How to Write A Lesson Note, Planning and Sample Lesson Note

Unit 1: Definition of Lesson Notes
Teaching without a Lesson plan is like going on a journey not knowing where you are going.

The lesson plan is central to effective curriculum implementation because effective teaching requires you to plan and prepare your lessons. In planning a Lesson, therefore what you are to teach, how to teach ¡t, the resources to use and the evaluation strategies should be borne in mind.

Although teachers perform several roles in their day-to-day activities, the fact remains that the subject and classroom situation changes rapidly such that teachers have to change their approach to be in tune with the changes.

This means that the teacher has to be professional, keeping abreast with the innovations in his/her subject teaching approaches.

Unit 2 – Importance of Lesson Notes
Preparing for lessons by writing notes of lesson or lesson note is significant to the teacher and the learners in the following ways.

1. It is a Guide to Lesson Preparation
It makes the teacher to become more familiar with the materials to be taught. While preparing for your lesson, you are opportune to take a number of vital decisions. These decisions include: the most appropriate teaching aids to use; the most suitable teaching methods to adopt and the order in which the learning material is to be presented. Thus, a lesson note serves as a guide to lesson preparation

2. It is a Guide to Effective Teaching
Teaching is deemed effective only when it results in the realisation of the set objectives. In order to do this therefore, the set objectives should always be your focus while teaching.

3. It saves time
Since lesson notes guide the teacher to the relevant points of the lesson, he is saved from beating about the bush. In this way, precious time is saved. It is common to see a teacher who did not plan for his lesson. Such a teacher is unorganised and uncertain in his delivery. At times, he exhausts the time for the lesson when he is half-way into his teaching period. He may keep on wasting time on irrelevant examples and illustrations, and at times digressing. But when you plan for your lesson by writing notes of lesson, all these problems will be minimized.

4. It saves energy
Lesson notes with relevant points saves the teacher the possibility of digression. It also helps him to conserve some energy. In fact, if you fail to prepare for your lesson, you may run the risk of talking too much on irrelevant things and at the end you develop headache. But when you are armed with a lesson note, you talk to the point and come out strong.

5. It serves as a reminder
It is human to forget, but with the lesson note on hand, you can easily look up for the information you could have forgotten. This is often easy to do because the lesson note is skeletal or sketchy with the main points or procedures such that they can be seen at a glance. However, you must not form the habit of always looking into your lesson note. Otherwise, students may develop bad impression about you.

Unit 3 – Parts of a Lesson Note

Generally, the following are some of the features common to most lessen notes.

1. Subject and topic
Without a topic, the teacher would have nothing to teach as he cannot go on discussing the entire subject.

A subject refers to the broad field of study such as Civic Education a topic refers to a component of the subject such as Drug Abuse.

You should note that any topic selected for teaching should be clearly and categorically stated to avoid vagueness. For example, it is not appropriate

2. Description of pupils
Since the lesson is going to be centered around the learners, you should take time to describe the level or category of learners whom the lesson is meant for. This helps in determining the pupils’ problems, needs, interests, and capabilities as bases for effective teaching. The information needed includes:

Class: e.g. SS2
Average Age: 14
Sex: Mixed

3. Duration of the lesson
This refers to the length of time allocated to the lesson as the time-table. This could be 30 or 40 minutes. This knowledge is important because you are expected to plan for what you can accomplish or finish within the limited time. It is embarrassing to the next teacher and disruptive to the next subject if you teach into the next lesson period allocated for another subject. It is worse still if you cannot accomplish your lesson objectives before the time elapses.

4. Teaching aids
These are the resource materials to he used to facilitate the attainment of the lesson objectives. They could be used for illustration or demonstration of processes or concepts in the lesson. For example, measuring cylinders used to measure liquids in Chemistry lab, etc.

Not only should the teaching aids to be used be mentioned in the lesson note, they should be briefly described in terms of the composition and the purpose they are to serve. In fact, for teaching aids to be of any worth, they should be relevant to the topic and level of the learners; attractive, simple, capable of easy usage, and readily available.

Above all, they should be used at the appropriate time.

5. Instructional and behavioural objectives
These are the specific tasks or behaviours you want the pupils to perform or demonstrate immediately after the lesson as evidence that learning has taken place. These include knowledge of some facts or concepts or the application of some principles or skills. The objectives are to be stated in terms of pupils’ behaviour and in such a way that they can he evaluated. To facilitate this, you are advised to use such action verbs as to name, identify, mention, explain, discuss, describe, distinguish, calculate, arrange, defend, criticise and so on. You should avoid using such words as know, feel, understand and so on. These are nebulous or vague.

6. Pupils’ previous knowledge or entry behaviour
It is generally accepted that learning cannot be built without a foundation. This foundation could be what a child has learnt or known before, his maturity and readiness, or existing ability and willingness to learn. Therefore, you must seek to base your lesson on the pupils’ previous knowledge, which is relevant to the present task to be performed.

The previous knowledge may arise from the last lesson(s) taught. It may derive from pupils’ informal experiences such as the television, newspapers, radio, church or social activities, peer group activities, buying and selling in the market, and so on. This is usually stated in the form of assumption.

7. Introduction
This aspect of the lesson note has to do with the different activities used in initiating or introducing the pupils into the new lesson so as to arouse their interest. This could be by oral questioning and answers, demonstration, short analogy or story or event similar to the experiences in the new lesson. In this way, pupils’ past experiences are linked with those expected to be met in the present lesson.

8. Development
This is the presentation stage. Here, you present the concepts or facts of the lesson step-by-step as carefully planned in the lesson note. A number of techniques are used to stimulate and sustain pupils’ interest in the lesson. For example, the oral questioning and answer method is used at appropriate stages. They serve not only as a way of carrying the pupils along but as a means of moving from one, step or stage of the lesson to the other.

It is important that you write down some of these questions and their possible answers in your lesson-note as they serve a number of purposes as discussed above. At the appropriate stage of the development of the lesson, provision should be made for the use of relevant teaching aids.

9. Summary
As soon as you finish presenting the instructional materials, you are required to recap or make a brief summary of the important points you want the pupils to always remember in the lesson. This is often regarded as the skeletal note which should be adequate enough to make sense.

10. Evaluation
This aspect relates to the procedures to be adopted in determining the extent to which the stated objectives have been attained. These procedures or techniques depend on the type of behavioural objective. They may take the form of oral-questioning and answers; drawing, arranging, selecting labelling, reciting, and so on. Evaluation is necessary as a way of determining the adequacy of every activity in the lesson

11. Assignment
Perhaps, the last part of the lesson note is a statement of what tasks the pupils would perform on their own after the lesson. They could be take-home assignment, enquiry or collection of specimens such as grass-hoppers feathers, fruits, and so on.

Unit 4 – Specimen of a Lesson Note

SUBJECT TITLE: EFFECTIVE OFFICE PRACTICE
LESSON TITLE: THE OFFICE STAFF
CLASS: JSSI.
DATE: 11th November, 2017
TIME: 9am – 9:40am
DURATION: 40 Minutes.
SEX: All Females
AVERAGE AGE: 12 years

LEARNING OBJECTIVES
At the end of the lesson, the students should be able to:

1. Describe a Clerical Staff
2. State functions of a Clerical Staff
3. Explain by listing the personal qualities of a Clerical Staff
4. List the qualities that a Clerical Staff must possess.

INSTRUCTIONAL RESOURCES
1. Textbook
2. Workbook
3 Charts/pictures of Clerical Staff
4. Diagrams of Clerical Staff at their work stations
5 Picture of properly dressed Clerical Staff

INTRODUCTION
1 – 3 minutes: PREVIOUS KNOWLEDGE
Students have been visiting the Principal, Student Affairs or Bursar’s office in the school and have seen Clerical staff on duty. Students are asked to describe the type of duties they see the Clerical Staff performing ¡n the schools and offices.

PRESENTATION
Step I: 3 – 8 minutes:

i. Teacher guides students to describe a Clerical Staff and gives examples,
ii. Teacher guides students to write down the responses/findings on who clerical staff is.
¡ii. Teacher summaries on the board who a Clerical Staff is

STEP II: 8 – 18 minutes:

i. Teacher guides students to list the functions of a Clerical Staff verbally
ii. Teacher explains each of the functions by asking students to demonstrate ¡t
¡ii Teacher summarises on the board the functions identified and students take note.
iv Students copy notes of what the teacher has written on the board
v. Teacher draws/shows students diagrams of Clerical Staff on duty.
vii Teacher asks questions on the functions of Clerical Staff.

STEP III: 18 – 28 minutes

i. Teacher ask students to describe the qualities of a Clerical Staff
ii. Teacher lead the students to demonstrates some of the qualities of a Clerical Staff
iii. Teacher writes on the board some qualities of a Clerical Staff
iv. Students write notes on the qualities of a Clerical Staff

STEP IV: 28 – 34 minutes

i. Students are given about five minutes to visit a clerical staff on duty in the school office and observe the staff at works
ii. Students should write their personal notes on what they have seen and observed on the visit as assignment

STEP V: 34 – 36 minutes
SUMMARY

We have mention that, a Clerical Officer is a person who works in the office; he records letters, keeps files or documents that come in and out of the office We have said that he needs to have some basic qualifications like WAEC or NECO certificate. We have also discussed that the basic qualities of a clerk are listening attentively to ¡instructions, coming to work on time, and working as much as possible without supervision.

You were also told that a clerk should have respect or people, also be courteous. We also visited an office in the school and you were able to observe a clerk at his desk doing his work.

STEP VI: 36 – 40 minutes
EVALUATION

ì. Define clerical officer;
ii. State three functions of a clerical staff; and,
iii. Explain four qualities that a clerical staff must possess.

ASSIGNMENT
Already given in Step IV



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