Difference between lesson note and lesson plan
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This is the kind of question that new teachers or student teachers ask most often than not. Before I go into details about the difference between lesson note and lesson plan, I will like you to go through one of my post that discusses how to write a perfect lesson note. This post has generated many comments and many of our readers have expressed appreciate on how it has helped them design their own lesson plan. The link to the post is below.
When you are done, you can see below the detailed difference between lesson note and lesson plan. This piece of information was original publish in this link so credit goes to the author.
It may be:
– a brief summary of a lesson in a teacher’s planner/diary;
– a short evaluation of a lesson by the teacher who delivered it or by another adult who observed it;
– a message reminding a teacher to revisit some issue in a future lesson;
– a list of activities to be set by a substitute teacher to be done by a class whose normal teacher is absent;
– a teacher’s worksheet to be monitored by a senior colleague, listing subject-matter covered by the teacher with a class on a daily, weekly or monthly basis.
While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order:
– Title of the lesson
– Time required to complete the lesson
– List of required materials
– List of objectives, which may be behavioural objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion)
– The set (or lead-in, or bridge-in) that focuses students on the lesson’s skills or concepts—these include showing pictures or models, asking leading questions, or reviewing previous lessons
– An instructional component that describes the sequence of events that make up the lesson, including the teacher’s instructional input and guided practice the students use to try new skills or work with new ideas
– Independent practice that allows students to extend skills or knowledge on their own
– A summary, where the teacher wraps up the discussion and answers questions
– An evaluation component, a test for mastery of the instructed skills or concepts—such as a set of questions to answer or a set of instructions to follow
– A risk assessment where the lesson’s risks and the steps taken to minimize them are documented.
– Analysis component the teacher uses to reflect on the lesson itself —such as what worked, what needs improving
– A continuity component reviews and reflects on content from the previous lesson