Lesson plan

The Lesson planning is an important part of the work of teachers and includes all considerations in preparation for a lesson. Therefore ( depending on the province or Studienseminar different ) concepts are taught in teacher education to provide the pedagogical considerations in front of a classroom and how these are to be documented.

The lesson plan serves as a writer for orientation for teachers who hold the teaching, on the other hand it is an attempt to justify the learning goals in the context of a selected didactic model.

Various models have been developed for this purpose. The four most famous ( chronologically ) the Didactic Analysis of Wolfgang Klafki that developed also in contrast to Berlin model Paul Heimann, which in turn evolved from Hamburg model of Wolfgang Schulz and the perspective scheme for lesson planning Klafki. Newer models of lesson planning will address current issues of teaching and integrate them into the traditional planning categories. Tulodziecki, Herzig and Blömeke (2004) emphasize in their planning model such as the importance of the new task culture. Maier ( 2012) proposes a planning model that is designed for long-term teaching-learning processes and engages issues of diagnosis and competence development in the spotlight.

Planning scheme

When planning lessons, the relevant questions of the individual planning components must be answered and the teaching -related decisions are made based on the thus created pedagogical analysis. There are no common scheme for lesson planning, in many universities and teacher training colleges, the following structure is used. The presented scheme involves doing more than the issues to be worked in an individual case, since individual points do not come, depending on the underlying model for application -laid or criteria for specific instructional contexts are not applicable.

Condition analysis

• Analysis and evaluation of the different conditions under which the teaching takes place (for example, by the condition factors of the Berlin model )
• Learning group description ( esp. with description of their relevant skills for the hour )

Technical analysis

• Presentation of content
• Specialised classification of the selected topic
• Scientific problems

Didactic analysis

• Integrates the subject in the curriculum (learning field, hourly )
• Analysis, for example, after the Klafkischen perspective scheme
• Orientation to the didactic principles
• Structure of the didactically reduced learning object ( form and content )
• Definition of learning objectives, differentiated by reach, intellectual and spiritual dimension and complexity

Methodical analysis

• Selection of the basic forms of didactic trade ( teaching-learning methods)
• Selection of the methodological large forms ( forms of teaching or teaching methods, partly Didaktikisch - methodological concepts )
• Presentation of possible difficulties and then developing alternatives and differentiations
• Selection of social form and its form of work ( teaching technique or teaching method )
• Selection of media (see condition analysis)
• Development based thereon teaching phases

Development planning This is the script of the lesson in tabular form, by planned chronologically. Appearance varies depending on the selected teaching model.

In literature it is partially omitted.

These systems can be:

• Worksheets
• Sketch of the panel painting
• Objects from the world of the learner for entry

Competence-based lesson planning

With the introduction of educational standards is increasing discussion about a competency-based lesson planning. Competence orientation means that classes at the long-term competence development of students in single -domain ( reading, writing, foreign language, etc. ) has to be based. The development of skills is not to compare with pure knowledge acquisition. Rather, competence orientation means that specific knowledge can be applied in specific situations (eg make a call in a foreign language, can solve a tangible problem mathematically ). For lesson planning, this means a departure from the detailed planning of individual lessons to the planning of long-term teaching-learning processes or processes of skill acquisition. The analysis of individual learning as well as constant monitoring of student progress (formative performance diagnostics ) plays an important role. Also teachers need to know how to develop subject specific competences (eg term knowledge in physics or spelling skills) among learners and build let (competence development models). There are now initial approaches or models for a competency-based lesson planning:

Lersch (2007 ) designs a model of teaching competence promoting teaching. Competency models allow his opinion in the future diagnosis of learning development courses. Teaching must then give students the opportunity to put their skills to the test. For teachers and teacher education is a competence-based education means a complete rethink. Previously, education was the subject classification based scheduled and structured. Competence orientation in contrast, means that lessons from the learning targets so must be planned and the learning requirements and the skills development steps the student must take in the view. For the concrete lesson plan proposes Lersch (2007 ) the development of skills acquisition grids before, which allow the relationships between the structure of sub-competencies (vertical transfer), the application situations ( horizontal transfer ) and the interdisciplinary knowledge (lateral transfer ) illustrate.

Maier ( 2012) describes the five categories for the planning of a competency-based education. This design categories access among other aspects of the teaching - learning - theoretical didactics and educational diagnostics on:

1 Curricular and non-teaching guidelines clarify:

• Specialist scientific background ( technical analysis ) and / or competence analysis (eg literacy )
• Curricular requirements: anchorage in curricula or educational standards
• Formulation of learning objectives or competencies for the teaching-learning sequence

Note 2 learning prerequisites and steps of knowledge acquisition

• What models of knowledge and skills acquisition are for the teaching-learning sequence relevant ( eg stages of reading acquisition, stages of cognitive development in mathematics, conceptual change theories, etc.)?
• What is the potential acquisition of relevant learning conditions are available ( student observations, analysis of student work, short tests, standardized tests, etc.)?
• Description of student learning conditions: General conditions for learning (language, class climate, rituals, social background, etc.) and subject-specific learning requirements (? On what level of skill acquisition are the students / inside What knowledge do they have? )
• Should be given to a further differentiation and individualisation of the learning objectives in the context of students learning prerequisites?

3 Methodological design of the teaching-learning sequence

• Justification of the sequential structuring of the teaching-learning sequence in terms of knowledge and levels of subject-specific skills acquisition ( red thread, steps of the teaching-learning sequence, articulation levels, progressive forms, etc.)
• Selection and analysis of tasks for each phase of the teaching
• Justification of methodological decisions regarding the following dimensions: present knowledge ( teacher directed ) vs. Can discover knowledge ( student directed ); Life-world reference, application acquisition and use of examples; vs. collective learning. Individualisation and differentiation; Forms of representation and use of appropriate media; Individual work vs. cooperative learning

Note 4 Organisational aspects of the teaching-learning sequence

• How could a sketchy description of the planned teaching-learning sequence look like ( eg Tabular representation as a " cue " )?
• What should be considered in the preparation of the learning environment (eg learning materials, media, social forms, etc.)?
• Class Management: What rituals and rules are there in the class? How do teachers deal with problems? What organizational elements for the implementation of this teaching-learning sequence of particular importance?

5 Evaluation and reflection of the teaching-learning sequence

• Reflection of the lessons through ( personal reflection of teaching implementation, reflection on feedback from mentors / inside or fellow students, student feedback)
• Evaluation of learning progress of students ( pause ) n (learning course diagnoses, classroom observation in solving tasks, appropriate feedback formats for students / in, etc. )
• What are the consequences for a re- implementation of the teaching-learning sequence or for further education?

These five design categories can be used for a written lesson plan of teaching-learning units. The individual key questions to structure a longer-term perspective planning of teaching-learning processes (eg multi-week sessions). Likewise, individual learning paths can be scheduled depending on the heterogeneity of the students learning requirements. The five design categories are also open to various methodological approaches ( teacher -directed classes, open classes ). Depending on the conditions for learning, situational circumstances and learning objectives, it is important to choose a methodical form.

Form

The lesson plan is usually created in accordance with the procedural requirements according to DIN 5008 writing. For formal assessments of teaching by trainers or supervisors a certain amount of planning will dictate (eg 8-10 pages). Outside of teacher training or assessment procedures can only find individual points of planning instead of writing, such as designing a panel painting or a course plan.