EVALUATION APPROACH TO LESSON PLANNING

EVALUATION APPROACH TO LESSON PLANNING

     The evaluation approach is quite popular. B.S.Bloom who gave us system of classification of objectives, propagates this approach. According to him education may be regarded as a tripolar process involving educational objectives, learning experiences and evaluation devices. It may be diagrammatically represented as shown below

                                                             Educational Objectives

                                /\

                              /    \

                                                                        /       \

                                                                      /           \

                                                                    /              \

                                                                   -------------

                                          Evaluation devices              Learning experiences

Educational approach has three components:

1.Educational Objectives:  This component is concerned with the identification and formulation of educational objectives in relation to the terminal behaviour. Terminal behaviours are comprising desired behaviours by learning experiences to be presented to the students. These objectives are clearly specified and written in observable behavioural terms.

2. Learning Experiences: This is concerned with the provision of suitable learning environment. The learning environment is created by learning experiences provided for the realization of stipulated educational objectives. While planning learning experiences, the following ideas are to be kept in mind by the teacher.

    i) Selection of learning experiences and its systematic organization according to the specific   

        behavioursl changes.

   ii) Planning for teacher and student’s interaction. This consists of sequences of teacher-student

        activities proposed by the teacher. Selection of suitable teaching learning strategies, methods and

        techniques suitable to the nature of content, intelligence of the learner and teacher preferences.

  iii) Selection of suitable learning materials and instructional resources.

3.Evaluation: This component is concerned with the evaluation of the teaching learning outcomes. Teaching, learning and evaluation go together. Teaching learning outcomes have to match stated objectives and specifications. Appropriate tools and techniques must be planned or evolved to assess immediate learning outcomes among students. The tools and techniques to assess behavioural changes must be specifically meet the performance expectations in cognitive, affective and psychomotor domains.

Steps of Evaluation Approach to Lesson planning

Blooms Evaluation approach includes later modifications made by Blooms followers. Steps in lesson planning under this approach are:

    1. Content or teaching point: In this first column of the lesson planning, the concepts or the subject

       matter or content is written in the form of main teaching points.

   2. Objectives and their specifications: In this column the instructional objectives in clear and specific

       behavioural terms in relation to the content column is to be written.

   3.Teachers activity: In this column of the lesson planning, all the activities to be performed by the

        teacher corresponding to the teaching point are to be written systematically.

   4. Student’s activity: In this column all the activities to be under taken by the students in relation to

        the corresponding content are to be written.

    5.Learning Aids: In this column different types of learning aids to be used in relation to the content

       and objectives are to be mentioned.

    6.Evaluation:  In this column of lesson planning the evaluation technique to be used should be written

       clearly. It should be directly related to the instructional objectives. It helps to know to what extent

        stipulated objectives have been realized by the teaching learning process.

                                                           

                                                                                FORMAT

Lesson plan (Evaluation approach)

1. General information:

      Name of the teacher: _____________________________

      Class: ________________________

      Subject: __________________________ Unit: ______________________________

      Date: ________________________ Period: _________________________

      School: ___________________________________

2. Source consulted: ___________________________________________

3. Development:

Teaching points	Instructional Objectives	Teacher’s Activity	Student’s Activity	Learning Aids	Evaluation

Note: The lesson plan may run into 3-5 pages. Do not take the proforma to be a closed and open page plan. The proforma is only a suggested model for organized writing.

Merits of Evaluation Approach to lesson planning:

1. This approach is providing for specification of instructional or learning objectives in behavioural form.   

    So, it is easy to achieve the objectives.

2. This approach is suitable to achieve not only cognitive objectives but also affective and 

     conitive/psychomotor objectives.

3.There is Horizontal link between instructional objectives, teacher, student activities and evaluation so 

    it makes teaching more meaningful and systematic.

4.It is student-centered approach. The whole planning is done to bring about desirable changes in the 

    behaviour of the students.

5.Here provision is made for continuous evaluation. The learning outcome is assessed immediately as

   and when it occurs.

6.Like Harbartian approach the learning process is not compartmentalized. Here learning is made

    continuous process.

Limitations of Evaluation Approach

1.All the human behaviour has all the three components i.e., cognitive, conitive and affective domain.

   The behavioural outcomes cannot be specified only in one domain as it is done in this approach.

2.Here the specific instructional objectives are achieved one by one. There is no provision for integration

   of all the learning outcomes into one integrated experience.

3.There is no provision to evaluate integrated learning outcome at the end of the lesson.

Guidelines to Student Teachers:

     Herbartian approach and evaluation approach to lesson planning have their own merits and demerits. Similarly, there are many approaches to lesson planning. No approach is perfect or ideal. Therefore, the question before the teacher is that which approach is to be followed for lesson planning. The sincere suggestion is that you pick the good points from each approach and apply them, which suits your classroom environment. We need happy blending of all these approaches.

     We should follow an approach which makes our students active participates in the teaching learning process and makes learning meaningful and effective.

     Chaitanya approach is put to practice in primary schools in Karnataka state (only Government schools following). Some minor modifications are made in the lesson plan steps in chaitanya approach. They are as follows,

Steps of Chaitanya approach:

1. Pre-preparation activities.

2. Pre-learning activities.

3. Learning activities.

4. Application activities.

5. Evaluation activities.

Suggested lesson plan format for Chaitanya approach:

1. General information: __________________________________

2. Source consulted: _____________________________________

3. Content analysis: ______________________________________

4. General objectives: ____________________________________

5. Instructional objectives: ______________________________

6. Learning aids: ______________________________

7. Curriculum transaction: ______________________________

Teaching points	Instructional objectives	Teacher’s Activity	Student’s Activity	B.B. Work	Evaluation