SCERT Model Lesson Plan Template | Multi Grade Teaching for Primary Classes

SCERT Model Lesson Plan Template for Multi Grade Teaching for Primary Classes School Education- SCERT-AP- Academic and Administrative reforms -Preparation of lesson plans- Templates communicated and guidelines issued. R.C. No.ESE02/329/2022 SCERT Dated:26/06/2022 Model lesson plan for multi grade teaching.

SCERT Model Lesson Plan Template for Multi Grade Teaching for Primary Classes


R.C. No.ESE02/329/2022 SCERT Dated:26/06/2022
Sub: School Education- SCERT-AP- Academic and Administrative reforms -Preparation of lesson plans- Templates communicated and guidelines issued.

Ref:- 
1. Observations of the School Education Higher Officials during their visits to schools.
2. Pro. R.C. No. ESE02/290/2022-SCERT, Dated 04/04/2022 of the Commissioner of School Education, Andhra Pradesh.



The attention of all the Regional Joint Directors of School Education and the District Educational Officers in the state is invited to the reference 2nd above wherein certain guidelines were issued regarding the implementation of Academic and Administrative reforms in the state. As part of the above guidelines, the preparation and implementation of the lesson plan is one of the topmost academic reforms to be implemented in all the schools for ensuring the quality of education through adequate class-specific learning outcomes among students.

In this regard, the SCERT-AP has prepared two (2) Lesson Plan Templates.

Template - 1: Model lesson plan for multi grade teaching.
Template - 2: Model lesson plan for all types of High schools.

  • Therefore, all the Regional Joint Directors of School Education and the District Educational Officers in the state are requested to issue necessary instructions to all the feld functionaries for effective implementation of the lesson plan and instructions to ensure right teaching at right level and achieve adequate learning outcomes at all levels.
  • Further, all the Regional Joint Directors of School Education, District Educational Officers, Principals of DIET and all inspecting officers in the state shall ensure that all teachers are following the guidelines and preparing the lesson plans as per the templates suggested by SCERT. The services of resource persons in DIETs shall be used for capacity building and training of the teaches for the effective implementation of these plans.
  • If any best practices are identified the same may be sent to the Director SCERT for disseminating across the state for its adaptability.
Government of Andhra Pradesh Department of School Education SCERT- AP

Specific Guidelines for Model Lesson Plan Components

Name of the Teacher: 
Name of the School: 
Subjects:

A) Classes and Chapters, Concepts and Skills Covered (In case of Multigrade Teaching, write for multiple grades)

Prior Concept/ Skills: (Essential concepts and skills to be checked/bridged before teaching the current concept.)
A significant number of Indian classrooms are multigrade and all classrooms are multilevel. This reality can be used as a resource for learning since it facilitates more interaction and peer learning in classrooms. In order to make the most out of this setting a few suggestions are given below. Please note that this exercise helps in understanding the prior knowledge essential for teaching a particular concept or skill. Hence this is useful for bridging the gaps for Grade-level teaching as well.

A.1) Be aware of the Conceptual Progression/Content/Syllabus-
 
It is essential to understand how conceptual and skill progression is planned in syllabus across the grades. See the learning continuum for Number Operations-Addition

Kindergarten/Baalvatika/ Readiness Programme
  • Sorting and matching
  • One to One Correspondence Sequencing
  • Order of numbers till 10
  • Number sense/sense of quantity of numbers till 10 Identification of symbols and counting of objects
G-1
  • Understanding of Addition as Joining
  • Adding two single-digit numbers using materials and pictures and symbols
  • Using number line to add Horizontal and Vertical Addition Understanding simple story sums and representing situations
G-2
Double digit addition without regrouping
Double digit addition with regrouping using place value
Comprehension of situation sums
Understanding different types of addition sums and solving using number combinations

A.2) Plan for one concept or skill that is taught across the grades present in the classroom for students to learn with and from each other easily.
For example if the Listening Skill LO of responding to questions is planned, this needs to be planned across grades for teachers to plan a simpler to complex task for the same skill. This will help create groups of students and also peer-learning can also be facilitated.
A.3) Chalk out the portions of the teaching plan that can be taught collectively to all the grades before giving independent work to different grade level students. For example in the unit/month plan given above for Grade 3, suppose you have Grade 2 and 4 as well, plan to teach picture reading across grade by picking up simpler to complex pictures. But for the introduction of the lesson, modelling picture reading, instruction can be given collectively. Example of stages in a lesson plan that can be taught collectively-
  • To introduce a new topic
  • During discussion or brainstorming – sharing ideas with the rest of the group
  • explain how activities or projects will be done
  • When dealing with content or activities where it does not matter if learners
  • respond at different levels (e.g. story-telling, physical education, outdoor
  • games, field trips and projects)
  • To practise learning – such as reciting tables or poems
  • To summarise learning at the end of a lesson
  • For ‘Story Time’
A.4) Have the classroom's physical set up according to the multigrade teaching and stages of the lesson. For example
  • a) Direct Teaching- The teacher is instructing the class, demonstrating a technique or conducting an experiment.
  • (b) The Horseshoe- This can be used for direct teaching, or for teacher led discussion. The arrangement encourages the children to address and question each other as well as the teacher.
  • (c) Unsupported cooperative working- The children share a task and cooperate in completing it. The arrangement invites face to face interaction and conversation. It is useful in topic and project work and can be used for shared practice sessions.
  • (d) The Mat. - This is especially useful with younger children for storytelling, singing, and news exchanges and for briefing them on their next activity. Sometimes children like to sit in a relaxed position on the mat to read.
  • (e) Resource activities- This is an area in which equipment, books, charts and materials can be kept for specific curriculum areas, e.g. mathematics, science, language, art and crafts. Often room corners are the best positions for resource areas. Resources can be taken from the area, or a group can work inside it.
  • (f) Independent study- An area of this kind enables learners to work privately without distraction. It is useful to place the tables and chairs/benches facing a wall. Space in a corridor or on a shaded veranda can also be used for an independent study area.
A.5) Display students’ work - stories, poems, and art. Space can be reserved for a notice board to take the timetable, classroom rules, coming events, etc. If the walls are smooth and chalkboard paint is available, sections at a suitable height can be prepared for the children to use, both inside and outside the classroom/building, e.g. for practice in computation and language and for drawing and design.
Reference: https://drive.google.com/drive/u/folders/1qD1DzOflLi-uvbj03gh8Sv3nibDp6e62

B) Learning Outcomes: (Select from SCERT Academic Calendar and Textbook)

B.1) Aim for Competencies- Important Knowledge, higher order skills and attitudes- The outcomes are indicators of learning that we aspire to see students acquire in a gradual process of learning. These outcomes are informed by:
Higher aims of the discipline/subject being taught
Contemporary Knowledge- Facts, Concepts, procedures
Skills and attitudes

Let’s see an example from Primary Mathematics. National Focus Group Paper on Mathematics talks about Mathematization of Thinking through teaching Important Mathematics

This implies that concepts, procedures should be taught in a manner that helps students:
  • Solve problems
  • Reason
  • Communicate in mathematically precise language
  • Connect maths with life, other subjects
  • Represent maths ideas in various forms.

B.2) Use the Learning Outcomes suggested by the NCERT and SCERT

B.3) Be aware of the Conceptual Progression/Content/Syllabus-

B.4) Use Bloom’s taxonomy of higher order thinking skills for planning the outcomes that are worth pursuing in all subject areas- Using this taxonomy to chalk out the Learning Outcomes/Indicators prevent from aiming too low/on rote learning. You will see this applicable in all subjects and grades. Use this diagram to understand what each of the levels means and plan for these observable and measurable outcomes. For example, if you plan for making students understand photosynthesis, the lesson plan needs to have outcomes that students will be able to:
  • describe its process
  • discuss it
  • explain the cause and effect identify essential conditions for it recognise the role of trees and sun, COs etc.

Example-Learning Outcomes for the concept of Addition for Grade 1:
  • Understanding/ inferring addition as joining two sets of a quantity
  • Talking about the process using vocabulary of addition (join. Altogether, in all, add, makes, equal to etc)
  • Representing addition situations/story sums using concrete materials and pictures
  • Counting on from a number to add
  • Matching addends with their sum
  • Using number line to add
  • Adding zero to single-digit numbers
  • Adding horizontally and vertically Please note that all these LOs are observable and measurable behaviours or indicators of learning that we can notice and help children with as they learn

TEACHING LEARNING PROCESS

C) Induction/Introduction (Generating interest, informing students about the outcomes and expectations for the lesson)

C.1) Set induction is preparation or getting students ready for learning, before a formal lesson. Perrot (1982) identified four purposes of set induction or introduction of the lesson as:
  • Focussing attention on what is to be learned by gaining students’ interest
  • Moving from old to new materials and linking the two. Providing meaning to a new concept, using examples
  • Creating a structure for the lesson
C.2) Set induction can be:
Explaining potential benefits to the learners
Giving clear instructions
Describing what is going to happen
C.3) The STEP acronym may be used to remember what to do:
  • Start: Welcome the students, settle them down and gain attention
  • Transact: Understand their expectations and explain yours. Link with previous knowledge
  • Evaluate: Assess the gap between their expectations and current reality
  • Progeress: Move to the main body of learning/lesson.
D) Experience and Reflection (Task/question that helps students explore the concept and connect with their life)
Students learn best when they experience something and reflect on their learning. Keep the following in mind while planning the main experiences:

  1. D.1) Plan for experiences and tasks that help students connect the classroom learning to their lived experiences.
  2. D.2) Plan for tasks that help students get multi-sensory experiences like making something, clay modelling, origami, experimentation, listening to a story or poem, reading aloud, playing a cooperative game etc.
  3. D.3) These experiences need to be related to the main concept and need to be planned keeping childrens’ age, interest, context/cultural background in mind.
  4. D.4) They can be a whole group, peer, small group or individual tasks.
  5. D.5) Plan these tasks keeping the nature of the subject in mind. For example, for Mathematics, tasks that help experience the concepts using concrete things or pictures help gain clarity. Similarly, for Science, seeing the phenomenon or experimenting, hand- on tasks will be useful. Learning Science by Doing Science/ using processes like observation, hypothesising, experimenting, gathering data, categorisation, concluding, etc needs to be part of the process of learning
  6. D.6) Plan for active learning tasks rather than passive learning of listening to the teacher.
  7. D.7) Once students do this main task, ask reflective questions such as:

● What did you do?
● What did you notice/observe?
● Have you seen this happening elsewhere? Use students' responses to consolidate the main idea/concept.
D.8) Use students' responses to consolidate the main idea/concept.

0 comments:

Give Your valuable suggestions and comments