CLASS PLANNING
Annual Plan (Part A)
Annual Plan (Part B)
Bimonthly Plan
Weekly Plan
Recollection of information (Official programs, books, diagnosis, etc)
Establishments of Objectives
How to Fulfill the Established Objectives?
Bibliography
To Assemble the Plan
Selection of Areas, Contents and Topics
Selection of Objectives
How to Fulfill the Selected Objectives? (vocabularies, albums, trips, lessons, etc.)
Evaluations to Do (to measure the fulfillment of the selected objectives)
To Assemble the Plan
Selection of Areas, Contents or Topics
Selection of Objectives
How to Fulfill the Selected Objectives? (Designing of specific activities)
Establishment of Evaluation Criteria (in relation with the objectives)
Evaluation Instruments (exercises, murals, readings)
To Assemble the Plan
The first way follows a didactic planning; it starts and finishes in the
achievement of a predetermined curriculum proposition.
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he second way not only plans didactic activities to the study programs but it also emphasizes the socio cultural content where learning-teaching processes are developed.
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Formulations of an operational nature that express clearly and precisely, in
terms of observable conduct, the behavioral changes that must be operated in the
individual as a result of a learning process.
he achievement is completed in one year through objectives.
Objectives will be plan in infinite in function to the students.
Plan objectives will have a clear apprenticeship.
Objectives will be plan in infinite in function to the students.
It refers the reader where were took some ideas that serves as references.
The Annual Plan must have:
Educative Center name.
Year is going to be developed.
. Subject, year and level.
Contents can be procedures, attitudes and conceptual.
Is divided from subject general objective
focus on students written in infinitive
The best way is following the program planning
Specific objective show's students behavior during the subject development
Study of personal characteristics
behavior analysis
Educative process
Concepts starts with the phase: student may know...
Procedures are bases on: students must...
Attitudes: students must know...
Objective can not express more than one behavior
Behavior reflected by a verb in infinitive
established in specific activities design
The elements of your lesson plan should be thought of as guiding principles to be aplied as aid, but not blueprints, to systematic instructions.
selected according to the chosen strategies