, attitudes and beliefs
they have about, and bring to
learning about the topic.
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It is important that each learning activity in the lesson must be (1) aligned
to the lesson’s learning objectives, (2) meaningfully engage students in active,
constructive, authentic, and collaborative ways, and (3) useful where the student
is able to take what they have learnt from engaging with the activity and use it in
another context, or for another purpose.

3. Plan to assess student understanding

Assessments (e.g., tests, papers, problem sets, performances) provide

opportunities for students to demonstrate and practice the knowledge and skills
articulated in the learning objectives, and for instructors to offer targeted feedback
that can guide further learning.

Planning for assessment allows you to find out whether your students are learning.
It involves making decisions about:

 the number and type of assessment tasks that will best enable students to
demonstrate learning objectives for the lesson
o Examples of different assessments
o Formative and/or summative

 the criteria and standards that will be used to make assessment judgements
o Rubrics
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

 student roles in the assessment process

o Self-assessment
o Peer assessment

 the weighting of individual assessment tasks and the method by which

individual task judgements will be combined into a final grade for the course
o information about how various tasks are to be weighted and
combined into an overall grade must be provided to students

 the provision of feedback

o giving feedback to students on how to improve their learning, as well
as giving feedback to instructors how to refine their teaching

To learn more about designing assessment, click here.

4. Plan to sequence the lesson in an engaging and meaningful manner

Robert Gagne proposed a nine-step process called the events of instruction,

which is useful for planning the sequence of your lesson. Using Gagne’s 9 events
in conjunction with Bloom’s Revised Taxonomy of Educational Objectives (link)
aids in designing engaging and meaningful instruction.

a. Gain attention: Obtain students’ attention so that they will watch and
listen while the instructor presents the learning content.
UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

o Present a story or a problem to be solved

o Utilize ice breaker activities, current news and events, case
studies, YouTube videos, and so on. The objective is to quickly
grab student attention and interest in the topic
o Utilize technologies such as clickers, and surveys to ask leading
questions prior to lecture, survey opinion, or gain a response to
a controversial question

b. Inform learner of objectives: Allow students to organize their

thoughts regarding what they are about to see, hear, and/or do.
o Include learning objectives in lecture slides, the syllabus, and in
instructions for activities, projects and papers
o Describe required performance
o Describe criteria for standard performance

c. Stimulate recall of prior knowledge:

o Help students make sense of new information by relating it to
something they already know or something they have already
experienced.
o Recall events from previous lecture, integrate results of activities
into the current topic, and/or relate previous information to the
current topic
o Ask students about their understanding of previous concepts

d. Present new content: Utilise a variety of methods including lecture,

readings, activities, projects, multimedia, and others.
o Sequence and chunk the information to avoid cognitive overload
o Blend the information to aid in information recall
o Bloom's Revised Taxonomy can be used to help sequence the
lesson by helping you chunk them into levels of difficulty.

e. Provide guidance: Advise students of strategies to aid them in

learning content and of resources available. With learning guidance, the
UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

rate of learning increases because students are less likely to lose time
or become frustrated by basing performance on incorrect facts or poorly
understood concepts.
o Provide instructional support as needed – as scaffolds (cues,
hints, prompts) which can be removed after the student learns
the task or content
o Model varied learning strategies – mnemonics, concept
mapping, role playing, visualizing
o Use examples and non-examples

f. Practice: Allow students to apply knowledge and skills learned.

o Allow students to apply knowledge in group or individual
activities
o Ask deep-learning questions, make reference to what students
already know or have students collaborate with their peers
o Ask students to recite, revisit, or reiterate information they have
learned
o Facilitate student elaborations – ask students to elaborate or
explain details and provide more complexity to their responses

g. Provide feedback: Provide immediate feedback of students’

performance to assess and facilitate learning.
o Consider using group / class level feedback (highlighting
common errors, give examples or models of target performance,
show students what you do not want)
o Consider implementing peer feedback
o Require students to specify how they used feedback in
subsequent works

h. Assess performance: To evaluate the effectiveness of the

instructional events, test to see if the expected learning outcomes have
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

been achieved. Performance should be based on previously stated

objectives.
o Utilise a variety of assessment methods including
exams/quizzes, written assignments, projects, and so on.

i. Enhance retention and transfer: Allow students to apply information

to personal contexts. This increases retention by personalising
information.
o Provide opportunities for students to relate course work to their
personal experiences
o Provide additional practice

5. Create a realistic timeline

A list of ten learning objectives is not realistic, so narrow down your list to
the two or three key concepts, ideas, or skills you want students to learn in the
lesson. Your list of prioritized learning objectives will help you make decisions on
the spot and adjust your lesson plan as needed. Here are some strategies for
creating a realistic timeline:

 Estimate how much time each of the activities will take, then plan some
extra time for each
 When you prepare your lesson plan, next to each activity indicate how much
time you expect it will take
 Plan a few minutes at the end of class to answer any remaining questions
and to sum up key points
 Plan an extra activity or discussion question in case you have time left
 Be flexible – be ready to adjust your lesson plan to students’ needs and
focus on what seems to be more productive rather than sticking to your
original plan

6. Plan for a lesson closure

 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

Lesson closure provides an opportunity to solidify student learning. Lesson

closure is useful for both instructors and students.

You can use closure to:

 Check for student understanding and inform subsequent instruction (adjust

your teaching accordingly)
 Emphasise key information
 Tie up loose ends
 Correct students’ misunderstandings
 Preview upcoming topics

Your students will find your closure helpful for:

 Summarizing, reviewing, and demonstrating their understanding of major

points
 Consolidating and internalising key information
 Linking lesson ideas to a conceptual framework and/or previously-learned
knowledge
 Transferring ideas to new situations

There are several ways in which you can put a closure to the lesson:

 state the main points yourself (“Today we talked about…”)

 ask a student to help you summarize them
 ask all students to write down on a piece of paper what they think were the
main points of the lesson

DURING THE CLASS: PRESENTING YOUR LESSON PLAN

Letting your students know what they will be learning and doing in class
will help keep them more engaged and on track. Providing a meaningful
organisation of the class time can help students not only remember better, but
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

also follow your presentation and understand the rationale behind the planned
learning activities. You can share your lesson plan by writing a brief agenda on the
whiteboard or telling students explicitly what they will be learning and doing in
class. Click on link here for tips and techniques to facilitate an interactive lesson.

AFTER THE CLASS: REFPLECTING ON YOUR LESSON PLAN

Take a few minutes after each class to reflect on what worked well and
why, and what you could have done differently. Identifying successful and less
successful organization of class time and activities would make it easier to adjust
to the contingencies of the classroom. If needed, revise the lesson plan.

IMPORTANCE OF LESSON PLANNING

Lesson planning is at the heart of being an effective teacher. It is a creative

process that allows teacher to synthesize or understanding of second language
acquisition and language teaching pedagogy with their knowledge of their
learners, the curriculum, and the teaching context. It is a time when they envision
the learning experience should fit together to make that vision a classroom reality.

There are number of benefits to writing a lesson plan. The following are:

(1) Lesson planning produces more unified lessons (Jensen, 2001).

(2) It gives teachers the opportunity to think deliberately about their choice
of lesson objectives, the types of activities that will meet these
objectives, the sequence of those activities, the materials needed, how
long each activity might take, and how students should be grouped.
(3) Teachers can reflect on the links between one activity and the next, the
relationship between the current lesson and any past or future lessons,
and the correlation between learning activities and assessment
practices.
 Because the teacher has considered these connections and
UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

can now make the connections explicit to learners, the lesson

will be more meaningful to them.
(4) The lesson planning process allows teachers to evaluate their own
knowledge with regards to the content to be taught (Reed & Michaud,
2010).

 If a teacher has to teach, for example, a complex grammatical

structure and is not sure of the rules, the teacher would
become aware of this during lesson planning and can take
steps to acquire the necessary information. Similarly, if a
teacher is not sure how to pronounce a new vocabulary word,
this can be remedied during the lesson planning process.
(5) A teacher with a plan, then, is a more confident teacher (Jensen, 2001).

 The teacher is clear on what needs to be done, how, and

when.

 The lesson will tend to flow more smoothly because all the
information has been gathered and the details have been
decided upon beforehand.

 The teacher will not waste class time flipping through the
textbook, thinking of what to do next, or running to make
photocopies.

 The teacher’s confidence will inspire more respect from the

learners, thereby reducing discipline problems and helping the
learners to feel more relaxed and open to learning.
(6) Lesson plans can be used again, in whole or in part, in other lessons
months or years in the future (Jensen, 2001).
 Many teachers keep files of previous lessons they have
taught, which they then draw on to facilitate planning for their
current classes. In other words, lesson planning now can save
time later.
UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

(7) Lesson plans can be useful for other people as well (Jensen, 2001).
 Substitute teachers face the challenge of teaching another
teacher’s class and appreciate receiving a detailed lesson plan
to follow.
 Knowing that the substitute is following the plan also gives
the regular classroom teacher confidence that the class time
is being used productively in his or her absence.
(8) Lesson plans can also document for administrators the instruction that
is occurring.
 If a supervisor wants to know what was done in class two
weeks ago, the teacher only has to refer to that day’s lesson
plan.
(9) Lesson plans can serve as evidence of a teacher’s professional
performance. Teachers are sometimes asked to include lesson plans,
along with other materials, as part of a portfolio to support their annual
performance evaluation.

 Teachers applying for new jobs might be asked to submit

lesson plans as part of their job application so that employers
can get a sense of their organizational skills and teaching
style.

REFLECTIVE BREAK!
Think of a time you entered a class with a hastily written lesson plan
or no plan at all.
 How did you feel?
 How would the lesson have been improved with more
thorough planning?
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

KINDS OF LESSON PLAN

Lesson plans are an essential component of a successful teaching

experience. These plans help ensure that all standards and materials are
covered, providing a teacher and students with structure for each class day.
Many schools require that teachers submit lesson plans in a specific format on
a daily, weekly or monthly basis. For teachers who do not have a required
format, a variety of formats are available to meet individual needs.

1. Five-Step Lesson Plan

A five-step lesson plan is a form of daily lesson planning that includes

the following components: anticipatory set, instruction, guided practice,
closure or assessment and independent practice.

In the anticipatory set, a teacher should note the objective of the

lesson, explain how it connects to past learning and describe the purpose for
what is being learned. These items should be written in a student-friendly
form so the teacher can easily convey them to the students during the lesson.

For the instruction section, a teacher must list how she will use direct
teaching through modes such as lecturing, providing notes or showing a
video, and modeling by demonstrating how to complete a process or activity.
This section should also include questions or brief activities the teacher will
use to check to see if students are understanding the material.

The third step is guided practice, which asks the teacher to list any
activity students will complete in the classroom with teacher or peer
assistance. This is followed by the fourth step, closure or assessment, which
requires an activity to help the teacher get a snapshot of what students
learned that day. This section can include an exit slip, a short reflection or
something more in-depth such as a quiz or a test.
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

Independent practice is the fifth section of this format. In many cases,

independent practice can be completed in class; however, in the five-steps
plan, independent practice is the place the teacher lists any homework
assignments students will be expected to complete related to that day's
lesson.

2. Five-E Lesson Plan

The five-E lesson plan format asks teachers to list components that
deal with engaging, explaining, exploring, elaborating and evaluating.

This lesson plan begins with a question or brief activity that hooks or
engages students at the beginning of the lesson. In the second phase, the
teacher lectures or provides a video, reading passage or demonstration to
explain the material and its key terms.

After explaining the concept, a teacher must show what activity

students will complete to help them explore the material. These activities can
include stations, cooperative learning groups, games, worksheets or other
instructional methods.

The fourth component, elaborating, can be compared to independent

practice. Activities should help students apply the concept to a variety of
situations. This work can be completed in class or as a homework
assignment.

Each five-E lesson plan ends with an evaluation component to

determine whether students have learned the material. This can come in the
form of a formal, graded assessment, or students can be informally assessed
with a question and answer session, exit slip or short writing prompt.
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

3. Weekly Lesson Plan

A weekly lesson plan is an ideal format for teachers who are covering a
similar topic throughout the week. At the top of the lesson plan, teachers
should list the standards, objectives and essential questions being covered
that week. Under that section, each day of the week is listed with a short
description of the activities for that day. At the end of the plan, a section
should be included to list any assessments that will cover the week's
instruction, such as a unit or chapter exam or special project.

4. Unit Plan

For teachers who do not work well with elaborate plans, a unit plan is
a simple way to guide instruction. At the top of the unit plan, teachers list all
of the standards and objectives covered in the unit along with the projected
time-frame for the unit. Below that is a list of all activities expected to be part
of the unit, followed by a list of all assessments related to the unit. Each day,
a teacher presents lessons to students with that unit in mind, but since there
is no specific plan laid out, there is some flexibility in what is covered each
day.

5. Inquiry-Based Lesson Plan

Inquiry-based lesson plans are especially useful for the science

classroom because they involve experimentation and hands-on activities that
allow the teacher to be a facilitator of learning rather than an instructor.
Lesson plans that are inquiry-based include very little lecture or notes.
Teachers begin this type of lesson plan by listing the standards and objectives
to be covered. After that should be a detailed description of any activities
students are to complete during the day's lesson. Activities should not include
worksheets or exams, but instead hands-on problem-solving experiences
through experiments, cooperative learning groups or stations. After the
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

activity, teachers should list a variety of inquiry-based questions to ask

students to promote discussion of the concepts and material covered in the
activity and help further facilitate student learning.

ELEMENTS OF A DAILY LESSON PLAN

The daily lesson plan is the most

detailed standards-based plan
that a teacher will develop. It
outlines the purpose and activities
of what will be done on a specific
day or across several days. Unit
plans help to turn year-long plans
into daily plans. Standards-based
daily lesson plans are composed of objectives and activities that are based on
the unit plans. The standards-based daily lesson plan allows the teacher to make
academic learning relevant to students by intertwining content knowledge,
information-processing skills, and life experiences. The daily lesson plan includes
the following components:

1. Lesson Information

The teacher begins to plan each lesson by considering the students’

characteristics as well as the learning context. This consideration entails a
deep understanding of what he or she is to teach (content standards,
standards-based curriculum, and guidelines), what students should be able to
do, and what performance will look like when instruction has been completed.
Lesson information includes not only the content but also the learning and
developmental needs of the students. The teacher must consider the time he
or she has to complete the lesson and other resources available, and should
decide whether or not the lesson should take one class period or several.
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

Questions to ask include:

 Am I planning the right amount of activities for the time I have?
 Is the scope of the lesson too ambitious for the time allotted?
 Will students be able to stay on task, or will they become disengaged
because they’re spending too much time on one small aspect of work?

Success in the lesson depends on how appropriate the focus, time

frame, activities, and assessments are for the students. It also depends on
the skill with which the teacher is able to match instructional strategies to
student learning needs.

2. Lesson Topic

The lesson should begin with a topic derived from the adopted
standards-based curriculum for a school or district. Because it relates to
specific information the teacher is trying to impart, the topic should be part of
the larger curriculum (such as unit instruction) required at your grade level.
However, the specific topic for the lesson may emerge from student
questions or interests (e.g., a lesson about the environment or space
exploration), from community resources (e.g., the Rio Grande River, Manzano
Mountains, Carlsbad Caverns), from local expectations included in the content
standards (e.g., cattle ranching, New Mexico water rights, the connection
between language and culture), and other topics listed in the standards (e.g.,
data analysis, geometry, life science).

3. Benchmarks and Performance Standards

Decide on the benchmarks and performance standards you will

address during the lesson. These may come from one content area or
integrate standards and benchmarks from several content areas. Remember
to consider how much time you have for the lesson.
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

4. Intended learning outcomes

“When first planning for instruction, teachers frequently focus on the

selection of content, teaching method, and instructional materials. These are
all important elements of instructional planning, but the entire process is
more effective if attention is first directed toward instructional objectives”
(Gronlund, 2004, p. 3).

Intended learning outcomes:

 Are tied specifically to the standards or benchmarks addressed in the

lesson.
 Clarify intended learning outcomes for both the teacher and the
student
 Provide a focus for instructional planning
 Set the stage for teaching, learning, and assessment
 Identify specifically how learning will be evidenced

In the lesson plan, state your intended learning outcomes using the following
language:

 By the end of the lesson, students will be able to… (e.g., recognize the
leaves of piñon, aspen, and juniper trees; create a timeline of
nineteenth-century New Mexico.)

Clarify the intended learning outcomes for students by writing them on

the board or through some other visual format.

5. Instructional Resources

In your planning, carefully consider the resources that will support

student learning during the lesson. These might include:
 Textbook or other reading materials
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

 Websites
 Word processors or other specific computer software
 Movies, CDs, of other media
 Guest speakers
 Project supplies, including posters, paper, markers, or tape

6. Arrangement of the Environment

Arranging the environment is a decision closely related to the ways in

which students will complete components of the lesson.

Questions to consider:

 Will students work in cooperative groups or independently?

 Will several activities take place during the lesson or require more than
one desk arrangement? How will transition between activities take
place?
 Will students move among learning centers that are set up in the
classroom?
 What arrangement will best support movement among these centers?
 Will accommodations for special needs students need to be made to
support movement among centers or any other activities?
 Will students need to focus attention on a screen or guest speaker at
one point in the room?
 Where will supplies be located for easy access?

7. Instructional Activities

A good daily lesson plan will include at least the following:

A. Introduction
The beginning of the lesson should engage the students’ attention
and focus on the topic. Remember, activities should be based on the
standards-based curriculum. Activities might include a challenging
UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

question, a quick survey of attitudes or beliefs about the topic, or a movie

clip or other short media device to stimulate discussion. Reviewing what
the students know or have previously experienced is key to the activity
and would be an appropriate introduction, as well.
B. Lesson development
Teachers should make students aware of the intended learning
outcomes of the lesson. Your description of each activity should include a
discussion of what you will do as the teacher and what the students will
do, as well. It is important for students to employ higher order thinking
skills so they may apply and synthesize new content. Explain what
modifications will be made for special needs students. Remember that the
time frame you have established for this lesson. How long will each
activity take to complete? How many activities can students realistically
engage in during the time allotted?
C. Assessment activities
During the lesson, you should monitor student learning. Describe
specifically and in measurable terms how you will determine whether
students have met the intended learning outcomes. For example, your
description of the assessment process might include statements such as
the following:
 All students will actively participate in each activity.
 All students will complete a timeline that includes the important
events discussed during the lesson.
 All students will write a statement at the end of the class about
what they learned during the lesson.
D. Wrap up
End class with a restatement of the intended learning outcomes.
Decide on a way to close the activities. Will students reflect on what they
have learned? Will they turn in their work or complete it as homework?
Have you clearly defined expectations for their homework assignment (if
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

applicable)? Does the homework assignment extend or complete the

intended learning outcome?

8. Teacher Reflection

When you have actually taught each lesson, write a reflection on what
occurred during the process. Did students meet the intended learning
outcomes of the lesson? Why or why not? Consider your part in their success.
Was the timeframe appropriate? Were your directions clear? Did the activities
you planned actually support the intended learning outcomes or were they
somehow off-track? Were activities adequately modified for special needs
learners in your class? What activities would you do again? What would you
do differently next time?
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

Activity

DIRECTIONS: Read each item carefully. Write TRUE if the statement is correct
and FALSE if otherwise. Write your answer on the space provided.
_______ 1. Teachers should make students aware of the intended learning
outcomes of the lesson.
_______ 2. When planning learning activities you should not consider the types
of activities students will need to engage in, in order to develop the
skills and knowledge required to demonstrate effective learning in
the course.
_______ 3. In a Weekly Lesson, a teacher should note the objective of the
lesson, explain how it connects to past learning and describe the
purpose for what is being learned.
_______ 4. The first step in preparing a lesson plan is plan the specific learning
activities.
_______ 5. Planning is known as the representation of the organization of the
teaching and learning process.

Performance Task

Create a well-organized lesson plan using different elements, strategies,

methods and techniques. You can choose any subject but make sure it is related
to Social Studies.
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

Lesson 2: Microteaching in Social Studies Children

Microteaching is a teacher training technique that allows student teachers

to practice and refine their teaching skills in a low-risk, simulated classroom
environment. The method, also used for retraining or fine-tuning the skills of
practicing teachers, was developed in the late 1950s and early 1960s by Dwight
Allen and his colleagues at Stanford University.

Take this challenge!

In this lesson, challenge yourself to:

 Understand how Microteaching works;

 Explained the benefits and disadvantages of Microteaching;
 Known the Microteaching cycle; and
 Conducted a peer demonstration or a recorded Microteaching in Social
Studies

Abstraction

HOW MICROTEACHING WORKS?

Microteaching sessions involve one student teacher, the class instructor

(or school supervisor), and a small group of peers. These sessions allow student
teachers to practice and polish their teaching techniques in a simulated
environment before putting them into practice with students. Student teachers
conduct a short lesson (usually 5 to 20 minutes in length) and then receive
feedback from their peers.

Later methods of microteaching evolved to include videotaping sessions

for review by the student teacher. The teaching method was revised and
simplified in the late 1980s and early 1990s for use in other countries that lacked
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

access to technology.
Microteaching sessions focus on one teaching skill at a time. Student
teachers rotate through the roles of teacher and student in small groups of 4 to
5 teachers. This singular focus provides the opportunity for student teachers to
master each technique by planning and teaching the same lesson multiple times,
making adjustments based on peer and instructor feedback.

BENEFITS OF MICROTEACHING

Microteaching provides ongoing training for student teachers and

retraining for classroom teachers in a simulated environment. These practice
sessions enable student teachers to perfect their teaching techniques before
applying them in the classroom.

Microteaching sessions also allow student teachers to prepare for a variety

of classroom scenarios, including working with students of different skill levels
and backgrounds. Lastly, microteaching provides valuable opportunities for self-
evaluation and peer feedback.

DISADVANTAGES OF MICROTEACHING

Microteaching is considered one of the most effective techniques for

teacher training, but it does have a few drawbacks. Most significantly,
microteaching requires the presence of an instructor and a group of peers, which
means that not all student teachers (or current teachers) can consistently
complete microteaching sessions.

Ideally, microteaching sessions are repeated multiple times so that the

student teacher can refine their skills. However, in larger education programs,
there may not be time for all student teachers to complete multiple sessions.
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

THE MICROTEACHING CYCLE

Microteaching is accomplished cyclically, allowing student teachers to

practice new skills in order to attain mastery.

a. Classroom Instruction

First, student teachers learn the basics of an individual lesson through

lectures, textbooks, and demonstration (via an instructor or video lessons).
Skills studied include communication, explanation, lecturing, and engaging
students. They may also include organization, illustrating lessons with
examples, and answering student questions.

b. Lesson Planning

Next, the student teacher plans a short lesson that will enable them to
practice these new skills in a mock classroom situation. Though the classroom
environment is simulated, student teachers should consider their presentation
an actual lesson and present it in an engaging, logical, and understandable
manner.

c. Teaching and Feedback

The student teacher conducts the lesson for their instructor and peer
group. The session is recorded so that the student teacher can watch it later
for self-evaluation. Immediately following the microteaching session, the
student teacher receives feedback from their instructor and peers.

Peer feedback should be specific and balanced (include observations

on strengths as well as weaknesses) with the goal of helping the student
teacher improve. It’s helpful for peers to focus on their personal experience
using “I” statements and to provide specific detail in their feedback.

For example, when providing constructive criticism, "I had trouble

 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

hearing you at times" is more helpful than “You need to speak louder.” When
offering praise, “I felt confident commenting because you made eye contact
with me” is more helpful than "You engage well with students.”

d. Re-plan and Reteach

Based on peer feedback and self-evaluation, the student teacher plans

the same lesson and teaches it a second time. The goal is to incorporate
feedback from the first microteaching session to master the skill being
practiced.

The second teaching session is also recorded. At the conclusion, the

instructor and peers offer feedback, and the student teacher can view the
recording for self-evaluation.

Microteaching often results in better-prepared, more confident

teachers with a strong working understanding of the skills they need in the
classroom.

Performance Task

You are tasked to have a recorded Microteaching in Social Studies

specifically on WVSU-ILS. Instructions on this task will be announced by the
instructor.
 UNIT 5 MICROTEACHING IN SECONDARY SOCIAL STUDIES

References

thoughtco.com/microteaching-4580453.

https://iris.peabody.vanderbilt.edu/module/cnm/cresource/q4/p16/

https://www.indeed.com/career-advice/career-development/lesson-plan-example

http://mpbou.edu.in/slm/B.Ed_SLM/bedteb3u4.pdf

https://classroom.synonym.com/types-lesson-plans-8145257.html

https://www.tesol.org/docs/default-source/books/14002_lesson-planning_ch-1

https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning