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types of lesson

God bless to our report. . <3

vernie gomez

on 1 October 2012

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Transcript of types of lesson

types of Lesson Nature
the development lesson is one which something new is presented or developed. The Development Lesson the Review lesson Nature the Drill Lesson Nature and Value
The Application Lesson gives the child a chance to express or apply what he has learned. The Application lesson Nature
He should acquire it as early as possible so that he can apply it in different subjects of the curriculum. supervised Lesson Nature
Attitudes and Appreciation cannot be taught in the same way that ones teaches scientific facts. Appreciation lesson formal development lesson
use formal time- tested methods such as the inductive, deductive, or problem solving.

Informal development lesson
does not make use of a definite method with definite steps. types Preparation steps the teacher directs children's learning by means of questions and teaching aids, leading the class to examine, analyze, compare, contrast, generalize, observe, judge, or discover something. Presentation or development consist of cognitive and motivational aspects. Application
this step is the test of whether the pupils have really learned or not 1) the rule or principle that what is taught is better understood and mastered because meanings are experienced.

2) learning is facilitated because it is done step by step

3) satisfaction results because the pupils feels that he is doing things independently

4) valuable concomitant outcomes are developed such as:
a) ability to think for oneself
b) skill in attacking and problem solving
c) self- confidence Advantages Disadvantages 1) where a rule, definition or principle may be easily understood by reading, use of the method would be a waste of time.

2) it is suitable for some subjects, activities, or outcomes, as for instance, certain types of literature.

3) since method is under the direction of the teacher the child instead of becoming independent may become more dependent on the teacher. Nature
a review lesson aims to renew study of the same subject matter or to recall what has been taken up in the past and view again from a different perspective or point of view. 1) Retention of material learned.
review used to be associated with retention of facts and information, hence the review before an examination.

2) Organization of materials and experiences into large whole.
for learning to be significant and meaningful, facts learned in the various lessons should be seen and manifested in the daily experiences of the learner.

3) Development of ability to evaluate material.
when the small units are organized into a large unit, the pupils get a new perspective of the whole.

4) Supplementation of materials and experiences.
it is a during the review that elements of new learning may be given to round out units, to clear confusion, and to make understanding complete. Purposes of the Review review is also used interchangeably with test, as evidenced by teachers who say, written review turns out to be a test to be a test that recalls factual material and which makes no provision for review of past information. Misinterpretation 5) foundation for further learning.
a review of the past lesson maybe necessary to form the apperceptive basis of a new lesson.

6) Diagnostic of the pupils weakness
a review usually will reveal the weaknesses of the student.

7) Diagnostic of teacher weakness
the weakness of the pupils may be due to the teacher's shortcomings.

8) Development of the interest in old materials.
it is usual for the student not to be interested in what he is taking at the present because it does not seem to have any use. 9) simulation of original thinking and creativeness
thinking about old facts and ideas may suggest new ways of using them and thus lead to creativity.

10) tracing the core main thought throughout a unit
piecemeal information may be taken daily which should be tied together by means of the review

11) Reorganization of previously organized information into a new pattern
the same subject matter may be taken up but from a different angle, and something new may be learned every time. 1) the short prelesson daily review for three or five minutes
this type or review can provide the apperceptive basis for the new lesson.

2) the postlesson unit review.
this take up more time than the daily review- a whole period or more.

3) extensive large unit review involving coordination of many units.
there may be recall of facts, but the emphasis is on major issues and significance of big movements. types of Review 1) Time of review
it should be given when necessary, as determined by the needs of the class and by the goals and the nature and importance of the subject matter.

2) Length of review
the daily review may be only for a few minutes.

3) preparation for review
it should also have the necessary steps, such as well objectives, motivation, approach, and activities. techniques of Review 1) the Review must be of value to the learner
the pupils should know the purpose of the review, recognize the need for it, be convinced that it is worthwhile, and understand it.

2) The Review should be interesting
it should not be mere repetition of what has been taken up before or it will become dull and boring.

3) The Review should follow the psychological principles of learning.
this means that the learner should be made aware of how he is progressing. Principles of a Review Lesson 1) Motivation
pupils should be made to feel a need for the skills or activity and they should be made to want it.

2) Focalization
A drill requires concentration and so children's attention should be focused on the specific facts, habits, or skills to be drilled on.

3) Repetition with attention
Mere repetition will not result in learning unless accompanied by attention.

4) Application
to show that he has profited from the drill, the pupil must be able to apply what he has learned. Material for Drill A drill Lesson takes up the same material over and over again until it is mastered. Drill Procedure Utilization of the principles of the learning
exercise or practice is not necessary to learning, but it must be correct practice.

way of conducting the drill
the teacher should conduct the drill in a systematic way- fast, precise, uninterrupted by discussion.

attainable standards that can guide pupils in their performance should be set up.

for the teacher to drill the class on the same things is wasteful and uneconomical. Principles in Drill Work further drill results in increased command of tools, greater knowledge, and improved habits of work. Outcomes of drill 1) Motivation
A drill is necessary to arouse pupils to maximum and sustained effort.

2) Focalization
A drill requires concentration and so children's attention should be focused on the specific facts, habits, or kills to be drilled on.

3) Repetition with attention
one can hardly expect children to be attentive when they feel bored and tired. Drill procedure Forms 1) Dramatization
children love dramatization and enjoy it for its own sake although there are other educational values that can be derived from it, such as training in language expression, in physical grace and skill, and in clarification of thought through action and emotional release.

2) story telling
the story, as a teaching device, is used in reading, language, history, geography, science, and other subjects.

3) Oral reading
Oral reading gives the child practice in conveying thought to others.

4) Construction and drawing
An idea may be concretized in drawing or construction work. 5) Written composition
Not only is a written theme an expression of what is in a person's mind, but it also is training in grammar, correct usage, and written communication.

6) Singing
Singing is also gives emotional release.

7) Test examination
the test examination lesson is in reality a reproduction of what is supposed to have been learned by the children.

8) Creative work
the variety of things turned out will be surprise and a revelation of the creative abilities of children.

1) Motivation
the motives should be real and practical.

2) Statement of the problem or task.
the children should have a thorough knowledge and understanding of what is to be expresses or applied.

3) Necessity of information.
there should be a basis or background for the application.

Technique Constructive criticism should be given so as to encourage the pupils to try their best. Cautions Characteristics of a Good Appreciation 1) the pupil's work is original rather than imitative.

2) the pupil's feel responsible for their work and try to apply the principles studied.

3) individual pupil effort is present.

4) not everything assigned is recited on. 1) many of the failures and dropouts in school due to poor study habits.

2) Many homes do not have proper study conditions.

3) There are improved techniques of study that need to taught to students.

4) Weak students students specially need supervised study. Need for supervised study Modern classification of Supervised Study 1) Individual supervised study
A child is supposed to graduate to unsupervised study when he has learned the techniques of study.

2) Group study
the group is first supervised by the teacher.

3) study with books, people or things.
there is also the study where information is gotten directly from the things. Forms of Supervised study lesson ` 1) The study period
this may take place in a regular classroom, a special study room, or in the library, under the supervision of the teacher.

2) Programmed instruction
this is a method of independent study introduced recently.

3) Science laboratory
there is no place in today's school for the teacher who reads newspaper or who gads about while his pupils are working in the laboratory. 1) Literature
2) Music
3) Nature
4) The arts
5) Religion
6) Culture
7) The environment Sources the fundamental purpose is intelligent enjoyment of what is worthwhile.
Developing right attitudes, ideals, and standards as well as inspiring with the right feelings, socially and ethically.
Purposes types of Appreciation 1) Aesthetic appreciation

2) Ethical- social appreciation

3) Technical or intellectual appreciation The lesson proper
The apperceptive basis is as important in an appreciation lesson as in other types of lesson.
Preliminary Stages
a) immediate preparation
b) the hour of appreciation
c) Intellectual discussion
d) Aesthetic discussion
e) Reproduction Procedure
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